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Breakout Room 2: Supporting MLSWD in Dual Immersion Programs

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Breakout Room 1: The Collaborative Instructional Cycle

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Session 3: Specially Designed Instruction

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Day 3 Recording: Enhancing Instruction for Multilingual Learners with Disabilities

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Day 3 Recording: Enhancing Instruction for Multilingual Learners with Disabilities

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Session 3: Specially Designed Instruction

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Shared Resource: UDL Lesson Plan Template 

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Shared Resource: UDL Lesson Plan Template 

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Are there any specific strategies to help get admin buy-in for strengthening co-teaching within our sites? It's hard to be involved in co-teaching when it feels that some of us are floundering in our partnerships...

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scheduling: ML and special ed students are placed first into the schedule. If there is a DLI program they are placed as a cohort. 

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scheduling: ML and special ed students are placed first into the schedule. If there is a DLI program they are placed as a cohort. 

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Meet often via text at night when we are cooking dinner at night. Mostly planned by the gen. ed teacher and add as re-teach supports. SE biology is taught based on the lessons of the GE. teacher. 

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Meet often via text at night when we are cooking dinner at night. Mostly planned by the gen. ed teacher and add as re-teach supports. SE biology is taught based on the lessons of the GE. teacher. 

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Volunteer for homework center, able to support them in after school program.

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Secondary schools (5-8th) intentional about not scheduling interventions for bilingual and special ed teachers during the PLC times. Schedule those first on the master schedule. 

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Secondary schools (5-8th) intentional about not scheduling interventions for bilingual and special ed teachers during the PLC times. Schedule those first on the master schedule. 

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Some are single grades so can co-teach.

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Block scheduling that is staggered for reading. 

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Block scheduling that is staggered for reading. 

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Teachers prefer the bilingual resource teacher to go into the co-taught classroom to go into writing. Was able to use Functional Linguistics, Elena Brisk (WIDA standard author) in 1st and 3rd grade.

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Hi, I hope this is posting in the correct location, I have a question regarding the credit. I have done the additional assignments, but not sure where to sign up and officially pay for the class etc. When you have time can you please share the information? I printed the doc you have posted on the padlet but did not want to miss a step. Thank you again. Smile :)

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PLUSS and UDL Strategies for Content Teachers

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PLUSS and UDL Strategies for Content Teachers

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How can content teachers of all subjects (Math, Science, History, etc.,) use the PLUSS framework and UDL in their classrooms to make learning more accessible and engaging for all students?

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More resources about supporting ELs in math.

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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…

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Not specifically using the PLUSS framework, but demonstrates how some of the evidence-based practices can be used in math.

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CLR Mathematics Instruction for MTSS: PLUSS Enhancements

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CLR Mathematics Instruction for MTSS: PLUSS Enhancements

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Breakout Room 2: Supporting MLSWD in Dual Language Immersion Programs

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Dear MLSWD Summer Institute Participant: We are so glad that you joined us for this 2025 institute. Your feedback is important to us! Please complete this survey to assist us in refining the institute for future learners. Upon completion of the three sessions and this survey you will receive a Certificate of Completion for 9 hours. Please note: responses may be used for marketing purposes. Thank you! Silvia DeRuvo, Cerelle Morrow, Gabriela Mottesi, Yessy Median

