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I organized the first Hispanic Cultural Night at Dr. Mudd, creating an engaging and inclusive event that celebrated Hispanic culture while promoting family and community participation. I managed all aspects of the event, including planning and coordinating activities, designing decorations, and communicating with families to ensure strong attendance and involvement.

To enhance the event, I collaborated with local community organizations to provide resources and information, connecting families to cultural, educational, and social supports. Staff participation was encouraged throughout the evening, helping lead activities, interact with families, and model engagement with the cultural theme. Activities included hands-on cultural experiences, informational booths, and interactive displays that highlighted Hispanic heritage, traditions, and contributions.

The event not only celebrated diversity but also strengthened school-community relationships, encouraged family engagement, and provided students with meaningful opportunities to see their culture reflected and valued in the school environment. Feedback from families and staff indicated high levels of enjoyment, engagement, and appreciation for the connections and learning fostered during the evening.

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Artifact 1: Hispanic Cultural Night Parent Involvement 

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Artifact 1: Hispanic Cultural Night Parent Involvement 

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Parent Invol. Hispanic Hert. Night final

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Artifact 1: Grade 3 Mini DBQ Scaffold PPT

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Artifact 1: Grade 3 Mini DBQ Scaffold PPT

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During the first quarter, I observed that multilingual learners in both 3rd grade classrooms were struggling to access and complete the mini DBQ tasks as they were originally presented. After discussing these observations with the 3rd grade teachers, I collaborated with them to provide additional scaffolding, embed SIOP strategies, and incorporate more visuals into the Quarter 2 mini DBQ lessons. These adjustments were designed to make the tasks and writing projects more accessible, supporting both comprehension and language development.

I am pleased to report that the revised approach was highly successful—not only for the ML students, who were able to engage more fully with the tasks, but also for general education students, who benefited from the added clarity and support. The experience highlighted the importance of intentional scaffolding and visual supports, demonstrating how targeted strategies can increase engagement and learning outcomes for all students.

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Should Your Town Ban the Sale of Plastic Water Bottles PPT

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Artifact 1: Grade 3 mini DBQ / Mix and Mingle SIOP Strategy

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Artifact 1: Grade 3 mini DBQ / Mix and Mingle SIOP Strategy

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The “Mix and Mingle” vocabulary strategy supports multilingual learners by creating opportunities for active, social, and repeated language use. Students physically move around the room to interact with different peers, asking and answering questions or sharing definitions and examples of target vocabulary. This movement and repetition help reinforce word meanings, pronunciation, and sentence structures in a meaningful context.

Additionally, the strategy encourages peer modeling, allowing ML students to hear and practice language in a low-pressure, collaborative setting. It also engages multiple modalities—speaking, listening, and sometimes writing—so students can connect vocabulary to real communication, which strengthens retention and understanding. Overall, it makes vocabulary practice interactive, contextualized, and accessible for diverse language learners.

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Artifact 1: Grade 3 Mini DBQ / Vocab. Cards with Scaffold Supports

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Artifact 1: Grade 3 Mini DBQ / Vocab. Cards with Scaffold Supports

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Mix and Mingle vocabulary cards include embedded supports, allowing students at varying English proficiency levels to access and engage with the appropriate cards.

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Step 2 Establishing the Context Vocabulary

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Step 2 Establishing the Context First Sentence

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Artifact 1: Grade 3 Mini DBQ / 3 Sentence Summary

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Artifact 1: Grade 3 Mini DBQ / 3 Sentence Summary

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This activity guides students to identify main ideas, organize their thoughts, and connect details, while allowing them to practice academic language in a structured and accessible way. It also offers opportunities for modeling, peer collaboration, and gradual release, so students build confidence and independence in summarizing texts.

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Artifact 1: Grade 3 Mini DBQ / Understanding the Question

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Artifact 1: Grade 3 Mini DBQ / Understanding the Question

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Step 3 Understanding the Question and pre-bucketing

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Artifact 2: Parent Communication for Different ELD Events

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Artifact 2: Parent Communication for Different ELD Events

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One of my key roles as an ELD teacher is to provide monthly updates to our multilingual (ML) families about events, resources, and activities organized by the ELD team. I use TalkingPoints to share this information, allowing families to stay informed and ask follow-up questions about the different events at any time. This approach strengthens the home-school connection, builds trust, and empowers families to actively support their children’s language development and academic growth. Regular communication also fosters a sense of community, ensuring families feel included, valued, and engaged in the educational process.

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Artifact 2: Parent Communication for Different ELD Events

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Artifact 2: Parent Communication for Different ELD Events