# data[].attributes.headline
SupportEd Multilingual Learner Symposium: June 4, 2026

# data[].attributes.subject
SupportEd Multilingual Learner Symposium: June 4, 2026

# data[].attributes.attachment_link.description
Experience SupportEd’s virtual Multilingual Learner Symposium on June 4, 2026 to gain strategies and insights for all educators and admin.

# data[].attributes.attachment_link.description
View the movie below and then proceed to the Initial Thoughts section (time: 4:00). Transcript: Challenge Narrator: In this simulation, you've recently moved with your family to a new place, and you are attending a new elementary school. Pay attention to the lesson and be prepared to write down five things the teacher talked about.

# data[].attributes.attachment_link.readable_text
Strategy Overview

How This Strategy Supports Language Development

Engineering or amplifying texts provides in-text support so that students can read grade-level text that would otherwise be beyond their reading comprehension level. These embedded text supports can include chunking the text, adding labeled visuals, inserting synonyms after academic terms, and adding headings or guiding questions for each chunk.

Step-by-Step Instructions

1. Chunk an original text into shorter sections (one to two paragraphs/ chunk).

2. Add a guiding question or heading with the main idea above each chunk.

3. Add synonyms in parentheses next to transferable academic words.

4. Add images with captions associated with key ideas.

5. Add translated words or cognates for key words.

Lessons Learned

When possible, engineer texts on a slide. This makes inserting headings, images with captions, and synonyms easier.

Since engineering a text takes time, carefully choose essential passages from a text for this process. Engineering a multiple page article or chapter from a novel is not practical in most cases.

Teach students to read the synonyms in the parentheses.

Give students practice reading engineered texts before presenting this version of a text on an assessment.

Work with a small group of students who would benefit from guided reading of an engineered text.

Differentiation

Entering/Emerging

Engineer a text at the student's reading level.

Read the text aloud or make a voice recording of the text.

For students who are literate in their heritage language, add translations of transferable academic words.

Developing

For challenging or complex sentences, offer a summarization of that sentence in parentheses.

For students who are literate in their heritage language, add translations of transferable academic words.

Expanding

Engineer only the most complex sentences.

Add headings to longer sections of text.

Co-Teaching Considerations

Content or Grade-Level Teacher

1. Choose the grade-level text for the class.

2. Identify the key passages or paragraphs.

English Language Development Teacher

1. Engineer essential paragraphs for the multilingual learners in the class.

2. Walk your teaching partner through the process so that they can use this strategy independently as well.

Examples

The following slide shows an example of text chunking and engineering that includes:
Text source: Plants in Acadia National Park

# data[].attributes.attachment_link.description
Strategy OverviewHow This Strategy Supports Language DevelopmentEngineering or amplifying texts provides in-text support so that students can read grade-level text that would otherwise be beyond their reading comprehension level.

# data[].attributes.attachment_link.title
Pre-Series Survey - Building Capacity for Multilingual Learner Success in Maine Schools

# data[].attributes.attachment_link.description
Thank you for taking a few minutes to complete this short survey before the professional learning series begins. Your responses will help us understand your initial knowledge, confidence, and current practices related to building literacy and numeracy for multilingual learners (MLs).

# data[].attributes.headline
WIDA English Language Development Standards Framework

# data[].attributes.subject
WIDA English Language Development Standards Framework

# data[].attributes.attachment_link.readable_text
Big Ideas

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

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

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

Collaboration among stakeholders
Stakeholders share responsibility for educating multilingual learners.

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

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

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

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

# data[].attributes.headline
Multilingual Learners’ Potential: Strategies for Making Content 

# data[].attributes.subject
Multilingual Learners’ Potential: Strategies for Making Content 

# data[].attributes.attachment_link.readable_text
Our nation's moment of reckoning with the deficit view of multilingual learners has arrived. The COVID-19 pandemic has further exposed and exacerbated long-standing inequities that stand in the way of MLs' access to effective instruction. Recent events have also caused us to reflect on our place as educators within the intersection of race and language. In this innovative book, Sydney Snyder and Diane Staehr Fenner share practical, replicable ways you can draw from students' strengths and promote multilingual learners' success within and beyond your own classroom walls.
In this book you'll find:

Practical and printable tools that guide you on how to implement culturally responsive teaching in your context

Case studies and reflection exercises to help identify implicit bias in your work and mitigate deficit-based thinking

Authentic classroom video clips in each chapter to show you what culturally responsive teaching looks like in practice

Hand-drawn sketch note graphics that spotlight key concepts and reinforce central themes with memorable illustrations

There is no time like the present for you to reflect on your role in culturally responsive teaching and use new tools to build an even stronger school community that is inclusive of MLs. No matter your role or where you are in your journey, you can confront injustice by taking action steps to develop a climate in which all students' backgrounds, experiences, and cultures are honored and educators, families, and communities work collaboratively to help MLs thrive. We owe it to our students.
See What Readers Are Saying About Culturally Responsive Teaching for MLs

# data[].attributes.attachment_link.description
Our nation's moment of reckoning with the deficit view of multilingual learners has arrived. The COVID-19 pandemic has further exposed and exacerbated long-standing inequities that stand in the way of MLs' access to effective instruction. Recent events have also caused us to reflect on our place as educators within the intersection of race and language.

# data[].attributes.headline
Teaching Academic Content to English Learners in Elementary and Middle School

# data[].attributes.subject
Teaching Academic Content to English Learners in Elementary and Middle School

# data[].attributes.body
Baker, et al., 2014

# data[].attributes.body
August, 2018

# data[].attributes.attachment_link.readable_text
The Newcomer Tool Kit is designed to help U.S. educators; elementary and secondary teachers, principals, and other school staff who work directly with immigrant students-including asylees and refugees-and their families.

