# data[].attributes.attachment_link.description
For multilingual learners to truly thrive, their voices — and the voices of their families and communities — must be at the heart of our work. Meaningful, culturally and linguistically sustaining family and community engagement is not an add-on. It is essential for promoting students’ identity development, learning and belonging.In this video, discover what meaningful engagement looks like — directly from multilingual learners, families, community members and educators.Centering Voices Video Transcript At a local museum, a mom and her two children work together on a craft project based on the book We Are All Connected: Caring for Ourselves and the Earth. Other families and educators from their school also participate. ABCs of Family and Community EngagementThe ABCs are six key considerations that are essential for strengthening family and community engagement practices: Awareness, Advocacy, Building Trust, Breaking Barriers, Collaboration and Connect to Learning.The ABCs of Family and Community Engagement includes an infographic that provides a visual representation of all six ABCs as well as look-fors to identify evidence of the ABCs in your context and ideas for future action.The ABCs of Family and Community Engagement: Key Considerations for Centering Multilingual Voices offers a brief synthesis of literature and reflection questions for each of the six ABCs.

# data[].attributes.headline
WIDA Supporting Multilingual Learners with Disabilities

# data[].attributes.subject
WIDA Supporting Multilingual Learners with Disabilities

# data[].attributes.attachment_link.description
Explore resources and approaches designed to help educators create learning that is inclusive, strength-based, and rooted in collaboration — so every learner can thrive.Multilingual learners with disabilities are students who are developing more than one language and have an identified disability. This group includes students with a wide range of needs, from learning differences to sensory, physical or developmental disabilities. Some students may have Individualized Education Programs (IEPs) or 504 plans, while others may not require either. Their strengths, perspectives and goals vary, and recognizing these assets is key to creating meaningful learning opportunities.

# data[].attributes.headline
WIDA Focus Bulletin Inclusive Practices MLs with Disabilities

# data[].attributes.subject
WIDA Focus Bulletin Inclusive Practices MLs with Disabilities

# data[].attributes.headline
SLP Coffee Talk: Multilingual Evaluations

# data[].attributes.subject
SLP Coffee Talk: Multilingual Evaluations

# data[].attributes.attachment_link.readable_text
In this episode of SLP Coffee Talk, Hallie chats with Desi Peña, a Spanish-bilingual speech-language pathologist, about the real-world challenges of evaluating and supporting multilingual learners. From gathering parent input and working with interpreters to looking beyond standardized scores and trying out dynamic assessment, Desi shares practical strategies you can use right away. You'll walk away with tips to feel more confident in your evaluations, ideas for advocating with administrators, and the reminder that every child deserves to be seen for their strengths-not just a number.

Here's what we learned:

Parent input is one of the most valuable tools in a multilingual evaluation.

Standardized test scores don't always show the full picture.

Dynamic assessment can reveal a student's true learning potential.

Building strong relationships with interpreters makes the process smoother.

Collaboration with teachers leads to better support for students.

Every multilingual learner deserves to be seen for their strengths, not just a score.

RESOURCES
Learn more about Desi Peña: Learn more about Hallie Sherman and SLP Elevate: 🎧JOKE OF THE WEEK: Check out the Secondary Secret Podcast here!
Q: What are 10 things you can always count on?

A: Your fingers

Subscribe to the Podcast Follow Hallie on Instagram Follow Hallie on Facebook Follow Hallie on Pinterest
Where We Can Connect:

Subscribe & Review on Apple Podcasts

Are you subscribed to the podcast? If you're not, I want to encourage you to subscribe today so you don't miss any future episodes! I already have so many amazing guests and topics lined up, I would hate for you to miss a single one! Click here to subscribe on Apple Podcasts.

Could I ask a big favor? If you are loving the podcast, I would LOVE it if you would leave me a review on Apple Podcasts. I read each and every review. Plus, you get to pay it forward because it will allow other teachers like you to find the podcast! Wondering how to leave a review? Click here to review, then select "Ratings and Reviews" and "Write a Review". So easy and so appreciated!

Do you have a question you would like me to answer on the podcast?

TRANSCRIPT

00:00:00 Hallie: Hey there SLP, I have a quick question for you. What if you could have just one book on your shelf that actually gets the challenges of working with middle school and high school students? Well, it's here. Well, actually the pre-order is here, but hey, I'm so excited to let you know that my brand new book, The Secondary SLP Guide is available for pre-order. And when you pre-order, you get an exclusive bonus that you won't wanna miss. It is packed with real talk strategies, quick tips and inspiration that you can use with your middle school and high school students or all year long.

00:00:40 Hallie: This is the perfect book for a book club, a grad student group, or just flipping through when you're stuck and in a IEP writing spiral. So head to speechtimefun.com/preorder or head to my Instagram and send me a DM with the word pre-order and I will send you the link so you can pre-order now and I cannot wait for you to get your hands on this book in November but the sooner you grab it the better the bonus.

00:01:17 Hallie: Welcome to SLP Coffee Talk, the podcast designed exclusively for speech language pathologists who work with older students, grades 4 through 12. I am your host, Hallie Sherman, your SLP behind Speech Time Fun, the Speech Retreat Conference, and the SLP Elevate Membership. And I'm thrilled to bring you conversations, strategies, and insights that will give you the jolt of inspiration that you need. Whether you're tuning in during your morning commute, on a break in between sessions, or even during a well-deserved relaxation time. I am here for you each and every week. Let's do this SLPs.

00:01:57 Hallie: Hey, hey, and welcome to another episode of SLP Coffee Talk. Today I have Desi Peña here. We're gonna be talking all about multilingual evaluations and just working with multilingual students. So Desi, welcome to the show.

00:02:12 Desi: Thank you so much, Hallie. I'm so excited to be here and to chat with you about this topic.

00:02:17 Hallie: So everyone listening about you and your SLP journey to what you are passionate in doing these days.

00:02:25 Desi: Yeah, thanks for that. I wanted to start off explaining a little bit about my background. I'm actually a former classroom teacher who turned SLP. And so that has really informed my practice and is currently shaping what I do with multilingual learners. I own my own business and I contract with schools and districts and other agencies to support multilingual learners. My other area that I do a lot of work in is AAC. But for this podcast, I would love to focus on multilingual learners, especially starting with the fact - and I don't share this as often as I should, but I myself was identified as an English language learner when I started at school. So it's a topic that's near and dear to my heart.

00:03:10 Hallie: Awesome. And what other languages do you speak since you are multilingual and not bilingual?

00:03:16 Desi: That's funny that you say that. So I put the emphasis on multilingual, especially for my business, because I do find that even though I am just a bilingual person, my languages are English and Spanish, I do find that there are school districts that are daunted by the idea of supporting a child who may speak another language at home. I do dabble in other languages. For example, I just completed an evaluation with a learner whose home language is Portuguese. I can understand Portuguese. I cannot, unfortunately, speak it very well. I tend to just insert Spanish.

00:03:56 Desi: But I think what my purpose in saying multilingual is just that I have a framework that I want to understand from a linguistic side of things, right? What is their morphology? What is their syntax? What about semantics? So these are the elements I think about when I work with multilingual students. So I'm hoping to learn Portuguese and add it so I could truly hold up the word multilingual for myself. But no, currently I just have the two languages and I just dabble and I've not perfected any other ones.

00:04:25 Hallie: And that's okay. I find that those that do speak a second language really have a better ear and understanding of the nuances and the... syntax and how languages are just different versus us monolingual SLPs where we're not used to knowing the different rules and norms of other languages.

00:04:46 Desi: Yeah. And I think the part that kind of gets me amped up when I talk about this is because I do think that there's just a lack of training as well. So I also went to the same grad programs as everyone else. We really didn't have a focus on multilingualism. We didn't have much of a focus at all on bilingual language development. I think there was one mention of it in some course. And I think that unfortunately, the system itself really isn't investing in us being open to understanding linguistic difference, understanding cultural variety. So I think that that's what kind of, yes, drives someone with a personal interest like me, as someone who's bilingual and bicultural, but I do feel like our programs are not there in terms of understanding how to support all SLPs or all SLPs to be getting on this path to supporting multilingual learners.

00:05:42 Hallie: Especially in some districts, some states, SLPs don't have access to a bilingual SLP to do those evaluations and they're the ones doing it. I was fortunate that I did have access. I remember it was so new. Like you mentioned grad programs. I think we learned if the student is delayed in their native language, then it's a language. And there's just so much more to it than that. Can you talk about what information is so essential to collect when you're doing an evaluation to making sure you are having everything you need to make those strong recommendations?

00:06:20 Desi: Yeah, and I wanted to touch on something that I think will give people insight as to why we are collectively having this issue. In addition to very much like systemic barriers, there's also the reality that research trickles down very slowly. It takes, I think I've heard - this is one of those expressions, that I've heard that it takes 15 to 20 years for something in the research to actually get to the ground level to the clinicians who need to use that information, which is really unfortunate. I mean, we do have a long standing history now 20, 30 years deep on trying to understand how to assess multilingual learners, how we can demonstrate what they know or what they're capable of. So thinking about understanding how they're learning language as opposed to just using the same language measures we've continually been using.

00:07:10 Desi: So when you're doing an evaluation, the first step is to... figure out how to reach the parents. So this may involve the use of an interpreter. This may be that you're speaking to parents who are bilingual. And so if that's the case, you may be able to just directly connect with them. It's really important to gather parent information because parents know their children the best. So what I have found time and time again, and this has been over the many years now that I've been working with multilingual learners, I have mostly found that parents are very good at detecting and explaining when there is a language learning difference or when they have concerns for speech and language difficulties.

00:07:54 Desi: When the parent shares that with me, that's when the alarm bells go off. And this actually has been proven in the research as well. So there are a number of older and then newer research articles that show that when you have a multilingual learner who - and the parent has expressed concerns or is citing concerns for speech and language difficulties combined with other measures of language or speech, that's when you get really high percentages of accuracy in determining the presence of a disorder. And I'll try to send you a few links that you can include in the show notes, but this is something that has been studied now for a few years. So parent interview is crucial.

00:08:33 Desi: The next pieces are to really look critically at the batteries that you're using, what the tests you have in front of you. So, I know we use a lot of standardized instruments. I would just caution you to really assess... what information they're going to give you. So one of the things that we know is that vocabulary tests are not good for these students. They're not good for most students. Vocabulary tests tend to measure socioeconomic status. So if you are going to use a vocabulary measure, consider using it qualitatively. Definitely don't score it, especially if it doesn't align with the language background of the child. So looking at tests critically, looking at who the test was designed for. If you take one of the tests that you have, a standardized test that you have in your testing battery, and you open up the manual and it says that it was just normed on monolingual children largely, you're probably going into territory where you may misidentify some sort of language disorder.

00:09:29 Desi: So being a critical consumer of what these standardized products are selling and taking those tools and then using them dynamically. And I know that the dynamic assessment is always a topic when we talk about multilingual learners. I won't dive into that just yet, but thinking about what dynamic assessment measures can I use to paint a clearer picture because you will paint a picture if you use a standardized instrument. Is it the right picture? Are you over diagnosing or are you under diagnosing that child? These are always the questions to keep in mind.

00:10:03 Desi: So, parent interview, look at your tools. And then I would also just consult with people in your building. Is this child receiving English as a second language services? And this is called different things across different states. But is there a teacher who could speak to second language acquisition that you can collaborate with? Is this a child who is a simultaneous learner? These are factors that do play a role in what tools you may want to use. So understanding the child's language history, again, gathering that through parents, reaching out to resources on your campus, those are really going to be the crucial elements to your evaluation, at least when you're starting off. And I can speak a little bit more specifically to maybe some measures, language measures is what I'm calling them these days.

00:10:50 Hallie: Definitely, definitely. Before we get into that though, I am curious though on your thoughts on like BICS and CALPS and how long you should be waiting and how long should that child be immersed in the English language before - the so many discrepancies and do you really want to wait and see but is it - what are your thoughts on that?

00:11:10 Desi: So just like any good SLP, right, we're gonna just go with our gut which is early intervention is best, right? But it's also in the law. So if you actually go to Google and you were to search... chapter six, English language learners - and again, I will send you this resource. Might be easier. But it's a guide that was put out by the Department of Education a few years ago. It walks you through all these different scenarios of when to begin the child find process with a student, when to begin the referral process. It gives, I think, some recommendations for multi-tiered systems of support. Don't quote me on that. But it walks you through different scenarios and you have almost a decision tree sort of information in there where you can talk with your team and make these decisions.

00:12:03 Desi: I don't recommend putting off any evaluations where waiting for children to learn English, especially if there's a presence, like you said, the presence of a language disorder, a speech disorder in the first language, the home language may impede, right? May be an impact on how they're learning English in school. So it's really going to only hurt the child in the long run and it's going to frustrate everyone who's working with that child.

00:12:29 Desi: So what I would say is to actually begin the process as soon as possible if there is a suspicion, especially if you've connected with the parents, and then to just start that process. And again, it could be through an MTSS framework. It doesn't have to land on the SLP's plate right away, but gathering data on that student and then beginning that evaluation process as soon as possible because we know that things are always critical, right? We're really hoping that children can be set up for success with reading and writing. And so it's really on us to do that investigative work as soon as possible. But yeah, I'll send you that link. It's really a helpful tool and I think can guide a lot of districts on decision-making for these kids.

00:13:15 Hallie: Because a lot of times they want to say, well, because BICS takes what, two to three years, CALPS takes six to nine years. They haven't been here long enough. We got to wait and see it's not problem. And it's like, you get to the nine, they're further behind. Like, come on now.

00:13:29 Desi: Yeah, yeah. And it's really interesting. I'm sorry. I totally skipped over the BICS and CALPS piece. In terms of BICS and CALPS, there's actually been newer research and it's been conducted in different countries. But really the process of second language acquisition isn't that simple. And if anyone who's listening to this podcast has ever tried learning another language, it can take many years. There are many factors that can impact whether you, yourself are good, "good" in quotation marks, right? I'm doing air quotes, good at learning language. There are many factors that can impact the ways in which you learn language.

00:14:06 Desi: So, I'm a former Spanish teacher and a former English as a second language teacher. So anyone who's listening, if you've tried to learn Spanish, Spanish is totally different than English in certain ways, right? You have some advantages semantically because there are so many words in common between English and Spanish. But then if you think about morphologically, Spanish inflects verbs 42 different ways, right? So if you take one verb and you try to modify it for all the ways in which it can be modified for first person, second person, third person, singular and plural, all of the different tenses, in Spanish there are different moods as well. We're talking about 42 times any given verb can change.