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11:06:19	 From Anastasiya Titarenko (she/her) : Omg I love this channel!
11:06:28	 From Yessy Medina : Reacted to "Omg I love this chan..." with â¤ï¸
11:09:30	 From Andy Dodge : I will be starting a new role as a DLI special ed case manager this coming year
11:09:47	 From Marybeth O'Brien : Director of Curriculum in a District that has DL programming
11:09:55	 From Elizabeth Metts (she/her) : I teach SEI but would love to learn more about DLI
11:09:56	 From Cerelle Morrow | WestEd : Reacted to "I teach SEI but woul..." with â¤ï¸
11:10:01	 From Aaron Blanding : just interested as I teach regular classes with many ML students
11:10:11	 From Amy Garwell : Support Dual Language Program K-4 and special education case managers
11:10:13	 From Jacquelyn Durfey, PSESD (she/her) : I support some schools in King and Pierce counties who have or are about to begin DLI programs and they've talked about how to best support SWD
11:10:15	 From Amanda Sandberg | San Juan Unified : So sorry all, just got pulled into an urgent meeting. Have to leave. Appreciate all the learning!
11:10:16	 From Anastasiya Titarenko (she/her) : I work for a state-funded office in NYS that supports ENL and bilingual programs through PL and technical assistance. Here to build my own capacity and think about how we can give our bilingual educators more resources!
11:10:31	 From Yazmin Avalos-Cano : I support 5th grade TWI and MLs in the monolingual setting
11:10:36	 From Lesley Paramo, ISBE : state monitoring- splitting eyes with team member to see how we can support programming across the state
11:25:48	 From Elizabeth Metts (she/her) : collaboration happens in grade-level teams and department teams at my school; pitfalls are capacity of ML specialists + learning specialists to meaningfully join/contribute/participate in those meetings
11:26:31	 From Anastasiya Titarenko (she/her) : Creating collaborative support structures to support dually identified students is tough - it's much easier to carve out time for a pair of teachers to connect rather than a group of three or four. I've seen teachers leverage opportunities to asynchronously connect and meet in-person less frequently.
11:26:40	 From Elizabeth Metts (she/her) : yeah because a lot of the issues become content-specific
11:27:06	 From Elizabeth Metts (she/her) : im at a charter high school as well so newer staff/lower capacity at the admin level
11:27:40	 From Aaron Blanding : Iâve found it most productive to just meet with ELD teachers or specialists individually as well.
11:28:16	 From Elizabeth Metts (she/her) : Reacted to "Iâve found it mos..." with ð
11:29:09	 From Yessy Medina : Handout 2 learner profile: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/jpoxajY029vzWbPE
11:29:27	 From Yessy Medina : Handout 3 Cross Collab: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/E851Q0rxv2kAWVAb
11:43:30	 From Elizabeth Metts (she/her) : Is this a living document, updated consistently a few times throughout the year? or just at the beginning of the year?
11:44:20	 From Lesley Paramo, ISBE : reminded of both the prep and product of an IEP transition plan- this expands that to prior than the age of 14 1/2 to start looking at these items far before
11:44:32	 From Yessy Medina : Reacted to "reminded of both the..." with â¤ï¸
11:45:32	 From Jacquelyn Durfey, PSESD (she/her) : Replying to "reminded of both the..."