The Newcomer Tool Kit has 5 chapters, and contains an overview, sample tools, and resources.

Updated Download the entire Newcomer Tool Kit (PDF, 4 MB)

Newcomer Toolkit - Chapters:

1. Who are our Newcomers?

2. Welcoming Newcomers to a Safe and Thriving School Environment

3. Supporting Newcomers' Social, Emotional, and Mental Health Needs

4. Providing High-Quality Instruction for Newcomers

5. Establishing Partnerships with Families

To request the tool kit in an alternate format as a reasonable accommodation, i.e. large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-401-1407 or email at: Melissa.Escalante@ed.gov.

# data[].attributes.attachment_link.keywords[]
bilingual education; school reform; language proficiency; english (second language); multicultural education;

# data[].attributes.attachment_link.description
The Newcomer Tool Kit is designed to help U.S. educators; elementary and secondary teachers, principals, and other school staff who work directly with immigrant students--including asylees and refugees--and their families.

# data[].attributes.headline
Effective Literacy and English Language Instruction for English Learners in the Elementary Grades

# data[].attributes.subject
Effective Literacy and English Language Instruction for English Learners in the Elementary Grades

# data[].attributes.headline
Promoting the Educational Success of Children and Youth Learning English

# data[].attributes.subject
Promoting the Educational Success of Children and Youth Learning English

# data[].attributes.attachment_link.authors[].name
Division of Behavioral and Social Sciences and Education

# data[].attributes.attachment_link.title
Promoting the Educational Success of Children and Youth Learning English: Promising Futures

# data[].attributes.attachment_link.description
Read online, download a free PDF, or order a copy in print or as an eBook.

# data[].attributes.attachment_link.readable_text
"Numeracy is more than performing calculations - it is the ability to make meaning of the world through mathematical thinking. Numeracy empowers all learners to reason, solve problems, and make informed decisions to interact and engage with the world."

The Maine State Numeracy Action Plan is Maine's statewide approach to advancing numeracy for all learners. Grounded in the belief that numeracy is essential for lifelong learning, educational equity, and thriving society, this initiative provides guidance, tools, and resources to support high-quality, culturally responsive numeracy instruction across all grade levels. Explore Maine's State Numeracy Action Plan to inform your practice, strengthen collaboration, and drive meaningful numeracy growth in your community.

The Architecture of Numeracy

Strong, versatile problem solvers are the key to a bright future. Discover how integrated and foundational numeracy skills lay the groundwork for lifelong learning and success!
Early and Foundational Numeracy Early Learning Foundational Skills
Young brains are wired for numeracy! Discover how early interactions and instruction from parents & caregivers build strong numeracy foundations!
Numeracy as Equity and Access Inclusive Practices

Multi-Tiered System of Supports (MTTS)
In Maine, MTSS is defined as a comprehensive framework designed to address each student's academic, behavioral, and social-emotional needs in the most inclusive and equitable learning environment.

Multilingual Learners
Support for multilingual learners is a shared responsibility, and we're here to help connect you with the right team and resources.

Supports for Learners: Dyscalculia
Dyscalculia is a specific learning disability with an impairment in mathematics, which can affect calculations, problem solving, or both. It is characterized by difficulties with number sense, memorization of basic math facts, and accurate and fluent calculation.

Numeracy in Action

See how you can use numeracy to make a difference!

MOOSE Numeracy Progression
The modules in this Learning Progression were designed by Maine educators to support numeracy engagement and development across the PreK-12 span. Students are invited to explore meaningful projects that address questions and concerns that are relevant in their daily lives.

Maine Pathways
Maine Pathway reform bolsters success and completion for students across the country. This approach prioritizes equal access to high-quality math experiences aligned to a student's chosen program of study.

Math Pathways - Supporting Student Decision-Making
Math pathways work at the secondary level supports every student to learn rigorous, engaging, and relevant mathematics that will facilitate their future academic and career pursuits.

Resources

Explore the available resources to support your understanding and work with supporting numeracy.
Articles Maine Supports & Organizations

Maine State STEAM Hub
This hub is a place for educators, leaders, and partners to explore how STEAM connects core learning to real-world applications and helps all Maine learners grow as critical thinkers, makers, and innovators.

Association of Teachers of Mathematics in Maine (ATOMIM)
The Association of Teachers of Mathematics in Maine is a professional organization whose mission is to promote and support improved student learning of mathematics. Membership is free.

Maine Mathematics and Science Alliance (MMSA)
The Maine Mathematics and Science Alliance advances STEM education by supporting educators with high-quality professional development and leading-edge research to help engage students and build the critical skills needed to thrive in tomorrow's world.

Other States and Organizations

West Virginia math4life
Explore resources for administrators, educators, and parents and families that support numeracy.

WIDA - Scaffolding Learning for Multilingual Students in Math
This WIDA Focus Bulletin provides examples of specific macro-scaffolding and micro-scaffolding practices in action in a math classroom and includes guidance for developing these scaffolding practices over time.​

Massachusetts Family Guides
These guides to the Massachusetts learning standards help families understand what students are expected to know and be able to do by the end of each grade in English Language Arts and literacy, mathematics, science and technology/engineering, and history and social science. Designed to help families and teachers work together to support learning, the guides are available in English, Spanish, Brazilian Portuguese, and Simplified Chinese.