00:14:50 Desi: So, it's really crucial for people to understand that everyone learns language differently. So, that is a different issue. For example, if you're learning Spanish, that might be the hill that makes your language learning process more difficult. If you're learning English, I will tell you as I've taught English before, phrasal verbs, right? Get in, get off, get out, get under. Those are really complex for people who are learning and they're not always the most transparent concepts to teach. Anyway, not to go super nerdy on the linguistics elements here, but I think that there is just a case to be made that, yes, we can talk about this framework, the BICS and CALPS framework, but if it's gonna play a role in roadblocking when the... evaluation or the intervention occurs, I don't think it's a helpful framework for schools, if that makes sense and some of us-

00:15:44 Hallie: No, it's helpful because that's something that I was taught and that's not necessarily the... it's so much more complex. Now to bounce back, we were talking about standardized tests and taking some of those results with a grain of salt. Give an example of what someone could do with that.

00:16:03 Desi: Yeah. Yeah. So this, I was just thinking about this before coming on. So something that you could do, for example, is, so I don't know, this is kind of off topic, but I do love little tangents and I promise I'll come back. I was listening to a Bad Bunny interview recently. I'm a big Bad Bunny fan. And I was listening to his English. He goes on a lot of late night talk shows. And if you were to take a Bad Bunny interview and you sat down with it and you listened to it, you would determine the presence of a "disorder". Again, I'm using air quotes because his morphology is different, right? His verb morphology is that of... someone who speaks Spanish-influenced English.

00:16:46 Desi: So something that you could do, let's say that there's pressure for you to use some sort of tool, English language tool, that's normed on monolingual children for the most part, you could go into what's called a mediated learning opportunity or mediated learning experience for that student. So you would actually finish your testing and then look at the weak points in what that child completed. Let's say that they weren't marking third person singular S. So, he eat versus he eats, right? When you're talking about the present tense, you could go back and teach that student, right? Not mid subtest, but at the end, teach that student, "Hey, listen, when I talk about so-and-so, I'm going to say he eats," and then explicitly teach that and then actually give them the opportunity to do it on their own.

00:17:38 Desi: And if you wanted even more data points, you could dismiss that student for the day and then come back. And see how much of that learning they've retained in your next evaluation session. So I know that sometimes it sounds daunting when we talk about dynamic assessment or mediated learning. There are... some free modules actually put out by ASHA for anyone who's interested. They're on dynamic assessment and they're by Liz Peña, who is a great researcher in our field.

00:18:04 Desi: But anyway, this is the way that we can conduct this process of figuring out, okay, are they actually capable of learning these language structures and they just needed to be taught explicitly? That's not a special education problem. That's just a natural consequence of second language acquisition. There's nothing to be attributed to it. It's not negative, it's not positive. It just is what it is. So making sure that you're giving those opportunities for students to demonstrate how they learn and that they can learn will indicate to you that they don't need your services.

00:18:40 Hallie: Love it. That's so, so helpful that taking the results and using dynamic assessment, teach through a test, teach, retest. And I know people listening, "But I don't have time to come back and test that kid again." Well, guess what? You got it.

00:18:57 Desi: You're not going to have time to have them on your caseload either, will you? [crosstalk] Yeah, and I think that there's a case we made like advocating with your administrators, right? Like this is going to take me twice as long. This is the population I'm serving. Do we want to over inflate the resources here or the - sorry, the caseload? We want to over inflate the caseload or do we want to maintain it at a reasonable level for students who actually have the need?

00:19:28 Desi: So I understand the time pressures. I understand the administrative pressures. But having realistic conversations, pointing out these situations to people that may be above you who may not understand, are going to be really important. What's really important to do is to bring this knowledge to them, right? Not just kind of go in and try to have a conversation, but actually support what you're saying with documents, because it's going to make a big difference in people understanding where the risks are and when it's known.

00:20:00 Desi: There's research actually showing too that children of ethnic and racial backgrounds, that are not white, they tend to be overidentified for special education, especially the older they get. And then they are underidentified the younger that they are, because again, there's that assumption that, "Oh, they're just learning English." That's really not the case for the kids who have true language disorders, right? They have something else that's impacting them beyond just second language acquisition.

00:20:28 Hallie: So helpful. Thank you so much. What advice would you give to those that have to work with interpreters?

00:20:35 Desi: Oh, goodness. I was just talking about this recently. Interpreters are tricky. I think that there are many, many different issues with interpreters. I think the thing that we all need to just have an honest conversation about is that some people may not have access to in-person interpreters. And I know that some of my colleagues - I live in Maine, some of my colleagues who live further South, they have phone interpretation, there's interpretation over Zoom or a similar platform. There can be in-person interpreters. They all have different pitfalls. So I think the key would be to find an interpreter that you trust and who you can build time with. Like again, having your administrators understand, I need time to talk to this person and to train them on what it is I'm looking for. They won't be doing the clinical judgment piece that's still the SLP, but we need to tell them what it is that we're looking for, what it is we need them to help us interpret. And then they have to stay afterwards when the child has left to do that debriefing and to help you with interpretation of whatever may have been provided.

00:21:42 Desi: So it's definitely not a simple, straightforward thing at all to work with an interpreter, but I think that finding... a professional that you can trust or has some credentials, especially in education, is going to be really important. And I know that there is a new organization that's out there credentialing educational-based interpreters. Of course, I don't know the name off the top of my head, but it might be worth considering these different elements when trying to determine who might be a good interpreter to work with, what experience they have in special education or in understanding linguistics, right? Because again, we're still navigating all of that linguistic difference potentially. So, setting that foundation with that interpreter is going to be more important than anything else.

00:22:29 Hallie: So, so helpful. One last question. What advice would you give to someone whose administration is saying, but I need test score numbers. I need test score numbers. Cause I know the bilingual SLPs that I worked with, they [inaudible] report. Like they would just give like... they did 7 out of 10 here and then they just use more analytical data versus numbers. What advice would you give to someone to help explain that to an admin who's looking for numbers?

00:22:56 Desi: I try to meet people where they are. So one of the things that I will find is, okay, let me explain to you the harm behind just ascribing a number to a child. Let me explain to you what the manual says, right? I was actually reading... that's gonna - again, I'm not gonna sound very cool when I say this, but I was reading the manual for the Self P3 just out of curiosity. And it said many things. If you go and open that manual, it says many things in itself about not using it and not scoring it with populations that need a lot of modifications, which we all know, right? So we need to really consider that the test is no longer accurate when it's been removed from the context in which it was designed, right? If it's been too far removed from that testing element that they use from that standardization protocol that they used, we're not collecting actual facts anymore. We're just collecting numbers and numbers don't really represent the actual need of the child in front of you.

00:23:55 Desi: And I think this really applies well to schools, right? We're looking at educational impact. So yes, we want to look at numbers, but we really want to determine the presence of an educational impact. So, finding somebody who is open to having that discussion, presenting resources to them, trying to help them get to that point in time. Maybe it means that you're able to modify certain things. So for example, with young children, I work a lot in early childhood settings. I will try to move teams in the direction of accepting some information from questionnaires. And again, some questionnaires carry bias too, but they don't carry the same bias as a tool that's looking at all of the morphosyntax of English, right? Like we're comparing children to children that they can't be compared to. So we want to just move away from tools that we know can cause harm.

00:24:51 Desi: I mean, there's actually good research too. In 2018, there was an article that came out that even if you use the Spanish [inaudible], the [inaudible] four is the current version, it over-identifies children of certain Latinx backgrounds. And it was as high as two out of three were misdiagnosed. So thinking about that, having these facts, having the understanding that this is not going to... fly, that this shouldn't be flying, right? Having this discussion, this open discussion with an administrator and even moving toward using terms.

00:25:25 Desi: There was another great paper that came out in 2020 that talked about the concept of... a preponderance of evidence, right? So thinking about and maybe - that's the term we use in Maine. The article itself, I'd have to look it up and I'll share all this in the resources because I think it's really great to look at it, but they called it converging evidence. So having converging evidence, moving your teams in the direction of converging evidence, it does require more time. But then over time, once your administration is on board, it will require less time... to complete that picture of converging evidence rather than just slapping standardized scores on everyone. So I hope that's helpful. I hope I made [crosstalk]

00:26:06 Hallie: No, it's also helpful. And it's so interesting about the self... the Spanish. And I know there are so many different dialects that they can't be normed for every single one of them. So even in a Spanish version doesn't mean it's not norm for the student to have in front of you. So, so, so helpful. Thank you so, so much. Where can everyone learn more about you and everything you have to offer?

00:26:30 Desi: Yeah. So I have too many social media pages. You're welcome to follow me at all of them or just one. But I'm @dbilingualslp on Instagram. I also have a business page for my business, Panorama Speech. So just put @panoramaspeech and that's me on Instagram and on Facebook. And if you are interested in hearing more about topics relating to cultural and linguistic diversity, I would be remiss if I said that I also have a podcast. It's called the Bold SLP podcast. And that's with two of my dear bilingual SLP colleagues and friends. And you can find us @theboldslpcollective on Instagram as well.

00:27:10 Hallie: Awesome. Definitely go check out our podcast if you want to dive more into this topic, because it's so necessary and relevant for us to be really making agri-clinical decisions for our students and it's so important that the more you know the better you can serve the students you were working with. I always end my episodes with a joke because jokes are language based and build a lot of rapport. So what are 10 things you can always count on?

00:27:38 Desi: I don't know.

00:27:40 Hallie: Your fingers. My corny dad jokes, guys, are here every week so you can steal them and use them with your students to build rapport and have a lot of fun. So thank you so, much, everyone. Go check out Desi. We're going to have all the links to everything in the show notes and any references to any articles and things like that. She will have that in the show notes as well. You can find that on speechtimefun.com. And until next week, everyone, stay out of trouble.

00:28:16 Thanks so much for tuning in to another episode of SLP Coffee Talk. It means the world to me that you're tuning in each and every week and getting the jolt of inspiration you need. You can find all of the links and information mentioned in this episode at my website, speechtimefun.com. Don't forget to follow the show so you don't miss any future episodes. And while you're there, It would mean the world to me if you would take a few seconds and leave me an honest review. See you next week with another episode full of fun and inspiration from one SLP to another. Have fun guys.

00:28:58 Hallie: Hey there SLP, I have a quick question for you. What if you could have just one book on your shelf that actually gets the challenges of working with middle school and high school students? Well, it's here. Well, actually the pre-order is here, but hey, I'm so excited to let you know that my brand new book, The Secondary SLP Guide is available for pre-order. And when you pre-order, you get an exclusive bonus that you won't wanna miss. It is packed with real talk strategies, quick tips and inspiration that you can use with your middle school and high school students all year long.

00:29:38 Hallie: This is the perfect book for a book club, a grad student group, or just flipping through when you're stuck and in a IEP writing spiral. So head to speechtimefun.com/preorder or head to my Instagram and send me a DM with the word pre-order and I will send you the link so you can pre-order now and I cannot wait for you to get your hands on this book in November but the sooner you grab it the better the bonus.

# data[].attributes.attachment_link.description
Show Notes: In this episode of SLP Coffee Talk, Hallie chats with Desi Peña, a Spanish-bilingual speech-language pathologist, about the real-world challenges of evaluating and supporting multilingual learners. From gathering parent input and working with interpreters to looking beyond standardized scores and tryin ...

# data[].attributes.attachment_link.readable_text
This resource provides a variety of examples demonstrating how instructors may use translanguaging to support multilingual learner's content learning.

All of the strategies contained in this resource view the child from an asset-based perspective. The child is seen as having a wealth of knowledge that is welcomed into the classroom and built upon. With these strategies, students' funds of knowledge are embraced fordisciplinary learning.

Thank you! Your submission has been received!

Oops! Something went wrong while submitting the form.

This resource provides a variety of examples demonstrating how instructors may use translanguaging to support multilingual learner's content learning.

All of the strategies contained in this resource view the child from an asset-based perspective. The child is seen as having a wealth of knowledge that is welcomed into the classroom and built upon. With these strategies, students' funds of knowledge are embraced for disciplinary learning.

This resource provides a variety of examples demonstrating how instructors may use translanguaging to support multilingual learner's content learning.

All of the strategies contained in this resource view the child from an asset-based perspective. The child is seen as having a wealth of knowledge that is welcomed into the classroom and built upon. With these strategies, students' funds of knowledge are embraced for disciplinary learning.

# data[].attributes.attachment_link.title
ELSF | Resource: Translanguaging Strategies - ELA and Math

# data[].attributes.attachment_link.description
This resource provides a variety of examples demonstrating how instructors may use translanguaging to support multilingual learner's content learning. All of the strategies contained in this resource view the child from an asset-based perspective. The child is seen as having a wealth of knowledge that is welcomed into the classroom and built upon.

# data[].attributes.headline
WIDA Focus Bulletin: Educational Justice Through Policy

# data[].attributes.subject
WIDA Focus Bulletin: Educational Justice Through Policy

# data[].attributes.headline
Translanguaging to Support Students’ Bilingual and Multilingual Development | IES

# data[].attributes.subject
Translanguaging to Support Students’ Bilingual and Multilingual Development | IES

# data[].attributes.attachment_link.title
Translanguaging to Support Students’ Bilingual and Multilingual Development | IES

# data[].attributes.attachment_link.description
Bilingualism and multilingualism are realities for students across the world, and research suggests that teaching children in their home language promotes effective learning. This infographic focuses on translanguaging, a theory that allows teachers to mobilize all of students’ linguistic skills to support and develop learning outcomes.

# data[].attributes.attachment_link.title
Wei, 2018, Translanguaging as a practical theory of language

# data[].attributes.attachment_link.title
TESOL Quarterly - 2021 - Cio ‐Pe a - TrUDL  A Path to Full Inclusion  The Intersectional Possibilities of Translanguaging

# data[].attributes.attachment_link.title
Noguerón-Liu, 2020, Expanding the Knowledge Base in Literacy Instruction and Assessment- Biliteracy and Translanguaging Perspectives from Families, Communities, and Classrooms

# data[].attributes.headline
“Translanguaging significa libertad”: Cultivating Language Teacher Agency in Dual Language Bilingual Settings

# data[].attributes.subject
“Translanguaging significa libertad”: Cultivating Language Teacher Agency in Dual Language Bilingual Settings

# data[].attributes.attachment_link.title
MABE Research Presentation 2025 (Hamman-Ortiz & Hesson)

# data[].attributes.headline
Literacy Practices for Multilingual Students with Disabilities

# data[].attributes.subject
Literacy Practices for Multilingual Students with Disabilities

# data[].attributes.attachment_link.title
Literacy Practices for Multilingual Students with Disabilities - Center for Applied Linguistics

# data[].attributes.attachment_link.description
This webinar is part of the Center for Applied Linguistics’ Research to Policy webinar series.

