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This is one of the most engaging and hands on PD I've ever taken. It's like taking a perspective of a student in class. 

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This is one of the most engaging and hands on PD I've ever taken. It's like taking a perspective of a student in class. 

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Co-teaching training was absolutely superb.  I will be doing the co-teaching activities in our professional learning community (PLC) at school for all grade levels. The language based content activities will also be shared in the PLCs.  These were useful in all content areas. I like the electric current especially. Please provide us with the Amazon information to get the “fuse.”

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Educator Collaboration or co-teaching  will benefit our EL students & is possible with admin. support, purposeful placement of ELs in classrooms where the general ed. teacher & the EL specialist work together to examine data & plan lessons with supports that are consistently implemented based on the content & language needs of individual students and the grade level's students as a whole.

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▪️Don't have to jump into co-teaching - can start by co-planning with 1 teacher, 1 grade level, or 1 content area
▪️EL teachers must focus on making content accessible by addressing language needs
▪️All students needs hands-on and engaging lessons
▪️Students learn language through meaningful use and interaction - learning does not happen in isolation nor is it merely incidental
▪️Asset-based language when discussing students is a MUST

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collaborative conversations-4 Cs
multiple strategies to support multilingual learners
co-teaching practices and models
collaborative cycle

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It was really great to be able to collaborate with other schools,  to see what they are doing differently, kind of like a "Give one, take one."  The activities are great things to bring back to the classroom as team bonding or icebreakers.  I wrote down many of the quotes.  I learned some new strategies. The videos were very good.

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It was really great to be able to collaborate with other schools,  to see what they are doing differently, kind of like a "Give one, take one."  The activities are great things to bring back to the classroom as team bonding or icebreakers.  I wrote down many of the quotes.  I learned some new strategies. The videos were very good.

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I learned different co-teaching styles and I decided to incorporate one team teaching component into my current alternative teaching model. Participating in the interactive teaching strategies in this PD helped me plan the language acquisition part of the lesson in my class. The Can-do philosophy and positive language use to describe our ELL students helps us to plan strategies for the next level. I picked up numerous strategies from this lesson.

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Collaboration is essential for student growth.  The EL teacher cannot solely meet the linguistic, academic,  and social and emotional needs of a student.  We need a whole team for this.
Academic conversations are key for students to learn the content.
Students learn English by using it.
Translanguaging means students are encouraged to use their native language to process content learning.

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Thank you for being gentle and generous with your wealth of ELL and WIDA knowledge.  Presentation was helpful regarding co-teaching.  I enjoyed the many activities tht you integrated into your presentation.

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I learned many wonderful and usable collaborative strategies that I can share and personally incorporate with my teachers and students.  Thank you for an informative and fun workshop!

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Key takaways from the two days of WIDA collaboration:

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Key takaways from the two days of WIDA collaboration:

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1. Being a classroom teacher (not an RT), I am trying my best to meet the needs of all my students; with the WIDA workshop, I see immediately ways of improving my engagement/planning/collaborating/and empathy for my students. I know that my being here (from an outer island) was a lot of work for my school as the funding support for my being here was not clear at first and required multiple calls and emails to get confirmation that Title III funds could be used for my being here. Perhaps, this ambiguity of funding for the training is a reason not many classroom teachers were present.
Additionally, with an interest in co-teaching at my school, this training is useful to discuss possible steps that can lead to trying it some.
Wether I were here as a beginning teacher or as a very experienced teacher, this WIDA training is clearly best practices for equity, needs-based learning/teaching that will help all students in the classroom. I highly recommend further collaboration training with WIDA principles.

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I liked how co-planning can be a key part in collaboration. Teachers/schools who may not be ready for co-teaching can start here. We were given many resources, able to collaborate in a safe, non-threatening environment and participate in activities that can be taken back to our schools to help facilitate our own collaboration.

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year. These glossaries may be downloaded, printed and disseminated to educators, parents and ELLs/MLLs.

Bilingual glossaries are an essential and expected test accommodation for ELLs/MLLs in the State of New York. The languages of these glossaries cover the top 10 languages at the state level, with new languages added based on changing language populations in the NY State student demographic data.

Schools should provide testing accommodations to ELLs/MLLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs/MLLs who need them. Please click here for the New York State Office of Bilingual Education and World Languages Webpage on "Assessment and Testing Accommodations".

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

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1. Introduction

Hawai'i is one of the most ethnically and linguistically diverse states in the country. Through a partnership with the Hawai'i State Department of Education (DOE), Hawai'i Asian American and Pacific Islander (AAPI) Data Disaggregation Grant, P-20 created this report to tell the story of English Learner (EL) and AAPI students in Hawai'i's public schools. The following sections explore the linguistic diversity of Hawai'i's public schools and examine academic outcomes and best practices for supporting these students.

How many languages do students in Hawai'i speak?

The graphic below shows the various languages used by public school students, with the larger and bolder text representing languages that are most commonly used.

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1. Introduction Hawai'i is one of the most ethnically and linguistically diverse states in the country. Through a partnership with the Hawai'i State Department of Education (DOE), Hawai'i Asian American and Pacific Islander (AAPI) Data Disaggregation Grant, P-20 created this report to tell the story of English Learner (EL) and AAPI students in Hawai'i's public schools.

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"Everyone tells us we need to teach this way, but no one has shown us how. This shows us how!"

~ teacher at NSTA conference in 2014

"For the first time in over 20 years of teaching, I'm confident that my students understand this. They don't need to memorize formulas or math jingles. They really understand the math."

~ a seventh grade Algebra teacher

"When I do my walk-arounds, I see 100% engagement in high-level math discussion. That's never happened before, and it's exciting."

~ principal in a participating school

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"Everyone tells us we need to teach this way, but no one has shown us how. This shows us how!" ~ teacher at NSTA conference in 2014 "For the first time in over 20 years of teaching, I'm confident that my students understand this. They don't need to memorize formulas or math jingles.