Professional Learning

Engage in available professional learning opportunities to support your understanding and work with supporting numeracy.
Leadership

Transformational Leaders' Network
The Maine Department of Education (Maine DOE) invites school principals to register for a year-long professional learning experience. The Transformational Leaders' Network (TLN) offers principals an opportunity to deepen their leadership skills and network with fellow principals across Maine. This dynamic learner-centered program has a rich history of success and is open to ALL Maine principals.
Asynchronous Professional Learning Module

A strong mathematics education depends upon a clear understanding of its interrelated concepts, skills and practices to ensure students are on the pathway to success in their academic careers. The knowledge and skills students need to be prepared for mathematics in college, career, and life are woven throughout the K-12 mathematics standards.
Standards & Standards Review Assessment
Important Dates for Fall 2025 Administration:

Date Task

September 2, 2025

Acacia management platform opens for pre-administration activities.

September 2 - October 10, 2025

District and School Assessment Coordinators complete the annual Maine Through Year Assessment Coordinator training module by following the  auto enrollment process.

September 15 - October 24, 2025

Fall 2025 administration window

October 10, 2025

Last day to submit paper-based assessment form requests, including standard print, large print, and braille  via the request form.

October 17, 2025 @ 4:00 PM

Last day to  request an assessment reset.

October 23, 2025 @ 8:00 PM

Last daily change assessment roster file is generated based on student information entered into Synergy. Any student demographic updates made in Synergy after this date/time will not appear in Acacia.

October 24, 2025

Last day to roster students in MAP for the transfer of RIT scores from Acacia to MAP Growth reports

October 27 - 31, 2025

SAU data cleanup window:  Checklist of Data Cleanup Tasks

November 14, 2025

Last day to run Operational Reports (other than the Student Score Data File) for the fall 2025 administration

December 3, 2025

Student Score Data File becomes available in Acacia.

Multi-State Alternate Assessment: Math

# data[].attributes.attachment_link.description
"Numeracy is more than performing calculations - it is the ability to make meaning of the world through mathematical thinking. Numeracy empowers all learners to reason, solve problems, and make informed decisions to interact and engage with the world." The Maine State Numeracy Action Plan is Maine's statewide approach to advancing numeracy for all learners.

# data[].attributes.attachment_link.readable_text
The Maine Department of Education supports schools with resources, guidance, and professional learning regarding strategies for teaching and assessment, educational equity, state and federal policies, and many other related topics.

(Multilingual learners were formerly referred to as English learners. See Honoring and Celebrating All Languages Spoken By Maine Students With the Shift to Multilingual Learners Terminology.)

Multilingual learners are students with a primary or home language other than English who are in the process of acquiring English. They bring many valuable assets with them to school, and high-quality programs for multilingual learners leverage those assets through individualized supports and equitable academic opportunities. Students who are multilingual learners receive English language development services from teachers who specialize in English for Speakers of Other Languages (ESOL), as well as supports throughout their instructional day provided by all of their teachers.

ESOL Programs, Migrant Education, McKinney Vento Collaboration

ESOL Programs staff, McKinney Vento liaisons, and Migrant Education Program staff frequently collaborate to support students that qualify for their programs. Oftentimes, Multilingual Learners, Migratory children, and Students Experiencing Homelessness qualify for one, two, or all three of these programs. Therefore, in order to best identify and serve all children who may qualify for these services, the Maine Department of Education recommends these screener forms to be included as part of enrollment packets for every student, every year:

The Maine Department of Education appreciates all of the great work schools are doing to support these students. Please follow each program's policies and guidelines for the implementation of these forms and contact each program's corresponding administration for follow up and questions.

Maine is a member of the WIDA Consortium, and the foundation for Maine's ESOL programs is the WIDA English Language Development Standards.

Together with the Maine School Boards Association, Maine School Superintendents Association, Maine Administrators of Services for Children with Disabilities, Maine Education Association, Maine Principals Association, and Maine Curriculum Leaders Association, the Maine Department of Education has shared a Joint Statement of Commitment and Support for Diversity, Equity and Inclusion in Maine Schools. The ESOL & Bilingual Programs team's work aligns with the commitments expressed in this statement.

MLAC members provide advice to the Maine DOE on its activities and policies related to multilingual learner education.

ESOL Programs staff, McKinney Vento liaisons, and Migrant Education Program staff frequently collaborate to support students that qualify for their programs. Oftentimes, Multilingual Learners, Migratory children, and Students Experiencing Homelessness qualify for one, two, or all three of these programs. Therefore, in order to best identify and serve all children who may qualify for these services, the Maine Department of Education recommends these screener forms to be included as part of enrollment packets for every student, every year:

# data[].attributes.attachment_link.description
The Maine Department of Education supports schools with resources, guidance, and professional learning regarding strategies for teaching and assessment, educational equity, state and federal policies, and many other related topics. (Multilingual learners were formerly referred to as English learners. See Honoring and Celebrating All Languages Spoken By Maine Students With the Shift to Multilingual Learners Terminology.)

# data[].attributes.attachment_link.readable_text
Fostering Active Comprehension: Asking and Answering Questions

Shadia encourages her first-grade students to engage in authentic inquiry before reading a text. By asking questions about the topic, students' reading focus is linked to finding answers to their questions. Shadia's students stay engaged by working in pairs.
Submitted by Shadia Salem, a first grade Transitional Arabic Bilingual Teacher at Dorn Elementary in Hickory Hills, IL.
ENL (English as a New Language) High School Students: Encouraging Communication in a New Language

Mindy develops a grade-level, standards-based unit and provides her ninth graders with clear modeling and guided practice using game-type activities for Romeo and Juliet. Mindy also demonstrates working with colleagues to help raise awareness of scaffolding lessons so all learners can be engaged.
Submitted by Mindy Lewis-Hitch, the 9th grade English as a New Language Department Lead Teacher at Ben Davis 9th Grade Center in Wayne Township, IN.