# data[].attributes.body
Equal Access to Elementary and Secondary Education for Students Who Are English Learners with Disabilities November 12, 2024

# data[].attributes.headline
Identifying & Serving Multilingual Learners with Disabilities Policy & Resource Guide

# data[].attributes.subject
Identifying & Serving Multilingual Learners with Disabilities Policy & Resource Guide

# data[].attributes.headline
WIDA Strategies for Working with Multilingual Learners with Disabilities

# data[].attributes.subject
WIDA Strategies for Working with Multilingual Learners with Disabilities

# data[].attributes.attachment_link.readable_text
Teaching multilingual learners (MLs) with disabilities presents unique challenges and opportunities. Educators must navigate language barriers while ensuring that students with different abilities receive the support they need. We spoke with two experienced educators, Ruby Nemeth and Amy Lehman, to hear about the practical strategies they use to foster effective learning environments. Ruby and Amy are both teachers for students who are blind or have other visual impairments.

"My teaching philosophy is grounded in the principles of UDL, which emphasizes multiple means of representation, engagement and expression," Ruby said. "This approach ensures that all students, regardless of their language or disability, have the same access to learning opportunities."

By incorporating visual aids, auditory materials and tactile resources, teachers can create learning experiences that accommodate various needs.
Key Takeaways

Use multimodal teaching strategies, including visuals, hands-on activities and auditory supports.

Provide students with options to demonstrate their understanding, such as verbal responses, written work or interactive projects.

Ensure all materials are accessible, using braille, large print or digital tools as needed.

Understanding a student's background is crucial to their success. Ruby prioritizes open communication with caregivers through meetings, emails and home visits. Similarly, Amy stresses the importance of gathering input from students themselves, using interpreters when possible and utilizing technology to bridge communication gaps.

"I've started bringing my phone with me to help interpret some things," Amy said.

Check out this article to learn more about working with families of MLs with disabilities.
Key Takeaways

Regularly communicate with caregivers to understand students' needs and cultural backgrounds. Formal meetings can be a very effective way to connect.

Utilize interpreters and translation tools whenever possible.

Foster student engagement by learning key phrases in their home language to create a welcoming environment.

Collaboration is key to supporting MLs with disabilities. Ruby and Amy both emphasize the value of consulting with general and special education teachers, paraprofessionals and related service providers.

"Related service providers usually share a document with me that shows information about the student," Amy said. "The document typically includes what everyone is working on and the growth that's occurred."
Key Takeaways

Maintain a shared document where educators and service providers can update student progress and strategies.

Observe students in various settings to gain a comprehensive understanding of their learning styles and needs.

Attend professional development sessions on working with MLs and special education practices.

Collaborate with other educators and experts to ensure a holistic approach to each student's education.

Assistive technology can play a significant role in bridging learning gaps. Screen readers, speech-to-text technology and audiobooks are all examples of tools that could be helpful.

"At the beginning of my career, I wish I had more training in assistive technology and multilingual education strategies," Ruby shared. "For first-year teachers, I recommend seeking professional development opportunities in these areas."
Key Takeaways

Explore digital tools like screen readers, speech-to-text software and translation apps.

Advocate for professional development on assistive technology and multilingual education.

Seek resources and guidance from ML specialists to integrate effective language support strategies.

The way an interpreter contributes to Individualized Education Program (IEP) meetings with caregivers can vary and some ways may not be as effective as other ways.

"I have been at meetings where a teacher talks uninterrupted for 10 minutes. Then, the interpreter will sum up what a teacher said in a few sentences. In these situations, the parent is missing a lot of information," Amy said. "Other times I've seen an interpreter have a microphone on their collar and a caregiver with an earbud in. The interpreter was able to speak in real time to the caregiver and feedback from the parent was immediate."

Consider the ways you're working with an interpreter and how it can be improved.
Key Takeaways

Different interpretation techniques can be explored to prioritize full understanding and timely feedback during IEP meetings.

Consider how meetings with families of MLs with disabilities should be adjusted to meet their needs.

Talk with the interpreter and caregiver prior to the meeting to learn what works best for them.

Make sure all members of the IEP team know what to expect and what the interpretation looks like.

Multilingual students are often expected to learn entirely in English, but this can hinder their progress, Amy said. Providing instruction in a student's home language alongside English development can improve comprehension and retention.
Key Takeaways

Where possible, incorporate multilingual instructional materials and support.

Use peer support systems where MLs can help one another with language development.

Educators working with MLs with disabilities must be flexible, collaborative and resourceful. Adopting UDL, leveraging technology, fostering relationships and advocating for better language support are just a handful of tactics that Ruby and Amy recommend.

"My dream is for all my multilingual learners, with and without disabilities, to achieve their fullest potential and become confident, independent individuals," Ruby said. "As a multilingual person myself, I hope to see them excel academically, socially and emotionally, and to be empowered to advocate for themselves and others. Ultimately, I aspire for them to have equal opportunities to succeed in whatever paths they choose."

# data[].attributes.attachment_link.title
Strategies for working with multilingual learners with disabilities

# data[].attributes.attachment_link.description
A multifaceted approach to understanding and addressing the needs of multilingual learners with disabilities and their families can go a long way to help them achieve their fullest potential.

# data[].attributes.body
A Framework for Understanding English Learners With Disabilities: Triple the Work

# data[].attributes.body
CULTURALLY RESPONSIVE LOOK-FORS

# data[].attributes.headline
Zaretta Hammond Culturally Responsive Teaching and The Brain

# data[].attributes.subject
Zaretta Hammond Culturally Responsive Teaching and The Brain

# data[].attributes.attachment_link.provider_name
Culturally Responsive Teaching & the Brain

# data[].attributes.attachment_link.title
Book - Culturally Responsive Teaching & the Brain

# data[].attributes.attachment_link.description
Helping Students be the Leaders of their Learning

# data[].attributes.body
Supporting Culturally and Linguistically Sustaining Practices

# data[].attributes.attachment_link.authors[].name
Massachusetts Department of Elementary and Secondary Education

# data[].attributes.attachment_link.title
Supporting Culturally and Linguistically Sustaining Practices - Center for Instructional Support

# data[].attributes.attachment_link.description
The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

# data[].attributes.headline
CCSSO English Learners with Disabilities Guide

# data[].attributes.subject
CCSSO English Learners with Disabilities Guide

# data[].attributes.headline
Hoover & Patton: IEPs for ELs and Other Diverse Learners

# data[].attributes.subject
Hoover & Patton: IEPs for ELs and Other Diverse Learners

# data[].attributes.body
"Table 11.1 Culturally and Linguistically Responsive IEP Guide"

# data[].attributes.headline
Honigsfeld & Cohan: Collaboration for Multilingual Learners with Exceptionalities

# data[].attributes.subject
Honigsfeld & Cohan: Collaboration for Multilingual Learners with Exceptionalities

# data[].attributes.body
"FIGURE 3.4 Collaborative IEP Planning Tool: Present Levels of Academic Achievement and Functional

Performance Planning Tool"

# data[].attributes.headline
WestEd Test Questions for PLAAFP Statements

# data[].attributes.subject
WestEd Test Questions for PLAAFP Statements

# data[].attributes.body
"IEP teams can use this tool to assess PLAAFP statements when developing an IEP for an English learner. They have been adapted to include considerations for English Learners."

# data[].attributes.headline
WestEd Structures of PLAAFP Summary Statements

# data[].attributes.subject
WestEd Structures of PLAAFP Summary Statements

# data[].attributes.body
"This checklist provides some key elements and phrases to look for in the summary statements for each domain covered in the PLAAFP with considerations added for English learners."

# data[].attributes.body
"These are guiding questions to consider as you reflect on a student’s strengths and challenges and how they may interact with their disability/ies, language/s, and academic content engagement."

# data[].attributes.body
"The MTSS for ELs: Literacy Implementation Rubric is intended to be used by individuals or teams who are responsible for monitoring school-level fidelity of a multitiered system of supports (MTSS) for English learners, including MTSS, bilingual, literacy, and English language development specialists or coaches; school principals; and teacher leaders."

# data[].attributes.attachment_link.readable_text
MTSS for ELs: Literacy Implementation Rubric and Worksheets

MTSS for ELs: Literacy Implementation Rubric and Worksheets

The MTSS for ELs: Literacy Implementation Rubric is intended to be used by individuals or teams who are responsible for monitoring school-level fidelity of a multitiered system of supports (MTSS) for English learners, including MTSS, bilingual, literacy, and English language development specialists or coaches; school principals; and teacher leaders. The rubric is aligned with the essential components of MTSS for literacy and the infrastructure that is necessary for successful implementation. It is accompanied by a worksheet and action planning document with guiding questions. The worksheet can be used to record ratings and notes for each section, and the action planning document can be used to summarize strengths, areas of need, and goals, and to track progress.

# data[].attributes.attachment_link.title
Multitiered System of Supports for English Learners

# data[].attributes.attachment_link.description
MTSS for ELs: Literacy Implementation Rubric and Worksheets The MTSS for ELs: Literacy Implementation Rubric is intended to be used by individuals or teams who are responsible for monitoring school-level fidelity of a multitiered system of supports (MTSS) for English learners, including MTSS, bilingual, literacy, and English language development specialists or coaches; school principals; and teacher leaders.

# data[].attributes.body
"This series of tip sheets introduce key components of the individualized education program (IEP). They include brief summaries of federal regulations, tips for implementation, and resources. Check with your state for additional requirements."

# data[].attributes.attachment_link.readable_text
This series of tip sheets introduce key components of the individualized education program (IEP). They include brief summaries of federal regulations, tips for implementation, and resources. Check with your state for additional requirements.

# data[].attributes.attachment_link.description
This series of tip sheets introduce key components of the individualized education program (IEP). They include brief summaries of federal regulations, tips for implementation, and resources. Check with your state for additional requirements.

# data[].attributes.headline
Examining IEPs of English Learners with Learning Disabilities for Cultural and Linguistic Responsiveness

# data[].attributes.subject
Examining IEPs of English Learners with Learning Disabilities for Cultural and Linguistic Responsiveness

# data[].attributes.body
"Practitioner implications for developing culturally and linguistically responsive IEPs are provided to support educators who teach ELs with learning disabilities."

# data[].attributes.attachment_link.title
IEPs of English Learners with Learning Disabilities for Cultural and Linguistic Responsiveness

# data[].attributes.attachment_link.description
Discover strategies for effective co-planning, co-assessment, and co-teaching, and explore the importance of cultural responsiveness and equitable cla…

# data[].attributes.attachment_link.title
S14/E1: Understanding English learner needs through the Critical Data Process with Steve Gill

# data[].attributes.attachment_link.description
English learners with special needs often face significant barriers to accessing appropriate support in schools, and accurate identification is critical to their success. Steve Gill, a seasoned educator, school psychologist, and consultant with over 15 years of experience, joins Highest Aspirations to discuss the Critical Data Process—a framework designed to guide teams in evaluating and supporting dually identified students. Drawing from his extensive work with thousands of educators and school districts across the U.S., Gill shares his journey from recognizing the gaps in his own training to developing a system that prioritizes context, collaboration, and equity. In this episode, Steve Gill delves into the complexities of identifying special education needs among English learners and the importance of viewing students through an asset-based lens. He highlights the value of building diverse evaluation teams, leveraging localized data, and fostering high expectations for all students. Whether you’re an educator, school psychologist, or administrator, this conversation offers practical strategies for refining assessment practices, addressing systemic challenges, and ensuring that every student receives the support they need to thrive. Key questions we address: How can educators effectively use the Critical Data Process to differentiate between language acquisition challenges and potential disabilities in English learners? What role do expectations, context, and collaboration play in creating equitable evaluations and interventions for dually identified students? How can schools and districts adapt their systems to better support language learners and ensure accurate identification of their needs? For additional episode and community resources: Download the transcript here. Visit Steve Gill’s website. Steve Gill’s book on language acquisition. Steve Gill’s book Let’s Talk. For additional free resources geared toward supporting English learners, ⁠visit our blog. To expand your connection within the Ellevation community by join our ⁠Ellevation Educator Facebook Group. Steve Gill is an experienced educator, school psychologist, and consultant who has dedicated his career to improving outcomes for English learners and students with special needs. With over 15 years of consulting experience, Steve has trained more than 23,000 educators across the U.S. and worked with professionals in 14 countries. His extensive career includes roles in gifted education, counseling, coaching, and developing innovative frameworks like the Critical Data Process—a tool designed to guide equitable evaluations for dually identified students. Steve is also a prolific author, having co-authored 10 books, which reflect his passion for education, creativity, and practical solutions. Through his work, Steve continues to empower educators with strategies that foster equity, leverage data, and focus on the strengths of every student.

# data[].attributes.headline
MDOE Multilingual Learners with Disabilities website

# data[].attributes.subject
MDOE Multilingual Learners with Disabilities website

# data[].attributes.attachment_link.description
English Learner Students and Limited English Proficient Parents Evaluating EL Students for Special Education Services and Providing Special Education and English Language Services and pages 37-40: Ensuring Meaningful Communication with Limited English Proficient Parents

# data[].attributes.attachment_link.title
Multilingual Learners Resources | Department of Education

# data[].attributes.headline
The Complexities of Special Education Referrals for Multilingual Learners and Inlier’s Suggested Considerations

# data[].attributes.subject
The Complexities of Special Education Referrals for Multilingual Learners and Inlier’s Suggested Considerations

# data[].attributes.attachment_link.title
The Complexities of Special Education Referrals for Multilingual Learners and Inlier’s Suggested Considerations — Inlier Learning

# data[].attributes.attachment_link.description
Special Education legislation in the United States stands as one of the most influential pieces of federal legislation to date. While its implementation may not be flawless – as perfection is rarely attainable – it remains remarkable for establishing a framework that ensures students with disabiliti

# data[].attributes.headline
Collaborative Support for Multilingual Learners with Disabilities with Dr. Sara Kangas

# data[].attributes.subject
Collaborative Support for Multilingual Learners with Disabilities with Dr. Sara Kangas

# data[].attributes.attachment_link.readable_text
This interview is episode 9 from Season 9 of Highest Aspirations, a podcast from Ellevation where we engage in important conversations about the most rapidly growing student demographic in the United States - English Language Learners.

