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Lake Elsinore Unified Note Catcher- PD Day 2

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High-Leverage Practices for Students With Disabilities 

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High-Leverage Practices for Students With Disabilities 

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HLP website

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PROJECT LEE TEACHER VIDEO SELF REFLECTION_11_29_18(1)

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This video of Shelley Moore discusses the importance and approach of transforming inclusive education.

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Shelley Moore: Transforming Inclusive Education

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This resource highlights translanguaging as a way to honor and use students’ home languages as tools for learning. Drawing from García, Johnson, and Seltzer (2017), it helps educators design classroom practices that embrace linguistic diversity, foster belonging, and strengthen both content understanding and language development.

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Article: Meeting the Language Needs of Emergent Multilingual Students at Risk for
Learning Disabilities through Multitiered Systems of Support

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Article: Meeting the Language Needs of Emergent Multilingual Students at Risk for
Learning Disabilities through Multitiered Systems of Support

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This article by Artzi, Unlu, and Sanchez (2020) explores how a Multi-Tiered System of Supports can be effectively adapted to meet the needs of English Learners who may be at risk for specific learning disabilities. It outlines how schools can use culturally and linguistically responsive screening, progress monitoring, and intervention practices—supported by strong collaboration between general education, special education, and EL specialists—to provide equitable, data-informed support .

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Resource_Artzi et. al., Meeting the Needs of ELs at Risk for SLD through MTSS

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Article: Language Accessibility in the Classroom: How UDL Can Promote Success for Linguistically Diverse Learners

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Article: Language Accessibility in the Classroom: How UDL Can Promote Success for Linguistically Diverse Learners

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This article by Patricia Rice Doran (2015) explores how the Universal Design for Learning framework can make classroom instruction more accessible for culturally and linguistically diverse students, including those with disabilities. It provides practical examples and strategies for designing lessons with multiple means of representation, engagement, and expression to ensure language and learning are accessible to all students.

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Classroom Tool to Support Collaboration: 

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Classroom Tool to Support Collaboration: 

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These Planning Guidelines for Collaborative PLCs provide a structured framework for establishing effective team practices that foster shared responsibility and continuous improvement. The tool supports teams in setting clear norms, defining communication channels, and identifying criteria for student supports. It also emphasizes shared ownership, accountability, and celebrating collective progress to strengthen collaboration and impact.

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Classroom Tool to Support Collaboration: Cross Collaboration Student Support Plan

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Classroom Tool to Support Collaboration: Cross Collaboration Student Support Plan

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This tool serves as a template to help educators, specialists, and families work together to build a coordinated support system for students. It offers prompts and space for teams to share insights, document current strategies and progress, and identify opportunities for deeper collaboration. Use it as a living document to guide regular check-ins, celebrate growth, and adjust supports as students’ needs evolve.

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Classroom Tool to Support Collaboration: Learner Profile

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Classroom Tool to Support Collaboration: Learner Profile

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This learner profile is a tool designed to collect insights from students, families, and educators to build a comprehensive understanding of each learner. It helps educators recognize students’ strengths, interests, languages, and support needs, enabling the creation of individualized, asset-based learning plans. The profile also strengthens collaboration and communication among teachers and families by centering shared knowledge about the whole child.

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Article: Why Working Apart Doesn't Work At All

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Article: Why Working Apart Doesn't Work At All

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Explore this research article by Sarah E. N. Kangas to understand the research behind the importance of collaboration between educators serving multilingual learners with disabilities. Kangas argues that when special education and English learner (EL) teachers work in isolation, students who are both ELs and have disabilities often receive fragmented and inequitable support. She highlights how intentional collaboration can create more cohesive and effective learning experiences that meet the full range of students’ linguistic and learning needs.

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School Team Tool: MLSWD Misconceptions Chart 

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School Team Tool: MLSWD Misconceptions Chart 

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This handout contains the list of misconceptions we reviewed in today’s presentation, including each misconception, the reality, and its implication. It also includes a blank column for school teams to fill out as they discuss potential changes to their practices.

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Strategies that Support Collaborative Practices

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Strategies that Support Collaborative Practices

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Strategies that Support Collaborative Practices

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High Leverage Practice 16: Explicit Instruction

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High Leverage Practice 16: Explicit Instruction

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WIDA: A guide to Translanguaging in the Classroom

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WIDA: A guide to Translanguaging in the Classroom

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Translanguaging is transforming classrooms, allowing students to harness their full language abilities in learning. The concept is fairly new to mainstream classrooms. So, what exactly is translanguaging, and how can educators integrate it effectively? In this edition of Conversations With Educators, WIDA founder Tim Boals spoke with Marina Velasquez, a third-grade dual language bilingual educator, and Tatyana Kleyn, a professor of bilingual education and TESOL at the City College of New York at CUNY. They share why this pedagogical approach matters and how teachers can implement it in their classrooms.