# data[].attributes.attachment_link.description
Learn from real classroom examplesWIDA sponsors video contests for educators of multilingual learners to showcase innovative instruction that promotes language development and content learning.Watch how teachers around the consortium create learning opportunities for students to develop language within academic contexts.

# data[].attributes.headline
A Framework for Foundational Literacy Skills Instruction for English Learners

# data[].attributes.subject
A Framework for Foundational Literacy Skills Instruction for English Learners

# data[].attributes.headline
Toward Comprehensive
Effective Literacy Policy
and Instruction for
English Learner/Emergent
Bilingual Students

# data[].attributes.subject
Toward Comprehensive
Effective Literacy Policy
and Instruction for
English Learner/Emergent
Bilingual Students

# data[].attributes.headline
Principles and Guidelines for Equitable Mathematics Teaching Practices and Materials for English Language Learners

# data[].attributes.subject
Principles and Guidelines for Equitable Mathematics Teaching Practices and Materials for English Language Learners

# data[].attributes.attachment_link.description
Access a wealth of resources on supporting Multilingual Learners (MLs) and English Learners (ELs) in our Resource Library - SupportEd

# data[].attributes.body
I learned that several of my MLs speak only Spanish at home with their families. I noticed that in class they are reluctant to participate in group activities or discussions. I think they need more support so they feel ready to participate in these activities

# data[].attributes.headline
SAMPLE ACCESS for ELLs Individual Score Report

# data[].attributes.subject
SAMPLE ACCESS for ELLs Individual Score Report

# data[].attributes.headline
Suggested Scaffolds at Each Proficiency Level

# data[].attributes.subject
Suggested Scaffolds at Each Proficiency Level

# data[].attributes.body
I am thinking on how to integrate these tools (all related with WIDA) into my WL class. What experience do you have with WIDA in Spanish? Is it similar to what we have seen today?

I would also want to continue researching on how to support my Heritage students in their L1 so that it impacts their English learning process. I would love to have access to some research on this topic in order to implement this in my room.

# data[].attributes.body
I know that most of my MLs come from families that value education and they want to do their best. One need they have is openings and invitations to participate in class. I would like to support content teachers in creating opportunities for more participation in the class and with peers.

# data[].attributes.body
I come to this seminar from a slightly different position, as I am a technician providing direct instruction to ASL students rather than a classroom teacher working with multiple spoken languages. One key insight I gained is that my ASL students often lack adequate support in social settings, which impacts peer relationships and play. These social challenges can then carry over into academic engagement. This learning reinforces the importance of understanding MLs broadly, even when verbal communication is limited. Moving forward, I plan to be more intentional about social-language supports and inclusive strategies. Inclusion comes in many forms, and I am also interested in looking beyond the students I work with directly to better understand what MLs acquiring a verbal second language may experience as well.

# data[].attributes.body
I learned that a few of my ML students might go all day without speaking English in classes. I've decided to seat students in pairs and be mindful about pairing native speakers with ML speakers together and then integrate more think/pair/share opportunities for students to engage in accountable talk with one another. I wonder if they could use supports like sentence frames for these quick discussions?

# data[].attributes.body
What I think is most interesting about the ACCESS data is that the students can talk in English, but many choose not to do so in their content classes. I am re-energized to work with the content teachers to discuss sentence frames and intentional pairing so that beginning ML students feel more comfortable speaking in class. In contrast, the students who test in the 4s on ACCESS are sometimes the only students in a content class who raise their hands to answer a question, so that data point may show a confidence greater than native English speakers, which is also interesting.

# data[].attributes.body
I find that sometimes the WIDA data can be misleading for a variety of reasons. Sometimes a student's ability to regulate their attention can influence their scores and lead teachers to believe their proficiency is lower than it may actually be. I have a student who absolutely hates testing, and although her English proficiency is very strong, she consistently scores low on these assessments because she wants to take them quickly. It's important to remember that these tests are just a snapshot and that every student brings their own personality, background, and attention to the task.

# data[].attributes.headline
Proficiency Level Descriptors Grades 6-8

# data[].attributes.subject
Proficiency Level Descriptors Grades 6-8

# data[].attributes.headline
Proficiency Level Descriptors Grades 9-12

# data[].attributes.subject
Proficiency Level Descriptors Grades 9-12

# data[].attributes.attachment_link.title
02-JMoschkovich Math FINAL_bound with appendix

# data[].attributes.body
What I noticed is that when reading expository text, my student respond and understand concepts better when I activate prior knowledge. They engage more when we use examples of their cultures/countries and experiences. The connection makes reading difficult text easier to comprehend.

# data[].attributes.body
Reflecting on a student who is struggling with the increased academic demands of middle school, while he was thriving and confident in later elementary grades. In talking with the content teachers about their concerns, their instructional planning and classroom scaffolding I was stunned to hear how few opportunities for oral engagement and peer to peer engagement there are- almost none. There is also low use of other scaffolds for writing. I was able to create a document that allows teachers to keep track of their use of recommended scaffolds and their impact on student success. This way, before they come to me about the student's failings, they can check in with how they have held the responsibility for supporting that student in the classroom.

# data[].attributes.body
Over these last three weeks, I have been reminded about the emotional load most of my students are carrying and how that impacts their stress and anxiety levels, which impact their state of mind at school.