What impacts have we seen on recent policy changes to reclassification or exiting of ELs with disabilities? How can schools prioritize collaboration and improve their current processes for determining reclassification for SPED ELs? What strategies can we use to ensure that these students are integrated into general education classrooms without compromising on learning in a supportive, language rich environment?

We discuss these questions and much more with Dr. Sara Kangas, who returns to HA after joining us back in 2018 to discuss how schools are accommodating English Learners with disabilities and the impacts that EL and disability status have on reclassification or exiting.

We sat down to catch up with Dr. Kangas and learn about the latest challenges facing students and how schools can employ a collaborative approach in addressing inequities. Dr. Sara Kangas is an associate professor in the College of Education at Lehigh University. She is an applied linguist whose research focuses on the school-age population of multilingual learners (MLs) with disabilities. Using ethnography and interpretive policy analysis, Dr. Kangas investigates opportunity to learn for MLs with disabilities, with particular attention to the ways in which education policies, school structures, and ideologies affect their everyday learning experiences. Grounded in interpretivist and critical frameworks, her research seeks to promote social justice through advocating and expanding the learning opportunities and educational rights of MLs with disabilities.

​

Dr. Kangas has published in top-tier journals such as the American Educational Research Journal, Teaching and Teacher Education, and TESOL Quarterly, among others. Her scholarship has received the James E. Alatis Prize (2018), TESOL Award for Distinguished Research (2015), and the Wilga Rivers Memorial Graduate Student Award (2015). Dr. Kangas earned her Ph.D. in Education with a concentration in applied linguistics at Temple University.

Subscribe to the show here: https://open.spotify.com/show/0W4CYdurgYRIwFGif3H6Qk

For additional episodes, blog posts and free resources relating to multilingual education, visit our community page: https://ellevationeducation.com/ell-community.

Visit our EL Community page for episode resources, related content and more.

---

Send in a voice message: https://anchor.fm/highest-aspirations/message

# data[].attributes.attachment_link.keywords[]
s9/e9: collaborative support for multilingual learners with disabilities with dr. sara kangas

# data[].attributes.attachment_link.title
‎Highest Aspirations: S9/E9: Collaborative Support for Multilingual Learners with Disabilities with Dr. Sara Kangas on Apple Podcasts

# data[].attributes.attachment_link.description
This interview is episode 9 from Season 9 of Highest Aspirations, a podcast from Ellevation where we engage in important conversations about the most rapidly growing student demographic in the United States - English Language Learners. What impacts have we seen on recent policy changes to reclassif...

# data[].attributes.headline
Why Working Apart Doesn't Work at ALL: SPED & EL Teacher Collaboration

# data[].attributes.subject
Why Working Apart Doesn't Work at ALL: SPED & EL Teacher Collaboration

# data[].attributes.headline
Special Education and ELLs: The Critical Need for Collaboration

# data[].attributes.subject
Special Education and ELLs: The Critical Need for Collaboration

# data[].attributes.attachment_link.readable_text
Collaboration is essential when identifying the needs of English language learners (ELLs) -- different team members bring different kinds of expertise and will be much more effective than trying to make decisions in isolation. Learn more about why collaboration matters and how to improve collaboration from these tips and videos.

# data[].attributes.attachment_link.title
Special Education and ELLs: The Critical Need for Collaboration

# data[].attributes.attachment_link.description
Collaboration is essential when identifying the needs of English language learners (ELLs) -- different team members bring different kinds of expertise and will be much more effective than trying to make decisions in isolation. Learn more about why collaboration matters and how to improve collaboration from these tips and videos.

# data[].attributes.attachment_link.title
Why a team approach matters for serving ELLs in special education

# data[].attributes.headline
Serving English Learners with Disabilities: How ESL/Bilingual Specialists Can Collaborate for Student Success

# data[].attributes.subject
Serving English Learners with Disabilities: How ESL/Bilingual Specialists Can Collaborate for Student Success

# data[].attributes.attachment_link.readable_text
Appropriately serving English Learners (ELs) with disabilities requires a team effort involving professionals from multiple disciplines to ensure that instruction is provided to support both the language-learning and disability-related needs of the students. Critical to this endeavor are bilingual and English as a second language (ESL) teachers who have the skills needed to assess students' proficiency in the native language and/or English and to design instruction that is both linguistically and culturally relevant.

Even though these unique skills may not always be well understood or valued by teachers, administrators, and professionals in other disciplines, they are absolutely essential to ensuring that ELs who experience academic or behavioral difficulties receive appropriate early intervention supports, that cultural and linguistic differences are not mistaken for disabilities, and that Individualized Education Programs (IEPs) for those students who do need special education services address students' multiple needs.

While school districts should put appropriate structures in places to support collaboration across disciplines, as a bilingual/ESL educator you must be prepared to share (and often explain) your expertise and advocate for your students when those structures are not provided. This article will give you some guidance for getting started!

The Need for Collaboration

The necessity for collaborative teaming cannot be overstated because so few educators have been adequately prepared to meet the needs of ELs with disabilities. As a long-time teacher educator, I am quite familiar with programs that prepare teachers in separate tracks with limited opportunities to collaborate across disciplines. Consider that:

Bilingual/ESL teachers are typically taught to provide instruction that addresses language-learning needs, usually with limited preparation in working with students with disabilities.

Special educators are prepared to design programs that address needs associated with a disability but often have limited coursework or skills in native language instruction, second language acquisition, ESL strategies, and other techniques designed to improve outcomes for ELs.

General educators may be well versed in standards-based curriculum and instruction but may have had limited opportunities to learn about special populations.

Although the research evidence is limited, it appears that as educators we rely on our discipline specific knowledge when we design and deliver instruction, instead of focusing on the interaction between culture, language, and disability (García & Ortiz, 2008). As a result, ELs with disabilities may receive:

instruction designed for ELs without disabilities from bilingual/ESL teachers

instruction designed for monolingual English speakers with disabilities from special educators

instruction designed for monolingual English-speaking students without disabilities from general education teachers.

This likely results in fragmented and ineffective instructional programming and a lack of ownership among teachers for those students who receive services from multiple programs and service providers.

Friend & Cook (2010) define collaboration as "a style for direct interaction between at least two coequal parties voluntarily engaged in shared decision making as they work towards a common goal" (p. 7). The focus on the common goal of instruction that addresses a student's cultural, linguistic and disability-related needs provides a framework for bilingual/ESL educators to work collaboratively with general educators, special educators, family members and others, and to share information and responsibility for the design of programs and services for ELs with (and at risk for) disabilities. Such collaborative efforts can provide us with opportunities to build meaningful relationships with the families of the children we serve, to learn from one another, and to ensure that our students reach their maximum potential by designing and implementing IEPs that reflect research-based assessment and instructional practices (Hart, 2009; Hoover, Klingner, Baca & Patton, 2008).

Guidelines for Collaborating Effectively

Being an effective teammate or collaborator requires that bilingual/ESL educators develop the knowledge and skills needed to work with other adults as we share mutual goals, responsibilities, and resources (Friend & Cook, 2010). As professionals who have been prepared to work with children, we often need structured opportunities and practice to acquire the expertise needed to be an effective teammate.

What follows are suggestions for enhancing collaborative practice. They are geared toward bilingual/ESL teachers but also offer sound guidelines for all educators involved in supporting ELs who may have disabilities. These suggestions generally assume that a collaborative structure is in place at your school or district but also includes strategies you can use when working on your own. If a formal structure isn't provided for you, begin by establishing relationships with the teachers with whom you share responsibilities for individual students. Then suggest to the leadership on your campus that you would like to share the results of your efforts with others.

Remember that meetings in which IEPs are developed are by their very nature collaborative (as defined in legal statute) and provide opportunities for establishing meaningful relationships and sharing resources and expertise.

Build partnerships with families

Recognize that families are their children's first teachers and value their funds of knowledge (Gonzales, Moll, & Amanti, 2005).

Encourage family members to share important information about their student's development including strengths, needs, exposure to and use of the native language and English, cultural norms, school and social history, etc.

Provide the supports needed to ensure that family members can actively participate in meaningful ways (e.g., flexible scheduling, interpreters).

Seek input from family members to determine what structures works best for them.

Learn from One Another

Recognize that all collaborators have important information to share and add value to collaborative planning and problem solving.

Work to develop a common philosophy and shared knowledge base that reflects high expectations for ELs, including those with disabilities, and joint responsibility for their success.

Identify specific areas of expertise among collaborators representing different disciplines. Be prepared to communicate your own unique knowledge and skills and specify the ways in which you are prepared to support others in meeting students' needs. As a bilingual/ESL educator you could share information regarding:

the influence of language and culture on student learning and behavior;

the stages of second language acquisition;

the types of language assessments you utilize, the ways in which you interpret them, and how you use that information to inform instructional planning;

the resources that can be provided to support development of the native language and/or English while simultaneously building academic knowledge and skills.

You should also be prepared to discuss resources you find particularly valuable in serving your students and their families. It can also be helpful to identify the areas in which you would value the input of your colleagues. Consider and expand upon the following examples:

General educators: grade and subject-level curriculum; benchmark and end-of-year expectations for performance; the provision of instructional and behavioral supports to students in large group settings.

Special educators: the influence of disability on student learning and behavior; adapting and modifying materials, instruction, and assessment to address the unique strengths and needs of the learner.

Administrators: instructional leadership; scheduling; resource allocation; responsibility for professional development.

Related Service Providers: specific supports students need in order to benefit from special education services (e.g., speech language pathology, counseling, assistive technology); ways in which teachers can reinforce and utilize those supports in the classroom environment.

Interpreters: proficiency in multiple languages, intercultural communication. (It is important to remember that while interpreters are valuable team members, they must receive adequate preparation and training in order to understand their unique role and participate effectively.)

Develop a shared understanding of the impact of language, culture, and disability on the development of academic and behavioral skills.

Clarify and define the roles and responsibilities of all teachers toward all learners.

Establish a Structure for Collaboration and Evaluate the Results of Your Efforts

Schedule a time and format for collaborative planning, including a description of the responsibilities of each team member.

Establish ground rules that address effective communication and respect for all participants.

Seek the support of school administrators for the collaborative process, and ask for their assistance in providing the time and resources needed.

Work with others to create and maintain a culture of collaboration, including support for new faculty.

Develop a system for maintaining accurate records that is shared across all programs and personnel who serve ELs with disabilities.

As your capacity to serve ELs with disabilities increases, consider what is working effectively and determine areas for improvement.

Share your successes with others.

Use Collaboration to Develop Appropriate IEPs for ELs with Disabilities

In addition to following the state and federal guidelines for IEP development, special considerations are needed to develop plans that address student's linguistic, cultural, and disability-related needs.

Ensure that family members' voices are heard by providing opportunities to share their desires and concerns. Consider their language preferences and cultural communication styles in your efforts.

Include representatives of all programs that serve ELs with disabilities in IEP development. Be sure that those representative have knowledge and skills regarding research-based instruction in their individual disciplines.

Identify data sources and share current formal and informal assessment results gathered by all service providers. The following examples can get you started:

Bilingual/ESL educators: formal and informal measures of conversational and academic language proficiency; the impact of language supports provided to enhance academic success.

General Educators: performance on daily assignments, results of curriculum-based assessment, benchmark measures, standardized assessments, measures of effectiveness of specific instructional activities and strategies.

Special educators: individualized assessments of academic, behavioral and functional performance; the impact of adaptations and modifications to instruction and/or daily assignments.

Review and discuss the data gathered over time to develop a more comprehensive understanding of the student's strengths, needs, and responses to various instructional supports.

Identify appropriate annual goals based upon present levels of academic achievement and functional performance.

Develop a language use plan that specifies the language(s) of instruction for each goal and the nature of ESL supports (García & Malkin, 1992). Remember, all students are entitled to services that address both their language development and disability-related needs regardless of the severity of their disability. In fact, instruction in the native language and/or the use of ESL strategies are extremely important considerations for students with the most severe disabilities.

Identify strategies for ensuring that the instruction provided is culturally relevant and builds upon the student's prior knowledge.

Specify the ways in which service providers will collaborate to meet each goal and identify areas of individual responsibility.

Discuss strategies for monitoring progress that are sensitive to the student's background characteristics and will enable educators to track progress over time in all areas of student performance in the native language and/or English as appropriate.

Support one another as you implement and evaluate the plan. Share strategies and materials, assessment information, concerns and most importantly success stories.

Final Thoughts

While the research on the impact of collaboration is limited, there are studies that have found collaboration to be important in improving schools and increasing student outcomes (Friend & Cook, 2010). There is no doubt - collaboration takes time and there is hard work involved. However, working collaboratively has the potential to reduce isolation and increase the effectiveness of all educators, and it can make our work more interesting, rewarding and fun.

The complete interviews with these experts are available in our Meet the Experts section.

# data[].attributes.attachment_link.title
Serving English Learners with Disabilities: How ESL/Bilingual Specialists Can Collaborate for Student Success

# data[].attributes.attachment_link.description
Appropriately serving English Learners (ELs) with disabilities requires a team effort involving professionals from multiple disciplines to ensure that instruction is provided to support both the language-learning and disability-related needs of the students.

# data[].attributes.attachment_link.title
written by Steve Gill & Ushani Nanayakkara — The ELL Critical Data Process

# data[].attributes.attachment_link.readable_text
Determining whether a student's speech and language errors result from influences from their native language or whether they are indicative of speech or language impairment is a challenge many educators face. One in every five children in the United States comes from a home in which English is not the primary language. In this book, we compare and contrast English with 12 other languages and African-American English. The information is laid out in charts and diagrams to facilitate the decision-making process about student needs.

Our goals are to:

Help teachers know when a referral is needed

Equip speech-language pathologists with information they need to accurately analyze speech and language samples

Get students the support they need

Reduce disproportionate referrals of culturally and linguistically diverse students for special education services

The development of this book stemmed from the needs of a group of speech‐language pathologists evaluating the speech and language skills of children from many different linguistic and cultural backgrounds. The framework used to distinguish language differences from language disorders is beneficial for all educators, and the use of this framework will result in improved instructional targets for culturally and linguistically diverse students in the general education classroom, as well as more appropriate referrals for special education evaluations.

# data[].attributes.attachment_link.title
Difference or Disorder? Understanding Speech and Language Patterns in Culturally and Linguistically Diverse Students

# data[].attributes.attachment_link.description
Rapidly identify speech-language patterns related to second language acquisition to distinguish differences from disorders. 12 languages and AAE included!