Transition truly starts at PreK
11:45:40	 From Lesley Paramo, ISBE : Reacted to "Transition truly sta..." with â¤ï¸
11:47:07	 From Elizabeth Metts (she/her) : my questions for the cross-collaboration document: how long would a meeting like this take?
11:47:08	 From Anastasiya Titarenko (she/her) : I have a question about page 3 of the support plan. The column asking "who is responsible for this" seems like it might promote a more silo-ed approach. I wonder how this might be framed differently to un-silo the supports that students need. Is there an example of a support that only one specific teacher would provide?
11:47:29	 From Anastasiya Titarenko (she/her) : Yes!!
11:47:43	 From Anastasiya Titarenko (she/her) : Sorry my mic is not working ð
11:48:48	 From Anastasiya Titarenko (she/her) : Got it! Thank you!
11:57:39	 From Elizabeth Metts (she/her) : already doing: multidirectional communication; working on: the cross-cultural piece when it comes to schooling differences among countries
11:59:38	 From Aaron Blanding : yes I agree with Yazmin about being flexible about hours needed to contact parents and also just being persistent and trying multiple times to connect
11:59:40	 From Elizabeth Metts (she/her) : especially when it comes to grading/GPA
12:01:10	 From Cerelle Morrow | WestEd : DLI Playbook: https://ncela.ed.gov/resources/oela-resources/playbooks/dual-language-immersion-playbook
12:02:39	 From Elizabeth Metts (she/her)  To  Yessy Medina(privately) : I let the main room host know this earlier but I have to hop off now to take my dog to the vet -- so sorry to miss the end. thank you for everything!
12:04:27	 From Yessy Medina : Handout 4 Family Engagement Rubric: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/PVKBQO1Bqb86Wj5x
12:09:39	 From Aaron Blanding : 2-3 for my district
12:09:47	 From Yazmin Avalos-Cano : 2
12:10:33	 From Aaron Blanding : family involvement
12:10:58	 From Anastasiya Titarenko (she/her) : The themes of meaningful engagement and access stand out.
12:11:46	 From Anastasiya Titarenko (she/her) : Shifting from doing for families to doing with families.
12:11:55	 From Yessy Medina : Reacted to "Shifting from doing ..." with â¤ï¸
12:12:40	 From Jacquelyn Durfey, PSESD (she/her) : Reacted to "Shifting from doing ..." with â¤ï¸
12:13:10	 From Lesley Paramo, ISBE : As an entire state probably a 1- part of the reason we are present- there is a need for us to develop programming/TA/training to support families and districts alike
12:14:56	 From D'Airrien Jackson : Everyone benefits having intentional planning time
12:15:02	 From Gabriela Mottesi : Reacted to "Everyone benefits ha..." with â¤ï¸
12:15:02	 From Aaron Blanding : to move from working for families to working with families
12:15:03	 From Lindsey Yoshimoto : Reacted to "Everyone benefits ha..." with ð
12:15:10	 From Lindsey Yoshimoto : Reacted to "to move from working..." with ð
12:15:13	 From Alicia Marquez : The importance and the ability to pre-plan and schedule on master calendar, coteaching planning time.
12:15:17	 From D'Airrien Jackson : Reacted to "to move from working..." with ð
12:15:23	 From Jennifer Wang : Reacted to "to move from working..." with ð
12:16:11	 From Yazmin Avalos-Cano : Reacted to "to move from workingâ¦" with ðð¼
12:19:30	 From Kristin Benz : Organize materials from the institute to share with others who have more ability to change systems.
12:19:49	 From Kimberly Pistor : To reach out and schedule time to collaborate with co teacher sop and new osyche
12:20:01	 From Aaron Blanding : Connect with school and district ELD specialists and schedule some collaboration time during the school year
12:20:01	 From Andy Dodge : Familiarize myself with the PLUSS framework so I can utilize some of its components when working with my ML students
12:20:02	 From Anastasiya Titarenko (she/her) : Integration of the PLUSS at every tier of instruction!
12:20:06	 From D'Airrien Jackson : Next Steps: Meet with out EM TOSA to see how we can bridge the gap between SE, GE, and ELD Teachers
12:20:06	 From Gina : Same, Kristin! And to bring the ideas to the leaders of our MLSS groups - bring them all together!
12:20:10	 From Stephanie Diaz : My next step is to talk to my team who attended this institute and discuss how teachers in IL will benefit from this information and create an implementation plan.
12:20:10	 From Lesley Paramo, ISBE : Reacted to "Integration of the P..." with â¤ï¸
12:20:12	 From Maria Elena Garcia-Peterman : Collaboration!  Collaboration!  Use the tools provided to drive instruction.  Take opportunities for co-teaching.
12:20:19	 From Lindsey Yoshimoto : The importance of working together with our team members to help strengthen our support of students.
12:20:37	 From Amy Garwell : Reacted to "Organize materials f..." with ð
12:20:38	 From Nicole Tribuzio : More planning time, even if its asynchronous
12:20:50	 From Alicia Marquez : Plan and incorporate PLUSS as well as get our TOSA involved in my IEPs for 2025-26 school year.
12:21:14	 From Adrian Trayer : I am excited to apply strategies in PLUSS and the HLPs into informal learning settings!
12:21:20	 From Jacquelyn Durfey, PSESD (she/her) : Continue conversations with building and district leaders about the importance of collaboration and ways to support and sustain the work; dive deeper into the tools provided to see what could be useful for them
12:21:21	 From Jennifer Wang : Familiarize with the PLUSS
12:21:26	 From Anastasiya Titarenko (she/her) : We will go farther together. Empower various stakeholders to collaborate.
12:21:52	 From Yazmin Avalos-Cano : My goal this year is to co-teach  in DLI  and I am looking forward to using and learning more about the PLUSS framework
12:23:41	 From Lindsey Yoshimoto : Reacted to "We will go farther t..." with â¤ï¸
12:31:28	 From Lynette Beacher : Exit Survey: https://bit.ly/MLSWDPost2025
12:32:07	 From Aaron Blanding : Thanx hosts and everyone!
12:32:22	 From Eileen Osieja (NJDOE-LRE Facilitator) : can you put up the qr code
12:32:24	 From Andy Dodge : Thank you!
12:32:32	 From D'Airrien Jackson : Thank you!
12:32:43	 From Jennifer Wang : Thank you so much!
12:33:00	 From Lindsey Yoshimoto : Thanks everyone!
12:33:15	 From Lori OBrien : Ty
12:33:19	 From Nicole Tribuzio : Thank you so much, enjoy the rest of summer break
12:33:42	 From Yessy Medina : Reacted to "Thank you so much, e..." with ðï¸

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Day 2 Recording: Enhancing Instruction for Multilingual Learners with Disabilities

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Day 2 Recording: Enhancing Instruction for Multilingual Learners with Disabilities

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Note: The "Engaging in Productive Struggle: Number Talks" video has been removed from the session recording and can be accessed with a subscription to the Teaching Channel (https://www.teachingchannel.com/).

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Session 2: Evidence-Based Practices for Instruction and Intervention

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Session 3: Specially Designed Instruction

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Hi.

Just curious, if we need attendance verification, how do we get that?