# data[].attributes.body
I am entering this class wearing the hat of Director of Curriculum and ML coordinator (a new role this year). Our district currently has one ML student, so I am participating in the course to gain an understanding of how to best meet the needs of our ML students if our population were to expand.

What systems or structures need to be in place to enable teachers to do the work discussed during the session with and for ML’s?

Integration of supports and not just an “ML block.” It would be crucial to be sure that teachers are able to co-plan with fellow colleagues. This would give classroom/content teachers the ability to work closely with an educational partner and for the ML specialist to not feel as a separate entity. Another component would be to find a way to integrate the data being collected within the classroom and how it compares to the student’s language proficiency scores. A final component to consider is that ML support is embedded within a school’s UDL model.

Which tools would you recommend to colleagues and why?

I am not sure of tools that I would recommend to colleagues.

# data[].attributes.headline
I learned that many of my students are provided with translations in classes, which is a helpful TOOL, but not a scaffold. It will be helpful to have specific scaffolds to discuss with teachers.

# data[].attributes.subject
I learned that many of my students are provided with translations in classes, which is a helpful TOOL, but not a scaffold. It will be helpful to have specific scaffolds to discuss with teachers.

# data[].attributes.body
I agree about the increase in emotional load. One of my students comes in to hug me every morning. She says it is for me, but she is the one who needs it, knowing that people have her back and understand what she is going through. I can't truly know what she going through, but I make sure we are well connected.

Systemically, we don't have protocols in place. I need to make a recommendation for her, ML or sped, but I have no idea what happens in High school ML classes. I know my student doesn't want to go.

Question: Where will she make the most progress. In a core level English class or an ML class?

# data[].attributes.body
This activity was helpful in that I was able to focus on two of my classes at the high school, fill out the chart, and really see the two domains my students as a whole continue to need most practice and support on: reading and writing. Most of my students ACCESS Level 1-2 are at a level 2 for reading, so understanding the key language features and PLDs in level 3 will be helpful for future lessons. Most of my ACCESS Level 3-4 students are at a level 3 in writing and so the focus for the remainder of the school year will be looking at the PLDs for level 4. I’m also trying to incorporate and better understand the key language uses.

# data[].attributes.body
Our high school has been working on ways to improve student attendance. Our ESOL teacher and I interviewed some of our students to brainstorm ways we could help them improve their attendance. We had great discussions about barriers they face, reasons they liked school, as well as reasons they didn't. We helped them troubleshoot issues and worked with them to complete a goal sheet to improve attendance. We have known our high school students for a number of years and this was another way to connect with them. I really liked this approach to attendance because it was not punitive; instead, it was a very positive experience for all parties. Once the goal sheets were completed we shared the information with parents.

# data[].attributes.body
I have a bit of a different perspective here. I do not currently have any MLLs in my classes. I have been able to observe a student during classes within my department. Due to FERPA regulation, I am unable to gain any specific data about the student. I have, however, been able to watch this particular student as they have navigated several different classroom learning moments - a jeopardy game as part of a team of three, watching a video, and then beginning work on a debate project with an adjusted assignment due to pending absences. This makes my "get to know you" experience very much like the early days of a classroom teacher, before WIDA data is available. The first thing I noticed was the following of social cues during the game. It was a mixed group of kids, so following the "right" student was important. This makes determining groups highly important. Through the other class work, I was able to watch the student use various tools to assist, I-pad and Chromebook, with translation abilities. This means making sure every reading or assignment can be easily translated. For me, it means understanding the possibilities and limitations of tools. How will they jive with the classroom resources, I provide, especially as we are in the paper versus digital debate. As frustrating as it was to not be able to see data, moments of observation are essential.

# data[].attributes.body
I am not a direct classroom teacher, which has given me an interesting opportunity to observe and interact with some of our MLL's. I've noticed that many of them approach their schooling with hyper focus, and many seem comfortable asking for clarification if needed. I've also seen quite a few who have parents who do not speak English, these students can understand the parent's language and yet not speak it themselves (or so they have told me). I was also able to see something truly beautiful concerning some of the students in our school - a new student did not have a great understanding of English yet, so the other students used Google Translate to allow communication. From visual observation only, being accommodated by their peers in such a respectful manner made the student feel welcomed and was a great start in building a bridge.

# data[].attributes.body
This is my first year working with MLL students. It has been really eye opening to me. I see the emotional struggle, especially when they do not have a lot of friends.  I have worked really hard to develop a warm, caring, rapport with them so they know they have a trusted adult to come to. One male student attends small group classes as he has an IEP (Special Education) for an (Other Health Impairment Disability: ADHD).. He has shown a lot of growth this year, as his MLL instructor said attendance was a huge challenge last year. He has made some friends this year, and he is able to converse with them some. (when he came a year ago he did not speak any English) His WIDA scores last year overall was a 1.7.  A role I have played this year has been helping him through Driver’s Education and helping him apply to Vocational Rehabilitation so he can seek employment while still in school. We try to have him speak just English at school but he still wants to rely on google translate. He speaks just Spanish at home. When he is in my supported study hall I intentionally sit him with students who engage with him in English and I see him working hard to understand what they are saying to him (through words, gestures, facial expression, body language).

# data[].attributes.body
I discovered that because I work 1:1 or with small groups I can see the strengths and skills my ML students have way more easily than what their mainstream teachers have the opportunity to see.

I learned that many of our mainstream teachers are leaning heavily on google translate, and it's going to take some thoughtful finessing to help them become more comfortable with other ways to scaffold, modify and support what's going on in their classes.