# data[].attributes.attachment_link.description
With practical guidance and checklists, this book provides educators with research-based strategies and examples that empower them to write effective…

# data[].attributes.headline
View of A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

# data[].attributes.subject
View of A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

# data[].attributes.attachment_link.title
View of A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

# data[].attributes.attachment_link.description
Return to Article Details A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

# data[].attributes.attachment_link.title
Keynote Speech Presentation by Dr Laurene Christensen

# data[].attributes.attachment_link.readable_text
What are some of the biggest obstacles for multilingual learners in many widely used intelligence tests? How can assessments be altered to more accurately test thinking rather than language skills or content knowledge? As more students are identified as gifted and talented with more accurate testing, how can teachers begin to better support these students?

We discuss these questions and much more with Dr. Jack Naglieri. Dr. Naglieri is widely known for his efforts to increase participation of traditionally under-represented students in gifted education. He is currently a Senior Research Scientist at the Devereux Center for Resilient Children and Emeritus Professor of Psychology at George Mason University.

You'll find multimedia resources - including a transcript of this episode, accompanying blog posts, videos, collaboration opportunities, and more - on our learning community. For episode resources and additional content visit our EL Community page.

Find the full episode transcript here.

---

Send in a voice message: https://anchor.fm/highest-aspirations/message

# data[].attributes.attachment_link.keywords[]
s8/e12: providing equitable assessments to identify gifted english learners with dr. jack naglieri

# data[].attributes.attachment_link.title
‎Highest Aspirations: S8/E12: Providing Equitable Assessments to Identify Gifted English Learners with Dr. Jack Naglieri on Apple Podcasts

# data[].attributes.attachment_link.description
What are some of the biggest obstacles for multilingual learners in many widely used intelligence tests? How can assessments be altered to more accurately test thinking rather than language skills or content knowledge? As more students are identified as gifted and talented with more accurate testing...

# data[].attributes.attachment_link.readable_text
Here are some questions we discuss in this episode with our guest Marcy Voss. Why are multilingual learners so often overlooked and underrepresented in gifted and talented programs in schools? How can educators better identify the many gifted English learners, and adopt an asset-based approach moving forward? What are some strategies teachers can use to support language needs without compromising the depth and complexity of the content and instruction?

We discuss these questions and more with Marcy Voss. Marcy is an Educational Consultant who has recently retired after 36 years in public education. During her career, Marcy taught elementary and middle school students, as well as coordinated Gifted and Special Programs in several districts. As Special Programs Coordinator for Boerne ISD, Marcy helped develop and implement their Two-Way Dual Language Program.

Marcy currently serves as an ELL Coach, curriculum writer, and staff development trainer. Her passion is helping ELL students to think at higher levels through the use of differentiated curriculum that incorporates depth and complexity. She is also interested in identifying and serving gifted ELL students. Marcy is the author of the Academic Language Cards which provide activities using sentence stems requiring higher level thinking.

Find the full episode transcript here. Visit our EL Community page for episode resources, related content and more.

---

Send in a voice message: https://anchor.fm/highest-aspirations/message

# data[].attributes.attachment_link.keywords[]
s8/e5: identifying and supporting gifted and talented multilingual learners with marcy voss

# data[].attributes.attachment_link.title
‎Highest Aspirations: S8/E5: Identifying and Supporting Gifted and Talented Multilingual Learners with Marcy Voss on Apple Podcasts

# data[].attributes.attachment_link.description
Here are some questions we discuss in this episode with our guest Marcy Voss. Why are multilingual learners so often overlooked and underrepresented in gifted and talented programs in schools? How can educators better identify the many gifted English learners, and adopt an asset-based approach movin...

# data[].attributes.body
Creating Equitable Systems for MLs with disabilities

Session slides: https://info.ellevationeducation.com/l/863261/2023-12-07/btzjfv/863261/17019851168ohQAg2d/MLs_with_Disabilities_Slides.pdf

# data[].attributes.attachment_link.provider_name
Ellevation: ML Program Management Tools for K-12

# data[].attributes.attachment_link.readable_text
Thank you for making our fourth annual IMPACT Conference such a special event. We were amazed by the level of engagement and inspired by the passion of presenters and attendees. Below you can find all session recordings as well as any session resources made available to attendees by our wonderful presenters. Enjoy and we'll see you next year!

Session slides (coming soon - please check back!)

Thank you again for supporting IMPACT 2023 - have a safe and happy holiday season!

# data[].attributes.attachment_link.title
IMPACT 2023 Session recordings and resources

# data[].attributes.attachment_link.description
Thank you for making our fourth annual IMPACT Conference such a special event. We were amazed by the level of engagement and inspired by the passion of presenters and attendees. Below you can find all session recordings as well as any session resources made available to attendees by our wonderful presenters.

# data[].attributes.headline
Digital Equity for Students with Disabilities: Research to Policy

# data[].attributes.subject
Digital Equity for Students with Disabilities: Research to Policy

# data[].attributes.attachment_link.title
Digital Equity for Students with Disabilities: Research to Policy - Center for Applied Linguistics

# data[].attributes.attachment_link.description
Watch on YouTube In learning a first or second language, learning disabilities (LD) often affect language-based tasks such as reading, spelling, writing, or listening.

# data[].attributes.headline
EL Portal Multilingual Language Learners with Suspected Disabilities

# data[].attributes.subject
EL Portal Multilingual Language Learners with Suspected Disabilities

# data[].attributes.attachment_link.title
Multilingual Language Learners with Suspected Disabilities

# data[].attributes.headline
Blog: Intelligence Tests to Better Identify Gifted and Talented ELs

# data[].attributes.subject
Blog: Intelligence Tests to Better Identify Gifted and Talented ELs

# data[].attributes.attachment_link.provider_name
Ellevation: ML Program Management Tools for K-12

# data[].attributes.attachment_link.readable_text
Multilingual students possess a variety of unique assets and abilities due to their diverse upbringings. However, existing intelligence tests often require formal knowledge and English language proficiency in order to demonstrate intellectual capacity. This reality prevents many English learners from displaying their full academic potential and being accurately represented in Gifted and Talented programs across the country.

In order to address this inequity, Dr. Jack Naglieri developed his own system of intelligence testing that relies solely on general ability rather than background knowledge. Dr. Naglieri is currently a Senior Research Scientist at the Devereux Center for Resilient Children and Emeritus Professor of Psychology at George Mason University We recently spoke with him to explore his process of developing equitable intelligence assessments and how his systems can be used in the classroom to meet the needs of multilingual students.

Below are some main takeaways from the episode and you can find the full interview here on Spotify or wherever you listen to podcasts.

Marginalized populations, including ELs, are often excluded from being identified as gifted and talented

Using census data, Dr. Naglieri found that 1,250,000 Black, Hispanic, Native Americans and students of mixed races had the potential to be considered gifted and talented, however the public education system did not identify them as such. Additionally, 40% of public school districts do not have systems in place to identify gifted and talented students.

"A million and a quarter, really beautifully smart people are out there in our public schools that have been unappreciated, feel alienated, feel like no one sees who they really are. That's just a sin and we can do better." - Dr. Jack Naglieri

This evident inequity within American school systems largely stems from intelligence tests that disadvantages students with differences in language, culture, and background knowledge. Further, the development of intelligence tests in the early 1900s depended on the racist assumptions of Lewis Turman, who is considered the "Father of Gifted Ed." Turman's work continues to influence current intelligence testing, despite its racist origins.

Existing intelligence tests assess background knowledge rather than just critical thinking

True measures of intelligence would assess students' ability to think critically and solve problems; therefore, these tests should not depend on previously accumulated knowledge from educational opportunities that some students have not been afforded.

"A good intelligence test measures thinking in a way that is not confounded by knowing." - Dr. Jack Naglieri

However, in existing educational practices, there is little differentiation between testing for intelligence and testing for knowledge, which disadvantages students coming from diverse backgrounds. A multicultural upbringing provides students with a variety of preexisting skills, yet most intelligence tests demand English language ability in order to demonstrate intelligence.

"...even if a test does not show test bias, it could fail the equity portion of the equation if the content of the tests demands knowledge which individuals may not have had the opportunity to learn." - Dr. Jack Naglieri

Multilingual learners often possess the higher level thinking skills that would allow them to qualify as gifted and talented, yet the content of tests prevents them from showcasing their true ability. Dr. Naglieri seeks to implement a new standard of testing that would remove such obstacles from intelligence tests and allow all students to fully demonstrate their intellectual capacity.

Dr. Naglieri's verbal, nonverbal, and quantitative tests equitably assess a student's general ability

In response to the racist foundations of intelligence testing and the reality that existing intelligence tests require knowledge that disadvantages students of diverse backgrounds, Dr. Naglieri created first a nonverbal test and then verbal and quantitative tests to fairly assess students' abilities.

"The tests all measure...the student's ability to think about how things are interrelated, whether it's words, whether it's numbers or whether it's just diagrams. That's the essence of a general ability test." - Dr. Jack Naglieri

When intelligence tests assess general ability rather than formal knowledge, students have the opportunity to showcase the extent of their intellectual ability regardless of the language that they speak. Therefore, Dr. Naglieri's tests serve as a vital resource in identifying gifted and talented multilingual students.

Along with the intelligence tests themselves, Dr. Naglieri's exploration of test equity provides valuable insight for routine assessments of students' academic development. Here are a few points that will help improve equity when crafting assessments, along with resources for further learning.

Try this tomorrow (or the next time you create or use an assessment):
Find the full episode transcript here.
Episode resources:
Jack A. Naglieri, PhD. has held faculty appointments at Northern Arizona University, The Ohio State University, and George Mason University. He is currently a Senior Research Scientist at the Devereux Center for Resilient Children and Emeritus Professor of Psychology at George Mason University. Dr. Naglieri has developed many tests used by psychologists and educators such as the Naglieri Nonverbal Ability Test, the Cognitive Assessment System, Autism Spectrum Rating Scale, Devereux Student Strength Assessment, Comprehensive Executive Function Inventory, and forthcoming Naglieri General Ability Tests: Verbal, Nonverbal and Quantitative. He is widely known for his efforts to increase participation of traditionally under-represented students in gifted education. He is also well known for the PASS Theory of Intelligence and its application using the CAS2 for identification of specific learning disabilities using the Discrepancy Consistency Method, fair and equitable assessment of diverse populations, and academic interventions related to PASS neurocognitive processes.

# data[].attributes.attachment_link.title
Intelligence Tests to Better Identify Gifted and Talented ELs

# data[].attributes.attachment_link.description
Why do intelligence tests often fail to identify gifted and talented ELs? Multilingual students possess a variety of unique assets and abilities due to their diverse upbringings. However, existing intelligence tests often require formal knowledge and English language proficiency in order to demonstrate intellectual capacity.

# data[].attributes.headline
Breaking Down Borders for Multilingual Learners with Disabilities

# data[].attributes.subject
Breaking Down Borders for Multilingual Learners with Disabilities

# data[].attributes.attachment_link.title
Breaking Down Borders for Multilingual Learners with Disabilities

# data[].attributes.headline
WestEd English Learners with Disabilities Network 

# data[].attributes.subject
WestEd English Learners with Disabilities Network 

# data[].attributes.headline
WIDA: How collaboration serves multilingual students living with significant cognitive disabilities

# data[].attributes.subject
WIDA: How collaboration serves multilingual students living with significant cognitive disabilities

# data[].attributes.attachment_link.readable_text
From upper left: Tim Boals, Katie Stenz and Merideth Trahan. From lower left: Madison Leech, Hannah Haynes and Erika Hall.

In this edition of Conversations with Tim, Tim talks to Madison Leech, dean of students, ESL/ELD specialist, instructional coach and education consultant*, and Erika Hall, an EL teacher. Madison has worked with WIDA on the Advancing ALTELLA project and helped create a toolkit to help educators working with students living with significant cognitive disabilities. Erika works with students in grades K-8 who live with emotional behavioral disorders, autism spectrum disorders and developmental cognitive disabilities.

Tim, Madison and Erika joined Merideth Trahan, WIDA chief of staff, to discuss working with and how to best serve multilingual learners living with significant cognitive disabilities.

Listening option: Listen to the audio here or continue reading this abridged version of their conversation.
As you read and/or listen to this edition of Conversations with Tim, look for these top takeaways:

Multilingual students living with cognitive disabilities can do difficult things. Oftentimes, it can take a year or more to learn how to best help a student, but once you find the best way to serve them you can make great strides in helping that student learn and grow.

Collaboration is key. This work is difficult, but both Madison and Erika have a team of educators and experts they work with on a daily basis to help themselves understand all the different needs of individual students.

The use of visuals, repetition, routine and representation can all be important strategies to use in the classroom when working with multilingual students living with cognitive disabilities.

Tim: Here we are once again with another Conversations with Tim. And this is an exciting edition, because we have two educators with us today.

Madison Leech is dean of students and an ESL/ELD specialist, as well as an instructional coach and education consultant at John Barclay Elementary School in Warrington, Pennsylvania, just outside of Philadelphia. We got to know Madison through the Advancing ALTELLA project. And the Advancing ALTELLA project folks say that Madison is just wonderful, and she always wows them with her expertise and wisdom. So, Madison, it's so nice to have you with us today.

Madison: Thanks for having me and thanks for that introduction!

Tim: Erika Hall is an EL teacher at Karner Blue Education Center which serves students in grades K-8, who live with emotional behavioral disorders, autism spectrum disorders and developmental cognitive disabilities and attend classes at the Northeast Metro 916 Intermediate School District, which has schools across the northeast Minneapolis/St. Paul area. We have partnered with Erika on research projects in her classroom. Erika, everyone who's partnered with you says the same thing: that you wow them with your brilliance. So, we are so excited to have you here today.

Erika: Thanks for having me!

Tim: Tell us about how you got into the field of multilingual learner education - specifically working with multilingual learners living with cognitive disabilities.

Erika: I always knew that I wanted to be an EL teacher. So I was in college, working on my elementary education license. I finished that, taught overseas and then came back to United States, and that's when I started my EL licensure in Nebraska; which brought me to general education EL services, and then eventually my family moved to Minnesota. The opportunity presented itself to work with EL students that live with significant cognitive disabilities and I thought I would take the plunge and go for it, and it has been an awesome journey ever since.

Tim: That is very cool, Erika. How about you, Madison?

Madison: I moved to Asheville, North Carolina, to play music and figure out grad school. My husband and I play in a band together. So that was our reason for moving down there. And while I was there, I went back and forth between whether I was going to specialize in special education or in TESOL, teaching English to speakers of other languages. When I looked at the programs, I had been really thinking about my family's history. My grandfather is a multilingual learner. His parents spoke Italian and Spanish. So, I was revisiting his experience in schools and how he didn't really have programming. He was learning it after school and church, and it kind of solidified my decision to pursue it.