At its core, translanguaging is the natural way multilingual individuals use all their language practices fluidly to communicate, learn and express themselves. It's not merely about translation or switching named languages; rather, it acknowledges the full linguistic and cultural identities of students.

Marina illustrates the idea with a great example her elementary school student shared at a conference where they co-presented: If an expert in translanguaging who is fluent in English and Spanish were given a test in those two languages, they'd likely excel. But if the test were in German, their expertise on the topic wouldn't change - just their ability to express it in that language. The same principle applies to students in the classroom. Allowing them to use all their languages and tools ensures they demonstrate their true knowledge.

Marina and Tatyana gave several reasons why translanguaging is important:

Translanguaging enhances learning and comprehension. When students leverage all their language abilities, they are better positioned to grasp new concepts and retain information.

Translanguaging affirms identities and builds confidence. Encouraging students to use their home languages highlights their cultural and linguistic backgrounds, fostering a sense of belonging.

Translanguaging encourages critical thinking. Comparing languages and concepts across languages deepens understanding and cognitive flexibility.

Translanguaging prepares students for a multilingual world. Multilingual learners have advantages in global communication and workforce opportunities.

"We start off the year building bridges between the languages by learning about and identifying cognates," Marina said. "But also speaking about our traditions, cultures and experiences, which is also part of translanguaging. There's not one direct explanation of translanguaging. There's so much that comes into play."

Marina and Tatyana suggest several ways to bring translanguaging into the classroom:

Create a welcoming language environment.

Encourage students to use all their language abilities without fear of correction or restriction.

Acknowledge and celebrate all languages spoken in the classroom.

Build bridges between languages.

Use cognates (similar words across languages) to highlight connections between English and their home languages.

Compare idioms and expressions across languages to deepen understanding.

Incorporate multilingual resources.

Encourage students to use bilingual dictionaries, texts and digital tools.

Provide content in multiple languages to reinforce learning.

Have students create personal glossaries with translations and explanations in their home languages.

Utilize arts and expression.

Encourage students to write poetry, create music or engage in storytelling using all their languages.

Use multilingual journals for reflections and creative writing.

Educate and involve school leadership.

School leaders must understand and support translanguaging to create a school culture that embraces it.

Explore professional development to help educators and administrators implement these practices effectively.

Translanguaging is more than a strategy to use in the classroom - it's a mindset that values and leverages the linguistic assets of all students.

"It's like the air we breathe," Tatyana said. "The more that we can expose students to growing their linguistic repertoire and also learning about other languages, the stronger it's going to make them, and the better prepared they are to be with other people in the world, and to understand people, even if you don't speak their language."

Tatyana and Marina met through the CUNY-Initiative on Immigration and Education (CUNY-IIE) when Marina and some of her colleagues helped create a video on welcoming new students into the classroom. In the video, you can see Marina, her colleagues and the students translanguaging.

CUNY-IIE also provides modules for educators on a variety of topics, including one on translanguaging, authored by Professor Maite Sánchez.

In addition to CUNY-IIE, Tatyana has been involved in the CUNY New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB). This initiative has an entire web page on translanguaging resources, and it's an excellent place to find information on the following:

Translanguaging guides

Tips for establishing a leadership team at your school

Relevant books and resources

If you're interested in more information about translanguaging, this WIDA Focus Bulletin explores translanguaging from the perspective of four educators, spanning kindergarten through high school. Vea y descargue en español.

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A guide to translanguaging in the classroom

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Translanguaging is transforming classrooms, allowing students to harness their full language abilities in learning. The concept is fairly new to mainstream classrooms. So, what exactly is translanguaging, and how can educators integrate it effectively? Read the article to learn more.

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Teaching Resource: Supporting ELLs in Mathematics from Stanford

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Teaching Resource: Supporting ELLs in Mathematics from Stanford

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

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

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

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

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

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

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

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

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

MIDDLE SCHOOL TASK-MAKING MATCHSTICKS

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

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

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

HIGH SCHOOL TASK-CREATING EQUATIONS

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

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

HIGH SCHOOL TASK-SIDEWALK PATTERNS

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

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

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Supporting ELLs in Mathematics | Understanding Language

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