I'm newer to ACCESS testing, and for our students who are newcomers this year, I didn't realize that we would not have scores for them until this summer.

I appreciate the encouragement to get to know my MLs non-academic backgrounds. I already made a virtual spinner wheel of random questions, and have used that to help get to know one another in the downtimes we have at the end of class or between activities.

# data[].attributes.body
I am a Chinese teacher. The majority of my Chinese learning students are American students whose first language is English. I have one or two students from Asian countries who are learning Chinese as their third language. I often do some research about my students at the beginning of the semester through a survey, which includes questions such as " Why did you (continue to) choose Chinese?” “ What are your goals in Chinese learning this semester?”, and “What are your hobbies?” Which helps me get to know every student and learn what they know and what they can do. For example, based on the survey and data analysis, I knew that most of my students chose Chinese because they thought it was cool and wanted to speak it. They also like to learn more about Chinese culture. Based on their needs and interests, as well as the ACTFL standards, I begin planning instruction, find interesting Chinese content, and create more opportunities for them to listen and speak Chinese in the classroom.

To support my students in growing their Chinese and content knowledge, I help them set goals, provide immediate feedback, and individualize their improvement plans based on formative assessments. I think differentiated education for every student is vital in the language-learning process, allowing each student to study at their own pace with assistant of AI technology. I have no specific ideas about how to use AI to differentiate students or to assist teachers and students in language teaching and learning, but I believe we can collaborate with teachers, scholars, students, parents, and administrators to explore more effective methods in the AI era.

# data[].attributes.body
I am learning so much about my MLL students. I have such a deep respect for them and their families, especially these days. All of my MLL students take school seriously and put in effort that must be celebrated and honored. They amaze me everyday. After our first session, I have had lunch with a few of my MLL students and learned about their lives. I have tried to select high interest novels for them to read that connect to their experiences. I love reading with them and learning new words together. I feel like they are sponges and are learning so much, so quickly. I know when I lived in a country where I only spoke a limited amount, I learned quickly and I feel like they are learning quickly too. One things I am thinking about a lot is how to make sure they are able to excel like their English speaking peers. Just because they are not fluent in English does not mean they shouldn't be challenged academically if it is right for them. In a way, I am glad I am a MS teacher and there is no tracking. I hope they do not get skipped over for Honors and AP classes once they get to HS.

# data[].attributes.body
Huynh and Skelton, 2025

# data[].attributes.attachment_link.title
Sentence-Level Scaffolds That Foster English Learners’ Independence and Growth

# data[].attributes.attachment_link.description
Teachers can structure supports to guide English learners to speak and write using grade-level, discipline-specific language.

# data[].attributes.headline
Article: Effective Scaffolding to Support MLs

# data[].attributes.subject
Article: Effective Scaffolding to Support MLs

# data[].attributes.attachment_link.title
How to Provide Effective Scaffolding Instruction to Support Multilingual Learners

# data[].attributes.attachment_link.description
How to provide Effective Scaffolding Instruction to Support Multilingual Learners. Question & answer from ML expert Diane Staehr Fenner, PhD.

# data[].attributes.headline
Scaffolding Literacy for Multilingual Learners (Middle School)

# data[].attributes.subject
Scaffolding Literacy for Multilingual Learners (Middle School)

# data[].attributes.attachment_link.title
Scaffolding Literacy Instruction for English Language Learners

# data[].attributes.headline
Activating and Building Students' Background Knowledge (secondary social studies)

# data[].attributes.subject
Activating and Building Students' Background Knowledge (secondary social studies)

# data[].attributes.body
Just after our first session, in the middle of the WIDA window, and two weeks before break, I got a new student. This student is the one my high school guidance counselor and I have been talking about for years: the one we don't have any programming for. This is definitely a SLIFE student, although we can't be too sure how many years they have not attended school. We have one relatively recent report card, and it shows some Ds and lots of Fs. The parent and the student have lived in separate countries for at least three years, and the parent brought the student over because they found out the people who were supposed to be taking care of him and sending him to school weren't. Knowledge of the student's home country tells us that he also experienced life after a major natural disaster from which the country is still recovering very, very slowly. The student is 15 years old.

Although a parent says the student speaks English, the parent translated everything into the student's heritage language during the intake meeting. In addition, the student did not communicate in English but would engage if attempts were made to speak in the heritage language. Unfortunately the responses were in the heritage language. Google Translate does not have this language, and other AI translators do not work both ways. Also of note, the alphabet and number symbols are the same in English and the heritage language. The student could only identify the names of about 9 letter symbols and does not know any numbers after 9, either by counting out loud or by looking at the symbols.

My priority was to get them comfortable in our relatively large school environment so they could navigate independently and to expose them to peers and oral social language in non-demanding ways. We put them into PE and, after spending time with them and discovering they drew and liked music, we also put them into art and chorus.

Obviously they couldn't do the WIDA Screener at all. They cannot read words.

As the student has relaxed into the environment, they have started speaking a little more in English, but it is still very limited. Mostly through observations and some conversation, I have concluded that they need to have an eye exam, and that poor eyesight may be related to their lack of letter and number symbol knowledge, in addition to lack of access to school. There may be other things impacting their ability to distinguish symbols, but it is too soon to tell. In addition, based on observations in chorus, they should have a hearing exam as well. Observation during PE on the student's skill at shooting a basketball but inability to catch or pass a basketball not only makes me wonder about their eyesight, but about whether they ever played with anyone.

The student is beginning to spontaneously start conversations about weekend activities and their prior life in a combination of some English and a lot of their heritage language. Their skills are at a first semester kindergarten level at best.