I started teaching in North Carolina, and then I moved back to Central Bucks outside of Philadelphia. As an ELD teacher I kept having these case-by-case scenarios where students needed more than just our typical pull-out program. They needed multiple lenses to look at their educational experience. I didn't go into it knowing that I was going to be working with special education teachers and teachers of students living with significant cognitive disabilities. But then I became involved in the Advancing ALTELLA project. And now, in my role I'm working with special education teams to support, at a district level, students living with significant cognitive disabilities.

Merideth: Our listeners might wonder, since you're in a district outside of Philadelphia, Madison, and you're in Northern Minnesota, Erika, about this very particular population of rural multilingual learners. Oftentimes, people think of these districts having very small numbers. But I wonder if you could talk just a little bit about that in your district.

Madison: Sure, when I was in North Carolina there were about 80 students. When I moved to Central Bucks I never thought I was going to get a job with an ESL certificate, because while growing up in the area there were a few students here and there, but the program wasn't developed. So, I moved to an elementary school. Our first year we had 37 students. And now we have about 170 active ELs. So, we're seeing that this population is dynamic and it's not a one-size-fits-all education curriculum program. When people are thinking about support it's a few students in the back of the room at a time. I think now that we're widening our lens, with the help of WIDA, with the help of all this additional programming, it's helping us see that this is kind of a universal lens that we need to look at all education through.

Tim: Well, that is so true, Madison, and so many communities have experienced exactly what you've seen. How about your context, Erika?

Erika: When I was in Omaha teaching EL in a general education setting in my elementary school alone, we had upwards of 140 EL students. And then here, in the Setting Four in Minnesota, the numbers are a little bit lower; simply because a class size is about six students here, due to the nature of the needs of the students. My number of students can fluctuate anywhere between 17 to 25 depending on who's transitioning back to their home districts.

Tim: I think that's typical, especially when you're dealing with students living with cognitive disabilities, that you have those lower numbers to allow you to have that individualized attention. In your experience, teaching multilingual learners living with cognitive disabilities, Erika, what strategies work best for you and your students? And what are some of the challenges that you see these students facing?

Erika: I cannot speak highly enough about the use of visuals. We use Boardmaker here in my district. I have learned so much from the autism specialist that works at my building about prompt hierarchy and how to use visuals with the student. That is probably one of the biggest crossovers between EL services and special education - is just a high use of pictures and visuals through the students' day.

Another significant strategy is schedules and routines, and making sure that you stick with those and pairing them with a visual. Repetition, sometimes doing the same lesson several times, is what the student needs; and that's an okay strategy to use in special education. And then, finally, representation - making sure that students can see themselves in the literature or the picture books that we are using. There is a remarkable difference when you represent their home culture and how the student looks, and you can see the student light up. You can see their engagement increase.

Tim: Great tips. How about you, Madison? Any strategies to add to Erika's pretty good list there.

Madison: Yeah, that's a great list. Going along with that, just really focusing on an asset-based mindset. A lot of the approaches with these students can get into this spiral of "they can't." But when we focus on what they can do, the WIDA Can Do Philosophy, that's your plug right there.

The windows and mirrors are important. The representation of the content is important and including the families as a piece of that is important as well. We'll talk about collaboration a little bit later, but I think that's a huge strategy that benefits all educators and students alike.

Tim: Well actually Madison, that's my next question. Tell us how you collaborate with your colleagues to best support multilingual students living with cognitive disabilities. Collaboration is something that we're very supportive of at WIDA, and the research certainly is supporting what you're saying.

Madison: Absolutely. When we first read about the history of language teaching in the United States and how it was approached, it was English only. We were focusing on how students were limited English proficient and that the students didn't have things to bring to the table. When we started collaborating for the Advancing ALTELLA project, we wanted to find a way to translate some of this incredible research and these strategies into something that was useful for all teachers to work together. So, we started creating something that we called a student language builder. That involved the educational team, key stakeholders, finding out what the student is motivated by and some of the family history and pulling all those pieces together to create a comprehensive plan for the student. And then translating that to what it looks like day-to-day. What does co-teaching look like with this student? How can we divvy up these roles and responsibilities to make sure that the student is supported in all facets? How can we support each other to make sure that's happening?

Tim: Great advice. Erika, what's your experience with collaboration?

Erika: We're currently building the language program for our district. It's very new. It's probably only four or five years old. We're in the process of building individual language plans, and so that involves incorporating every single member of the IEP team and giving input to what the student specifically needs at a building level. We collaborate with speech and language pathologists. They are amazing, and they have been doing language teaching far longer in that setting than any EL teacher has. They've been a great resource in understanding what the language difference is and what the language disability is and how the language is being processed by a student.

Specifically, I have students who are hyperlexic, which means that they are memorizing tons of words but lacking the comprehension piece. I have other students who are language processors. They're learning language in large chunks, and we need to break that down into individual meaning. I've just learned so much from my speech and language pathologists at my building. I share an office with them, so we are constantly collaborating on lesson plans, and we do small groups together, co-teaching.

Another great resource is physical therapists. Does the student need pressure? Do they need large, gross motor movement breaks? There are lots of pieces and layers for each student. It's important to tap into the expertise of every single person on the IEP team, because everybody has a different insight into that student. I think it's just important to have a constant ongoing conversation of collaboration. The collaboration piece used to scare me. It used to be like, "Oh, my gosh! I have to set up all these meetings. I must have this collaboration planning time. Will you get that in your day?" But you can have conversations throughout your entire day with educators, and with all of the different related services in your building. That's what it looks like, we just have these ongoing conversations about students and about what's working best. We've just seen a lot of success with that model of collaboration.

Tim: We've been saying for years, multilingual learners bring such diverse backgrounds. But then, of course, when you add living with a disability and other unique situations, it really points to your professionalism that you are able to juggle so many different students with different needs. So, I commend you for the work that you do. If you could give our listeners a piece of advice, what would you tell them? Madison, do you want to start this time?

Madison: I think for any teacher starting out it's very easy to feel like an island of one if you are an ESL or ELD teacher, and it can be very overwhelming. The best thing that I can offer as a piece of advice to any teacher is to collaborate. Teaching is a heavy lift and if you do it all by yourself all of the time, you're going to lose your passion for it. I don't care if you've been teaching for 35 years or 5. You will learn something from another professional in the room, and you will benefit that student by having them in that learning environment. So, continue to collaborate and challenge yourself to get out of your comfort zone and look to the classroom across the hall.

Tim: Erika, how about you?

Erika: I love that, Madison. I wish someone had told me that my first year as an EL teacher, because it's true, you feel like an island sometimes. My advice is that multilingual learners living with cognitive disabilities can do hard things. Take an asset-based approach with them. It might take more time, but your belief in the student is huge, and you will have an immense impact on them if you are just showing that you believe that they can do the things that you're asking them to. We've seen multiple instances where we've had team meetings, and we've had to change our mindset about a student. And very shortly after, the student starts doing amazing in their classroom and with their behaviors.

Tim: That is so important, Erika. Thank you for saying that. Every student deserves to be challenged to the greatest extent possible, and that students living with cognitive disabilities can do much more than we've traditionally given them credit for. So, it's so good to hear that from you as a practitioner who's out there on the front lines.

Merideth, you've been quiet, listening so attentively. Tell me, what is the question on your mind or something you'd like to ask?

Merideth: I was thinking about this phrase of "dually identified" where children are language learners, and they're bringing talents. And a student living with a cognitive disability brings talents with them. So, I wonder if either of you could give an example of this dually identified idea, so that our audience can grasp this sort of interaction - you know, one plus one equals more than 2 with these children.

Madison: Sometimes it takes years for us to figure out how to best support that student formally. Sometimes you have a student who's coming in with interrupted education. They might not necessarily have the literacy skills in their first language, and then there might be that possibility of a learning disability on top of it. We're thinking about this as how do we best meet the needs of this child at this given moment and then how do we help them grow. We can anchor ourselves in the WIDA ELD Standards Framework to do that for language building.

Erika: Yeah, I would agree with that. They come with several layers, and so it takes at least a full year to really get to know the student. But once we get to know them, it is very, very exciting and fun to see what they know and what they can do. I have several students with very particular interests. They can tell you about all the different kinds of cars that people drive. I learn so much from my students every day. It's fascinating to see how their brains process language. And it's really exciting. Every day is a new day at my school, and I'm always learning new things about what our students can do and what they know.

Tim: It's really about uncovering the gifts that students bring with them.

Madison: That's a great way of putting it.

Tim: I think what makes the teaching profession so exciting is being able to do that. Madison, I know you've been very active in Advancing ALTELLA. We mentioned that at the beginning. Anything that you're excited about with that work, and looking forward to seeing?

Madison: Yes, I have been working with Laurene Christensen, Katie Stenz and Vitaliy Shyyan on a number of projects for Advancing ALTELLA. I think the most encouraging thing for us is when we're presenting our student language builder. For example, educators are coming up to us after the presentation and saying, "you know I didn't know how to articulate the frustration or the feeling of just being lost in supporting a student." We've given them some footing or a framework to work with. For a lot of teachers, especially over the past few years, it's been really hard to find your footing and find what you love about your students and your role. But I think that our work is trying to find a way for teachers to meet the needs of their students, but also support them along the way by helping them with the framework and guidelines.

Tim: That is an exciting note to wrap up with. We have things out there that are being built by wonderful people like you. And they will be available to help teachers in the future through this project. That is very exciting. I just want to thank you both, Madison and Erika, for joining us and thank you so much for the work that you do.

* Since this interview took place Madison Leech accepted a new position as Vice Principal at John Barclay Elementary.
About Conversations with Tim
Conversations with Tim is a WIDA news article series that features a conversation between WIDA Founder and Director Tim Boals, Chief of Staff Merideth Trahan, and a colleague or two in the field of multilingual learner education. Together, they discuss the important innovation, research and collaboration taking place today.

# data[].attributes.attachment_link.title
Conversations with Tim: How collaboration serves multilingual students living with significant cognitive disabilities

# data[].attributes.attachment_link.description
In this edition of Conversations with Tim, Tim talks to Madison Leech and Erika Hall. Together, they discuss working with and how to best serve multilingual learners living with significant cognitive disabilities. Listening option: Listen to the audio here or click "Read more" to continue reading.

# data[].attributes.headline
Pursuing Equity and Moving Beyond a Compliance-Driven Approach to Addressing Disproportionality

# data[].attributes.subject
Pursuing Equity and Moving Beyond a Compliance-Driven Approach to Addressing Disproportionality

# data[].attributes.attachment_link.title
Episode 4: Pursuing Equity and Moving Beyond a Compliance-Driven Approach to Addressing Disproportionality | The General Soup Podcast

# data[].attributes.attachment_link.description
Episode 4 of NCSI’s “General Soup” podcast focuses on a key responsibility and priority of state general supervision system -- disrupting disproportionality or the over-identification of certain groups of students, particularly Black students and other students of color, for special education servic…

# data[].attributes.headline
Identifying and Supporting Gifted and Talented ELs

# data[].attributes.subject
Identifying and Supporting Gifted and Talented ELs

# data[].attributes.body
English learners (ELs) are largely underrepresented in gifted and talented programs. We know many multilingual students qualify, so to a large extent, the issue is rooted in poor identification, deficit-based thinking, and other barriers that stand in their way.

# data[].attributes.attachment_link.provider_name
Ellevation: EL Program Management Tools for K-12

# data[].attributes.attachment_link.title
Identifying and Supporting Gifted and Talented ELs

# data[].attributes.attachment_link.description
English learners (ELs) are largely underrepresented in gifted and talented programs. We know many multilingual students qualify, so to a large extent, the issue is rooted in poor identification, deficit-based thinking, and other barriers that stand in their way. We had a conversation with Marcy Voss…

# data[].attributes.headline
Who Are Gifted Multilingual Learners and How Do We Support Them?

# data[].attributes.subject
Who Are Gifted Multilingual Learners and How Do We Support Them?

# data[].attributes.headline
Equity in Practice: Multilingual Learners with Disabilities

# data[].attributes.subject
Equity in Practice: Multilingual Learners with Disabilities

# data[].attributes.attachment_link.title
Equity in Practice: Multilingual Learners with Disabilities

# data[].attributes.headline
Bilingualism and Disabilities: Shedding Light on the Intersections

# data[].attributes.subject
Bilingualism and Disabilities: Shedding Light on the Intersections

# data[].attributes.attachment_link.title
Bilingualism and Disabilities: Shedding Light on the Intersections

# data[].attributes.headline
ME DoE Identifying Students who are Multilingual Learners with Suspected Disabilities Session 1

# data[].attributes.subject
ME DoE Identifying Students who are Multilingual Learners with Suspected Disabilities Session 1

# data[].attributes.body
Slides:
https://docs.google.com/presentation/d/1FbmQNQTR6qIVtb2rDJkX3LmwuCZMuZy1/edit#slide=id.p2

# data[].attributes.attachment_link.title
Identifying Students who are Multilingual Learners with Suspected Disabilities Session 1

# data[].attributes.headline
ME DoE Identifying and Serving ML Students with Disabilities-Comprehensive Evaluation and Determinations session 2

# data[].attributes.subject
ME DoE Identifying and Serving ML Students with Disabilities-Comprehensive Evaluation and Determinations session 2

# data[].attributes.attachment_link.title
Identifying and Serving ML Students with Disabilities-Comprehensive Evaluation and Determinations

# data[].attributes.headline
ME DoE Guidance Manual on Identifying Multilingual Learners with Disabilities- Developing the IEP and Instructional Considerations session 3

# data[].attributes.subject
ME DoE Guidance Manual on Identifying Multilingual Learners with Disabilities- Developing the IEP and Instructional Considerations session 3

# data[].attributes.attachment_link.title
Guidance Manual on Identifying Multilingual Learners with Disabilities

# data[].attributes.headline
English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies

# data[].attributes.subject
English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies

# data[].attributes.attachment_link.readable_text
February 1st, 8th, 15th, and 22nd | Learn to distinguish between typical second language development and the needs of students who may demonstrate academic difficulties or possible disabilities and develop a proactive plan for effective classroom interventions to promote student success.

The Multi-tiered System of Support (MTSS) process is designed to assist in the identification of all students who are in need of additional support in the classroom, school environment, and in online instruction. These students may include those who are working to acquire English as a second language, students who face academic difficulties due to factors such as low socio-economic status (SES), poor quality instruction, or other intervening factors; those students who may have an undiagnosed learning issue, or those who may need assistance due to interrupted or limited schooling.