# data[].attributes.body
Thank you for the ideas/suggestions of identity portraits to get to know ML students. I work in a school where the start of a new semester (end of January) brings many new students to the school and specifically my classes. With that said, I decided to use the identity portraits as a way to get familiar with new students and learn new information/insights on my existing students. I did this activity with my Emerging/Beginner English students. The class consists mostly of students from Korea, a few from China, and one from Brazil. The class is a mix of middle schoolers and high schoolers. They all can read and write in their L1 and they all have good attitudes about learning English. They all either like or love reading, writing, speaking, and listening to English. They have diverse interests outside of school and they all want to do well ‘get good grades’ in school. I am grateful to teach this diverse group of scholars.

# data[].attributes.body
I am from a district that does not have many ML students in our district. I am a special education technician that supports some of our middle school ML students with academic support. I am fortunate to know my students well. However, over the past couple weeks I did learn more about my students roles in their families. We talked about if they liked to cook for themselves and what chores they did in their homes.

I feel fortunate that I have the time to build these relationships with all of my students. This supports their learning as we use prior knowledge to learn new concepts and make connections.

I would like to support one particular student to work with peers in the classroom . She is seeking these connections, but she often asks to work one-on-one out of the classroom.

# data[].attributes.body
Usually, I teach a small ESOL class and have the same students in it for a couple of years. This allows me to get to know my students well and to build strong academic relationships with them. I have not used formal tools for gathering information about my students before because I learn a lot about them during Instructional Conversations. I then use their interests and other insights I have gained about them to choose instructional materials to teach new language skills, e.g. sports, nursing, WWII history, etc.

Even though I know my students current ELD levels (mostly in the Levels 1-2 range), it was interesting to put that information in a chart. This gave me a visual for grouping and scaffolding. Some specific insights are below:

J. has strong listening skills and I can use this as a scaffold to support reading skills. For example, after reading an academic text on a new topic we can have a follow-up conversation to check comprehension and he can gather more information from listening to other students talk about the text.

Likewise, I can use H.’s stronger reading and writing skills to support the development of her speaking skills. She might benefit from writing her answer first, and then sharing it with the class during follow-up discussion.

# data[].attributes.body
To follow up on my first reflection, I was able to meet with this student's parents and talk about the ongoing concerns with this student's learning and engagement in class. Hearing from mom and dad about home language and English use at home, the student's challenges and routines at home helps to fill in some missing information that will help us with ongoing support. I look forward to gathering more from further conversations with the the student.

# data[].attributes.body
I learned that I know a lot about my multilingual leaners as an ESOL specialist but that much of this information about students may not be as accessible or available to classroom teachers. I want to be more intentional about sharing a larger variety of data with content area teachers throughout the school year, not just at the annual ILAP meeting, so that they have a better picture of who their MLs are and how they can best support them.

# data[].attributes.body
My IELD (WIDA 1.0-2.9) students are my focus for this work as I teach them twice a day, one block for English and one block for Social Studies. The students have varying strengths across the board in speaking and listening and similar strengths in reading and writing. I am actively looking for ways to incorporate more direct literacy instruction into the short amount of time that we have together each day (roughly 45 minutes per block). I have paired students for peer support and am working on a plan for more small group direct instruction to those who need it.

# data[].attributes.body
I have been reflecting on ways to effectively support mainstream teachers in the transition to more coteaching with ESOL teachers next year with students at a proficiency of 2.5 and above. Our population has been changing this year because of the current political climate and our program is working on adapting to that change. There needs to be intentional PD and planning around this. Also reflecting about the content areas that do not want ESOL teachers coteaching with them and the push back that we are receiving from different areas. I have been planning some next steps but I am looking forward to seeing more resources in supporting coteaching, working with content teachers, materials for admin in supporting the ESOL team in this transition to coteaching with mainstream teachers.

# data[].attributes.body
I coordinate transition services for ML students who are aging out of PPS - so am looking at how I might leverage these tools. It is always challenging to get a feel for the upcoming cohort. Most of them are either Entering or Emerging for ELP - thought our ACCESS scores are now a year old. Attendance is a huge challenge for students. What I realized is that though I have good access to their academic records, it is very difficult to obtain their home situation and non-academic interests. I am now meeting with the Social Workers at each school for shareable information - Thinking of incorporating a info sheet for the students about non-academic interests this spring.

# data[].attributes.body
What I love most about look at the ACCESS data is that it gave me a moment to pause and really think about this student and what it must be like for him in my science class. I have a lot of students this year (110) and know I am not able to give them the extra time and consideration they need to truly flourish.

I can see the area where they scored a 4 lines up with where I see their strength. There 1 and 2 scores are a big contrast and deficit in a content class like science. Eager to have more knowledge to better support them.

# data[].attributes.body
I'm coming to this course as a special education teacher working on my Master's in special ed with a focus on dually-identified students, so I've been developing my understanding of how ML and special ed instruction and goal-setting intersect. I find my students' ILAPs to be very helpful when I am writing goals; even though I'm not writing language-based goals, I definitely keep their language needs and abilities in mind when I'm writing an ELA or math goal for their IEP. Since I started taking ESOL classes for my degree, I have dramatically increased the amount of language I expose my students to(while checking for understanding, of course!), but I also do what I can to link my lessons with my students' home language(s). I have Portuguese and Arabic speakers, and a student whose family speaks French, so wherever I can, I try to provide vocabulary and other learning materials in the languages represented in my classes.