Successful implementation of the MTSS [also referred to as Response to Intervention (RTI)] process is key to ensuring that English learners receive appropriate intervention to maximize their academic achievement and language acquisition and are not disproportionately identified for special education services.

This workshop will focus on the MTSS process as it relates to the growing number of students from diverse linguistic and cultural backgrounds as they work to acquire a new language and succeed in the classroom.

During this four-day informative workshop, participants will examine the steps of the MTSS process; differentiate among the characteristics of second language acquisition, learning difficulties, cultural differences and influences and issues for students with limited or interrupted formal education (SLIFE); and identify the process for the development of an MTSS plan that will promote students' academic as well as linguistic success. Participants will also review instructional practices that support teachers' implementation of MTSS plans in the classroom; discuss with colleagues and team members the processes for monitoring and documenting student progress; identify curriculum development and instructional practices to support classroom/content areas teachers with Tier 1, 2, and 3 students; and, explore issues that challenge the practice of correctly identifying and assessing English learners with possible learning disabilities.

Participants will review case studies and consider possible areas for observation, data collection, assessment, interventions, and key points of discussion for school/district faculty, staff, related service providers, and administrators in regard to academic achievement and second language acquisition. As a blend of synchronous and asynchronous online content, this workshop will include a variety of activities, such as jigsaw/partner readings, small group tasks, analysis of instructional strategies that support Tiers 1, 2, and 3 interventions, and the development of instructional goals and implementation plans.

This interactive institute is designed for K-12 general education/content area teachers, English as a Second Language educators, Title I teachers, ELL coordinators, administrators, and school personnel/related service providers and interventionists who are either members of MTSS teams, or who support the MTSS process in their schools. Special education teachers, coaches, and district personnel who are active in their schools' MTSS planning and implementation are encouraged to attend as turnkey support. MTSS team members are encouraged to attend together to allow for a collaborative approach in developing effective English learner implementation plans for their schools or districts.

Based on an interactive flipped classroom model, this cohort will participate in both synchronous and asynchronous online learning. The synchronous portion will entail participants attending 4 4.5-hour live, online sessions. Through an asynchronous, self-paced format, participants will complete six hours of online activities that supplement the presentations. They will listen to recorded mini-lectures, read relevant research articles, discuss with colleagues, apply what they learn to their Needs Assessment, and interact with other participants through discussion boards and blog posts. Participants will have the opportunity to meet online with CAL facilitators weekly to discuss best practices, and network with other educators from other schools or districts.

Questions? Email CAL with any questions you may have about our offerings.

Review of the MTSS History, Processes, and Continuum of Services

Issues in the misidentification of special needs among English learners

English learner's second language acquisition characteristics, content learning, and cultural perspectives

Identification, data collection, and goal development for both content and language learning

Tiers I, 2, and 3 instructional practices for second language learners, intervention, documentation, planning, monitoring, and decision-making and support

Working with all stakeholders (i.e., parents, translators/ interpreters, guidance counselors, psychologists, special educators, related service providers, instructional leaders/coaches, content teachers, and students).

Next Steps: Tier 2 and Tier 3, Structured Interventions, Special Education Evaluation and support, development of IEPs with linguistically and culturally relevant goals, and parent engagement.

* Synchronous (online, live) sessions will take place on February 1, 8, 15, 22, 2023. Times will be 9:30 am - 12:30 pm & 2:00 pm - 3:30 pm.

* Between February 1-22, 2023, participants will be expected to complete four hours of self-paced content to apply learning from the synchronous sessions

Cost

Early bird pricing prior to January 3, 2023: $1,200 per person

Individual price after January 3, 2023: $1,400/person.

Send 2 people or more and pay $1,200 each.

Cost includes all training materials

This Institute will be held online through a combination of interactive online workshops and through self-paced assignments to be completed in CAL's online learning platform.

Certificate of Completion

Participants will receive a CAL Certificate of Completion for 24 hours which may be used for continuing education credit.
REGISTER HERE
To reserve your seat for this institute, please complete the online registration process. Please be aware that your seat at the workshop will only be confirmed once payment is received. If you are registering multiple participants, please have the name, title, school, and email addresses available before you begin the registration process. We encourage you to register as soon as possible as many workshops fill up quickly.

Before beginning the registration process, please determine your preferred method of payment (credit card, check, or purchase order). When paying by credit card using the online registration system, your seat will be immediately confirmed, and you will receive a confirmation email upon successful completion of the transaction. CAL accepts American Express, Discover, MasterCard, and VISA. For registrations to be paid by purchase order or check, please note that your seat will be tentatively reserved until payment is received. Once the payment is received, you will receive a confirmation email. There will be a fee of $15.00 for each check returned as uncollectible. Purchase orders should be uploaded directly to the registration system or emailed to payables@cal.org. For payment by check, or to pay for purchase orders, please make the check payable to the Center for Applied Linguistics and mail to: Accounts Receivable, Center for Applied Linguistics, 4646 40th Street NW, Washington, DC 20016.

Registrants: We encourage participants to let CAL know as soon as possible if you do not plan to attend the session. Participants may cancel their registration and receive a full refund up to three (3) weeks prior to the institute start date by sending an email to solutions@cal.org. After that date, no refunds will be available. However, registrants may choose to receive the institute materials by mail, postpone their attendance to a future CAL Institute, or transfer the registration to another individual up to three (3) days prior to the course start date. Contact us to discuss your options.

CAL: CAL reserves the right to cancel an event due to low enrollment or for reasons beyond our control. If we exercise this right, we will refund any registration fees which you have paid in advance. In some instances, registrants may have the option to transfer their registration to another event.

Individuals who have completed CAL trainings and workshops have permission from CAL to use materials in the course of providing professional development to educators in their school or school districts. These materials cannot be used to deliver fee-based services. Email CAL if you have questions about the use of CAL materials.

If you have questions, please contact us via email at solutions@cal.org or call 202-362-0700, Monday-Friday, 9 am - 5 pm Eastern Time.
REGISTER HERE

# data[].attributes.attachment_link.title
English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies - Center for Applied Linguistics

# data[].attributes.attachment_link.description
February 1st, 8th, 15th, and 22nd | Learn to distinguish between typical second language development and the needs of students who may demonstrate academic difficulties or possible disabilities and develop a proactive plan for effective classroom interventions to promote student success.

# data[].attributes.attachment_link.readable_text
General Information
ALTELLA Project Flyer (PDF) ForwardED: Speaking Up for Special Students, ALTELLA Advocates for ELLs with Cognitive Disabilities (PDF)
ICQ Recruitment Flyer (PDF) (archived, 6/8/2018)

ALTELLA Reports
Characteristics of English Learners with Significant Cognitive Disabilities: Findings from the Individual Characteristics Questionnaire (PDF) Classroom Perspectives on English Learners With Significant Cognitive Disabilities (PDF) Developing a Request for Proposals for an Alternate Assessment of English Language Proficiency (PDF) Developing Item Templates for Alternate Assessments of English Language Proficiency (PDF) Standards Prioritization Process Evaluation (PDF)
ALTELLA Briefs
ALTELLA Brief No. 1: Establishing a Definition of English Learners With Significant Cognitive Disabilities PDF) ALTELLA Brief No. 2: Considerations for Educators Serving English Learners With Significant Cognitive Disabilities (PDF) ALTELLA Brief No. 3: Nonverbal Communication in Diverse Classrooms: Intercultural Competence Considerations for Supporting English Learners with Significant Cognitive Disabilities (PDF) ALTELLA Brief No. 4: Individualized Education Programs for English Learners With Significant Cognitive Disabilities (PDF) ALTELLA Brief No. 5: A Framework for Understanding English Learners With Disabilities: Triple the Work (PDF) ALTELLA Brief No. 6: Case Examples of English Learners With Significant Cognitive Disabilities (PDF) ALTELLA Brief No. 7: The Role of Language and Communication in the Education of English Learners With Significant Cognitive Disabilities (PDF) ALTELLA Brief No. 8: Talking Points for State Leaders: Alternate English Language Proficiency Standards and Assessments (PDF)
Tools
ALTELLA Individual Characteristics Questionnaire (PDF) ALTELLA Classroom Observation Protocol (PDF) ALTELLA Teacher Interview Protocol (PDF)
Request for Proposal Development Toolkit for Procuring Assessment developed by the Center for Assessment
Academic Language Lesson Activity (PDF)
Conference Presentations

Characteristics of English Learners with Significant Cognitive Disabilities (PDF)
(Annual Midwest Association of Language Testers Conference, Madison, WI, September 22, 2018)

Preliminary Findings of the Alternate English Language Learning Assessment Project (PDF)
(WIDA Board Meeting, Madison, WI, June 4, 2018)

Meeting ESSA Regulation Requirements and Supporting Students on Alternate English Language Proficiency Assessments (PDF)
(NCSA, San Diego, Wednesday, June 27, 2018)

What Do We Know about Students with Significant Cognitive Disabilities Who Are English Learners? (PDF)
(NCSA, San Diego, Thursday, June 28, 2018)

Implementing ESSA for English Learners with Significant Cognitive Disabilities: Lessons We Are Learning from ALTELLA (PDF)
(NCSA, San Diego, Thursday, June 28, 2018)

Videos

# data[].attributes.attachment_link.description
ALTELLA Project Flyer (PDF) ForwardED: Speaking Up for Special Students, ALTELLA Advocates for ELLs with Cognitive Disabilities (PDF) ICQ Recruitment Flyer (PDF) (archived, 6/8/2018) Characteristics of English Learners with Significant Cognitive Disabilities: Findings from the Individual Characteristics Questionnaire (PDF) Classroom Perspectives on English Learners With Significant Cognitive Disabilities (PDF) Developing a Request for Proposals for an Alternate Assessment of English Language Proficiency (PDF) Developing Item Templates for Alternate Assessments of English Language Proficiency (PDF) Standards Prioritization Process Evaluation (PDF) ALTELLA Brief No.

# data[].attributes.headline
Breaking Down Silos: SPED and EL Teams Working Together to Support All Learners

# data[].attributes.subject
Breaking Down Silos: SPED and EL Teams Working Together to Support All Learners

# data[].attributes.body
Slides: https://www.sdlback.com/content/05-26-22-Webinar-Resources.pdf

# data[].attributes.attachment_link.title
Breaking Down Silos: SPED and EL Teams Working Together to Support All Learners

# data[].attributes.headline
Multilingual Learners and Special Education: Process and Practicalities

# data[].attributes.subject
Multilingual Learners and Special Education: Process and Practicalities

# data[].attributes.attachment_link.title
Multilingual Learners and Special Education: Process and Practicalities

# data[].attributes.headline
ESL Stories from the Field: Evaluation for Special Education and Related Services for ELs

# data[].attributes.subject
ESL Stories from the Field: Evaluation for Special Education and Related Services for ELs

# data[].attributes.attachment_link.title
ESL Stories from the Field: Evaluation for Special Education and Related Services for ELs

# data[].attributes.headline
Disrupting the Systems to Provide Equity and Access for English Learners with Disabilities

# data[].attributes.subject
Disrupting the Systems to Provide Equity and Access for English Learners with Disabilities

# data[].attributes.attachment_link.title
Disrupting the Systems to Provide Equity and Access for English Learners with Disabilities

# data[].attributes.headline
TESOL Separating Difference From Disability With ELLs

# data[].attributes.subject
TESOL Separating Difference From Disability With ELLs

# data[].attributes.attachment_link.title
Display event - Separating Difference From Disability With ELLs - More About This Course

# data[].attributes.attachment_link.description
TESOL Online Course: Separating Difference from Disability With Students Learning English as an Additional Language

# data[].attributes.headline
TESOL Supporting English Learners With Exceptional Needs

# data[].attributes.subject
TESOL Supporting English Learners With Exceptional Needs

# data[].attributes.attachment_link.title
Display event - Supporting English Learners With Exceptional Needs - More About This Course

# data[].attributes.headline
Office of English Language Acquisition EL Toolkit ch. 6

# data[].attributes.subject
Office of English Language Acquisition EL Toolkit ch. 6

# data[].attributes.attachment_link.readable_text
Contact Us

Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906

Voice: (781) 338-3000
TTY: (800) 439-2370

Directions
Disclaimer: A reference in this website to any specific commercial products, processes, or services, or the use of any trade, firm, or corporation name is for the information and convenience of the public and does not constitute endorsement or recommendation by the Massachusetts Department of Elementary and Secondary Education.

# data[].attributes.attachment_link.keywords[]
massachusetts department of elementary and secondary education

# data[].attributes.attachment_link.authors[].name
Massachusetts Department of Elementary and Secondary Education

# data[].attributes.attachment_link.description
The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

# data[].attributes.attachment_link.title
‎Highest Aspirations: S3/E13: Understanding the Civil Rights of English Learners with Dr. Ayanna Cooper on Apple Podcasts

# data[].attributes.attachment_link.description
‎Show Highest Aspirations, Ep S3/E13: Understanding the Civil Rights of English Learners with Dr. Ayanna Cooper - Nov 19, 2019

# data[].attributes.attachment_link.readable_text
What are some misconceptions about dyslexia and how do they affect English learners? What are some strategies educators can use to help identify dyslexia in English learners? How does family engagement come into play once a student is diagnosed with dyslexia and what challenges might emerge with families of English learners?

We discuss these questions and much more in our conversation with Dr. Kelli Sandman-Hurley. Kelli Sandman-Hurley, Ed.D. is an author and co-founder of the Dyslexia Training Institute. She received her doctorate in literacy with a specialization in reading and dyslexia from San Diego State University and the University of San Diego. She is also completing her TESOL certification. Dr. Kelli is a certified special education advocate assisting parents and children through the Individual Education Plan (IEP) and 504 Plan process. She has training in mediation and also serves as an expert witness in the area of dyslexia. Dr. Kelli is a Past-President of the San Diego Branch of the International Dyslexia Association. She is a dyslexia consultant working with schools to improve services offered to students with dyslexia and training teachers. She co-created and produced "Dyslexia for a Day: A Simulation of Dyslexia," and she is a frequent speaker at conferences. She is the author of the well-received book, Dyslexia Advocate! How to Advocate for a Child with Dyslexia within the Public Education System.

Stay connected with us by joining our EL Community at ellevationeducation.com/elcommunity. There you can leave comments about this episode and others. You can also engage with great content like our Whiteboard Wednesday short video series, blog posts, and articles. Finally, please consider leaving us a review on iTunes or wherever you get your podcasts. This will help us continue bringing you the best topics and guests on Highest Aspirations.