# data[].attributes.body
The ML population in my district is relatively small, students are often in mainstream classes (sometimes with ML support), but without a same-language peer. Like others have mentioned, most kids don’t like to call attention to themselves through whole-group conversations or to ask publicly for help/clarification.  Students are much more likely to engage with a partner or ask for help when a teacher checks in with them individually. They feel comfortable asking a friend or another ML student for clarification, when an option. When talking with same-language peers, kids seem to speak freely in classes where they have a lot of friends or good relationships with the teacher and will stay quiet when they feel less comfortable.

When looking at ACCESS scores, Writing seems to be the most challenging domain for most students, which makes sense as they are being asked to produce English and to use academic language. Speaking can also be a lower score, but I think that this is not always an accurate reflection of students skills as many are shy or self-conscious speaking into their computer or with someone else in the room during testing.

# data[].attributes.body
I looked at the data from an entering span of learners. I noticed that their speaking scores are not reflective for all of the learners. After administrating the WIDA this winter, I am wondering if it's the design of the test - inability to go back and change responses, comfort level talking into a microphone especially with a group of people (despite how small), and the content of the questions. Some students have difficulty accessing content areas such as science and social studies making the comfort of answering related questions uneasy. Important to note to use WIDA as one score in tandem with other data collected in the classroom to get a clear picture of a student's ability.

# data[].attributes.body
I work with high school students at WIDA level 1 in the content areas of Social Studies and Science- not all Level 1 (beginning students) present with the same language strengths and needs nor the same academic background knowledge. What is most challenging for me is differentiating the content as I have a few students that have a strong academic background but most of my students I would consider

SLIFE ( Students with Limited or Formal Education). So for them - much of the academic content is new to them so I find it extremely important to support them academically with their L1. Moreover, because they usually have limited literacy in reading and writing in L1, I have to consistently embed phonology - phonics and phonemic awareness activities into both the language and content instruction. I try to have a continuum of scaffolds so that students with more academics are still challenged while at the same time, the SLIFE students are not feeling overwhelmed or out of their depth content wise. Both profiles of students need to have consistent practice communicating in English and I try to make sure that every class incorporates the 4 domains of language. Visuals are essential for students at this level as well as L1 supports - visually as well as auditorily.

I think knowing about students outside of the classroom is critical for my instruction as I can use a "non- academic topic" to entice students to participate and practice activities which support language acquisition but aren't always the most exciting things to do. Also, acknowledging the social emotional needs of students especially now with the current climate is critical as it definitely can negatively impact learning.

# data[].attributes.body
I currently have one ML who has recently struggled with attendance. I was able to meet with her a couple of times to work on the non-academic get to know you piece. In addition to getting to know her interests and more about how she spends her time at home, I also learned that she really struggles and does not enjoy reading or listening to english, but finds writing and speaking ok. I also learned that she is feeling poorly about her performance in school here because she was a high performing student in her country of origin, but is struggling with the work here.

I have been struggling to understand how to proceed with her academic expectations in math and this information about how she is feeling makes me want to provide opportunities for her to meet grade level expectations, but finding materials that do so with her level of english proficiency has proven difficult as well. I'm not sure if I should be utilizing translated materials or seek instructional materials in her own language. I'm also not sure what to prioritize in terms of math learning and english language learning with math concepts.

# data[].attributes.body
To enable teachers to do the work, I believe that we need to create a folder of resources that teachers can use to support multilingual learners. We then need to provide professional development in which we teach how to utilize these resources. For example, all teachers should use one of the non-academic tools for getting to know their students. We should also teach all teachers how to read and understand their student's ILAP and how to glean information from this that will help them to support students in the classroom. I would recommend the "Getting to Know You" tools as well as the tools that break down the WIDA Access scores.

# data[].attributes.headline
Alternate Activity #3 (non-teaching role)

# data[].attributes.subject
Alternate Activity #3 (non-teaching role)

# data[].attributes.attachment_link.title
Alternate Activity  for a non-teaching role #3  - lphilbrook

# data[].attributes.headline
Mindi - Peer Learning for MLs Implemenation and Reflection Template

# data[].attributes.subject
Mindi - Peer Learning for MLs Implemenation and Reflection Template

# data[].attributes.body
This activity was a lot for fun for the entire class!

# data[].attributes.attachment_link.title
N. HILL_6. Scaffolding Planning Template

# data[].attributes.attachment_link.title
Copy of 6. Scaffolding Planning Template

# data[].attributes.headline
Considerations for Developing Engaging Prompts

# data[].attributes.subject
Considerations for Developing Engaging Prompts

# data[].attributes.attachment_link.title
Scaffolding Literacy Instruction for English Language Learners

# data[].attributes.attachment_link.title
Teacher Toolkit: Inside Outside Circles (Secondary)

# data[].attributes.attachment_link.description
Discover the Peer Learning Activity Checklist to enhance oral language development for educators to use with multilingual learners.

# data[].attributes.headline
Non-teaching role reflection about scaffolding

# data[].attributes.subject
Non-teaching role reflection about scaffolding

# data[].attributes.attachment_link.title
Bohm - Session 2 - Interim Activity - Google Docs

# data[].attributes.body
Completing this activity was helpful in realizing which strategies are useful and which I should not spend as much time on.

# data[].attributes.attachment_link.title
Gilbert Copy of 6. Scaffolding Planning Template - Google Docs

# data[].attributes.body
I wasn't able to make a copy of the planning template, but I made a scaffolded document to support MLs in the creation of a research paper after reading The Crucible.

# data[].attributes.attachment_link.title
Scapegoat Research Paper Scaffolded Outline