---

Send in a voice message: https://anchor.fm/highest-aspirations/message

# data[].attributes.attachment_link.keywords[]
s3/e19: dyslexia and english learners with dr. kelli sandman-hurley

# data[].attributes.attachment_link.title
‎Highest Aspirations: S3/E19: Dyslexia and English Learners with Dr. Kelli Sandman-Hurley on Apple Podcasts

# data[].attributes.attachment_link.description
What are some misconceptions about dyslexia and how do they affect English learners? What are some strategies educators can use to help identify dyslexia in English learners? How does family engagement come into play once a student is diagnosed with dyslexia and what challenges might emerge with fam...

# data[].attributes.attachment_link.title
‎Highest Aspirations: S1/E20: ELLs with Disabilities - Dr. Sara Kangas on Apple Podcasts

# data[].attributes.attachment_link.description
‎Show Highest Aspirations, Ep S1/E20: ELLs with Disabilities - Dr. Sara Kangas - Sep 19, 2018

# data[].attributes.headline
Lasell Teaching Bilingual Learners with Disabilities Certificate

# data[].attributes.subject
Lasell Teaching Bilingual Learners with Disabilities Certificate

# data[].attributes.attachment_link.readable_text
Teaching Bilingual Learners with Disabilities Certificate | Lasell University
Chat with us, powered byLiveChat

Offers 4 six-week courses for 30 PDPs/CUEs or 1.5 academic credits per course

Establish preventive practices in general education classroom and use ecological assessment perspective regarding the context of the education using data-informed instructional practices

Implement high-leverage instructional strategies that can be used across all content areas i

Assess bilingual English learners in language, culture, and social-emotional development using tools and processes to distinguish between second language and learning disability indicators

Gain an understanding of the historical, theoretical and legal foundations of bilingual and multicultural special education

Available in 100% online and hybrid formats

The Certificate in Teaching Bilingual Learners with Disabilities provides post-baccalaureate students with the knowledge and skills in the Professional Standards for Teachers required by the state of Massachusetts to maintain their licensure requirements for serving ELLs with or without special education needs and students with disabilities who are not English learners.

Why should I Earn this Certificate?

By 2023, minority students who speak another language other than English at home will represent nearly 30% of all students enrolled in U.S. schools. Teachers need to work to ensure equitable outcomes for English language learners (ELLs) and those with disabilities.

The Teaching Bilingual/English Learners with Disabilities (ELL/SPED) Certificate fits with and extends the current graduate degree programs as most graduate students come for initial licensure, to add licensure, or to meet the state requirement to move from initial licensure to professional licensure. All these professionals will need additional hours toward any license in serving English learners and students with special education needs across all licensure areas in the state of MA.

Certificate courses that are taken for academic credit may be combined to earn advanced standing in one of Lasell's M.Ed. programs.

The ELL/SPED certificate program offers four six-week courses that result in Professional Development Points (30 PDPs/CEUs per course or 1.5 academic credits) for educators. These courses are also available for credit as an option for teachers who may wish to earn graduate credit. In this case, there are additional assessments and a different pricing structure for these students.

Requirements For a Successful Learning Experience

Hardware: computer with speakers and a microphone (webcam is recommended but not required)

Software: Adobe Acrobat Reader, word processing and presentation tools

Successful completion of the Online System Check of your computer located on the login page of Canvas.lasell.edu

The ELL/SPED Certificate is offered 100% online. For more detailed information, you can view the Graduate Course Schedule. As a teacher, you may be interested in either earning your master's degree or satisfying your professional development requirement. Lasell's classes offer either PDP's or academic credit. You choose the format best for you.

Tuition for the ELL/SPED Certificate courses are:

$500 per course (30 PDPs) - MATSOL, MABE, CAPELL, RITELL member rate

$700 per course (30 PDPs)

$900 per course (1.5 credits)

See below for the dates of the next classes offered.

January 23, 2023

ELSP701

Fundamentals of Bilingual Special Education

Claudia Rinaldi

March 23, 2023

ELSP702

Removing Barriers for Classroom Assessment

Patricia Garcia

May 16, 2023

ELSP703

Assessment for Equity and Inclusion

TBA

July 6, 2023

ELSP704

Culturally Responsive Individualized Education

TBA

How do I register?

It's easy to register for classes and only will take a few minutes. Just press the "+" sign next to the courses you want to take and be sure to use the scroll bar to see all the options. Then click on " checkout," add your payment information and click on " submit." You will be all set to get started taking classes. Once you sign up further instructions will be sent to you on how to access the courses.

Please select the course code, semester, and session. If you are taking the course for Professional Development Points (PDPs) and are a MATSOL, MABE, CAPELL, or RITELL member, please pick the course with " member" on it.

If you would like to take the course for Professional Development Points (PDPs), please register for the course ending PDP ($500 or $700 per course depending on MATSOL, MABE, CAPELL, or RITELL membership).

If you would like to take the course for academic credit, please register for the course ending in Credit. ($900 per course)
International Applicants:
This program is not F-1 eligible, international applicants can only be considered for the online curriculum option.

All International applicants need to submit English equivalency from one of the following: TOEFL scores: minimum required score is 80 (iBT) or IELTS, minimum required score is 6.0; or Pearson PTE Academic minimum score is 53; or Duolingo minimum required score is 105. The English equivalency scores may be waived for international applicants who have earned a bachelor's degree at an accredited college/university in the United States, United Kingdom, Australia, New Zealand, or Canada.

For additional requirements please visit our International Admission Requirement page.

Materials should be submitted through MyPortal or emailed to gradinfo@lasell.edu:
The Office of Graduate Enrollment
Lasell University
1844 Commonwealth Ave.
Newton, MA 02466
Questions about your application? Call/text us today at 617-243-2400!

# data[].attributes.attachment_link.keywords[]
teaching bilingual learners with disabilities certificate program

# data[].attributes.attachment_link.title
Teaching Bilingual Learners with Disabilities Certificate | Lasell University

# data[].attributes.attachment_link.description
Teaching Bilingual Learners with Disabilities Certificate | Lasell University Chat with us, powered byLiveChat Offers 4 six-week courses for 30 PDPs/CUEs or 1.5 academic credits per course Establish preventive practices in general education classroom and use ecological assessment perspective regarding the context of the education using data-informed instructional practices Implement

# data[].attributes.headline
English Learner Portal Dual Identified Learners Pathway

# data[].attributes.subject
English Learner Portal Dual Identified Learners Pathway

# data[].attributes.attachment_link.title
ELP_Dual Identified Learner Pathway_ Overview Document

# data[].attributes.headline
Teacher Leadership for School-Wide English Learning (SWEL) workshop series 

# data[].attributes.subject
Teacher Leadership for School-Wide English Learning (SWEL) workshop series 

# data[].attributes.attachment_link.readable_text
Supporting ELs is Everyone's Responsibility.
Become a School-Wide English Learning (SWEL) Coach.

Language teachers are often asked to lead workshops and support their colleagues' instruction, but they rarely have access to the training needed to accomplish this work efficiently, effectively, and with confidence. The Teacher Leadership for School-Wide English Learning (SWEL)workshop series prepares language teachers to share their expertise with colleagues through collaborative discussions and observations. It is a systematic framework that recognizes teacher professional learning is most effective when it is in-house.

Learn more from Michelle Benegas, one of the SWEL framework developers and workshop presenters:

Why SWEL?
Benefits for ESL Teachers

Develop enhanced expertise in non-evaluative peer instructional coaching and delivery of professional development to groups that is customized to local needs and supports general education teacher colleagues in feeling more prepared to meet the needs of their language learners.

Choose from a variety of prepared and flexible professional development materials.

Create a plan of action for your responsibilities related to supporting general education colleagues in their work with language learners.

Gain confidence in your expertise related to second language acquisition.

Ensure support for language learners throughout the school day, not just when you are able to work directly with your students.

Additional Benefits for General Education Teachers
For their time and effort, general education teachers will gain the following:

Non-evaluative, coaching observations designed to help general education teachers to set their own learning goals related to working with language learners.

Participation in language learner-focused professional development and coaching conversations through collaboration with a SWEL coach.

Ongoing access to a building-level SWEL coach.

Audience
The SWEL framework is intended for multiple audiences, including ESL teachers, administrators, and general education teachers.

SWEL Certificate Workshop Series:

ESL teachers are the primary audience for the SWEL Certificate Workshop Series, with special sessions that include their school administrators. ESL teachers who complete all three SWEL certificate workshops earn a TESOL certificate and digital badge.

For an additional fee of $195 per workshop, teachers can earn one graduate credit. After registering, email swel@tesol.org if you would like to arrange for graduate credit.

The certificate series consists of three workshops, including:

# data[].attributes.attachment_link.description
Language teachers are often asked to lead workshops and support their colleagues' instruction, but they rarely have access to the training needed to accomplish this work efficiently, effectively, and with confidence. The Teacher Leadership for School-Wide English Learning (SWEL)workshop series prepares language teachers to share their expertise with colleagues through collaborative discussions and observations.

# data[].attributes.headline
NCSI Thought Leaders Conversation Series

# data[].attributes.subject
NCSI Thought Leaders Conversation Series

# data[].attributes.body
2020-2021 Pursuing Equity for Black Students in K-12 Education: Exploring the Intersection of Race and Disability
2022 Pursuing Equity at the Intersection of Language, Culture and Disability

# data[].attributes.attachment_link.readable_text
Pursuing Equity for Black Students in K-12 Education: Exploring the Intersection of Race and Disability

Pursuing Equity at the Intersection of Language, Culture and Disability

The recordings, powerpoint slides, and supporting materials are all available by clicking the banner above, or following this link.

The recordings, powerpoint slides, and supporting materials are all available by clicking the banner above, or following this link.

What is this TLC Series?*

This free webinar series will focus on elevating equity in opportunity and achievement for students with disabilities or who may have disabilities and who are English learners.

The series is aimed at SEA staff (within special education and beyond). NCSI also welcomes all interested stakeholders, including other state agency staff, representatives of parent and family organizations, LEA staff, state-level or national technical assistance or professional development providers, representatives from institutions of higher education, and other education stakeholders.

Conversations are organized around NCSI's four priority systems foundations: data literacy, stakeholder and family engagement, research informed practice, and systems coherence.

*NCSI TLC Pursuing Equitable Outcomes One Page Information Sheet: A one-pager that includes more details about the series and about our experts, partners, and thought leaders

# data[].attributes.attachment_link.description
Pursuing Equity for Black Students in K-12 Education: Exploring the Intersection of Race and Disability Pursuing Equity at the Intersection of Language, Culture and Disability The recordings, powerpoint slides, and supporting materials are all available by clicking the banner above, or following this link.

# data[].attributes.headline
Feature Issue on Educating K-12 English Language Learners with Disabilities | Winter/Spring 2013

# data[].attributes.subject
Feature Issue on Educating K-12 English Language Learners with Disabilities | Winter/Spring 2013

# data[].attributes.attachment_link.title
Impact | Volume 26, Number 1 | Feature Issue on Educating K-12 English Language Learners with Disabilities | Winter/Spring 2013

# data[].attributes.headline
A Summary of Current Speech Acquisition Data Across 27 Languages

# data[].attributes.subject
A Summary of Current Speech Acquisition Data Across 27 Languages

# data[].attributes.attachment_link.title
A Summary of Current Speech Acquisition Data Across 27 Languages

# data[].attributes.attachment_link.description
The word "landmark" is an Olde English word originally used to describe the expansion of the boundaries of a kingdom. Nowadays, this word is typically reserved to describe changes in legislation which will have a massive impact on our lives. I think it's fair to use this word to describe

# data[].attributes.headline
Phonemic Inventories and Cultural and Linguistic Information Across Languages

# data[].attributes.subject
Phonemic Inventories and Cultural and Linguistic Information Across Languages

# data[].attributes.attachment_link.readable_text
Languages across the world have unique phonemic systems. For individuals learning English as a second language, it is common for the phonemic system of their first language to influence the production of sounds in English.

Resources listed below are intended to contribute to foundational awareness of potential cultural and linguistic influences. There are variations within cultures, and regional and dialectal variances exist in all languages. Therefore, a single chart/page on cultural and/or linguistic features is not meant to provide a comprehensive overview. Clinical judgment, client/patient/student and caregiver input, and additional research are needed to ensure culturally responsive services.

How Can I Use This Information?

Speech-language pathologists can use this information to:

Identify sounds in a client's phonological system for languages other than English.

Determine phonemic influences of a client's native language on English.

Identify sounds from the client's first language that may not exist in English or identify sounds in English that do not exist in someone's native language.

Recognize that even if there are similar sounds across two languages, they may not be used the same way. For example, in some languages a sound may only be used at the ends of words and not as a word-initial sound.

Audiologists can use this information to:

Correlate the client's audiogram and the sounds of the client's language(s).

Recognize and respond to amplification needs.

Identify the effect of the individual's phonemic system on speech audiometry assessment.

Modify materials and procedures during speech audiometry assessment.

Phonemic Inventories and Cultural and Linguistic Information

ASHA has compiled resources on the phonemic systems for the following languages:

Amharic

Arabic

Bosnian

Burmese

Chinese

English

English Phonemic Inventory [PDF]
Dialect
Haitian Creole

Hindi/Urdu

Hmong

Japanese

Korean

Navajo

Pashto and Persian

Polish

Russian

Spanish

Somali

Tagalog

Turkish

Vietnamese

Refugee Profiles/Information
ASHA's policy documents state that SLPs and audiologists must consider the sound systems of all the languages used by a client in order to provide appropriate assessment and treatment services.
Websites with Phonemic Inventories

If you have any questions, please contact ASHA's Office of Multicultural Affairs at multicultural@asha.org.

# data[].attributes.attachment_link.title
Phonemic Inventories and Cultural and Linguistic Information Across Languages

# data[].attributes.attachment_link.description
A list of phonemic inventories across multiple languages

# data[].attributes.headline
Exploring the intersection of MLs and MTSS

# data[].attributes.subject
Exploring the intersection of MLs and MTSS

# data[].attributes.body
and multi-tiered systems of support (MTSS)

# data[].attributes.attachment_link.title
Copy of Resources - Dual Identified EL SPED

# data[].attributes.headline
Considerations for English Language Learners

# data[].attributes.subject
Considerations for English Language Learners

# data[].attributes.attachment_link.title
LD Identification Toolkit Considerations for ELL

# data[].attributes.attachment_link.description
Implementing RTI requires an effective change management process. Explore frameworks for successful plan implementation.