Thanks so much

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I was thinking about how PLUSS might apply to a repeated reading routine/intervention targeting reading fluency. This might include pre-teaching vocabulary, building background with visuals, multimedia, or gestures, echo reading to model, or even engaging in readings around a similar topic over the course of various lessons (mostly antecedent supports, some response supports). For interventionists who are focused on fluency, they may find it inappropriate to provide these supports.

Is the application of the PLUSS framework I described above appropriate for an intervention? If so, how can we empower interventionists to confidently provide CLA interventions for MLs, rather than sticking to the "standard" method they might be more comfortable with?

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00:44:26	Lynette Beacher:	Padlet: https://padlet.com/sderuvo1/MLSWD2025
00:48:36	Apurva Wikstrom, PSESD:	Hi sorry please could I get the link to the padlet again? Thank you!
00:48:47	Yessy Medina:	https://padlet.com/sderuvo1/MLSWD2025
00:49:25	Apurva Wikstrom, PSESD:	Reacted to "https://padlet.com/s..." with ðð½
00:52:06	Lindsey Yoshimoto:	I donât see an option for a room to join - but I know I have 4 other colleagues here
00:52:26	Yazmin Avalos-Cano:	I was having problems joining in. Can you open the breakout rooms
00:52:30	Lindsey Yoshimoto:	Nope not at all
00:52:38	Lindsey Yoshimoto:	Iâm on a computer
00:52:55	Lindsey Yoshimoto:	Yes CUHSD
01:16:40	Lori O'Brien:	helps to write goals and know what/how to monitor
01:17:21	Lori O'Brien:	helping to prepare/suggest accommodations
01:17:21	Yessy Medina:	This would be a great place to use data collected from your MTSS blocks. Ideally, these kiddos are being supported by multiple teachers at varying tiers, as needed, and those teachers can give input for the PLAAFP too.
01:17:44	Lesley Paramo, ISBE:	Reacted to "This would be a grea..." with â¤ï¸
01:18:02	Jennifer Wang:	Reacted to "This would be a grea..." with ð
01:18:27	Lori O'Brien:	Reacted to "This would be a grea..." with â¤ï¸
01:19:54	Cerelle Morrow | WestEd:	Yes, all teachers- content, ELD SpEd should be contributing.  As an ESL teacher I was rarely asked for my input and only realized later I should have been advocating for my kids more. ð
01:20:49	Yessy Medina:	PLAAFP Handout 2: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/e9YpQN129XeDaxjM 

Test Questions Handout 3: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/v3w8ZwgPG9VgZN52
01:21:02	Yessy Medina:	Reacted to "Yes, all teachers- c..." with â¤ï¸
01:22:15	Yessy Medina:	Read the practice PLAAFP Statement for Cruz in handout 2. As you read, identify the data you might be providing for the information needed. â

Review and use the Test Questions document in handout 3 to evaluate whether all required PLAAFP components are included in Cruzâs statement.
01:23:10	Jacquelyn Durfey, PSESD (she/her):	Hello! I am having some microphone issues and joined late. Yes, please put me in a room.
01:41:42	Maria Elena Garcia-Peterman:	Thank you Kristin!
01:42:28	Jennifer Wang:	Thank you Josephine!
01:45:59	Elizabeth Metts (she/her):	thank you, felix!
01:56:29	Yessy Medina:	Day 3 Note Catcher: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/mDRxWBMo7KxPZjb1
01:59:21	Kristin Benz:	Conditions: Given a student-made glossary with first-language support of key terms, concepts or visual representations
01:59:21	Elizabeth Metts (she/her):	target behavior: choose specific visual representation + identifies appropriate operations to solve multiplication + division word problems
01:59:21	Andy Dodge:	target behavior
01:59:21	Amy Garwell:	choose strategy and solve multiplication and division word problems
01:59:21	Josephine Vieira:	âGiven a student-made glossary with first-language support of ket terms, concepts, or visual representations, and opportunities through primary language and English to discuss problem solving strategies with peersâ -Conditions
01:59:21	Felix:	Conditions: given a student-made glossary with first-language support of key terms, concepts, or visual representations
01:59:22	Jacquelyn Durfey, PSESD (she/her):	chooses a specific visual representation and identifies appropriate operations to solve multiplication and division word problems
01:59:24	Vandana Manwani:	Makes a glossary & chooses a visual to solve multiplication & division word problems with 80% accuracy
01:59:25	Stephanie Diaz:	Solve problems and identify concepts
01:59:26	Anastasiya Titarenko (she/her):	Interpret mathematical explanations, identifying concepts
01:59:27	D'Airrien Jackson:	Interpret mathematical explanations by identifying concepts or entity ELD Standards (WIDA ELD)
01:59:35	Lindsey Yoshimoto:	Target Behavior: 

Chooses a specific visual representation and identifies appropriate operations
01:59:39	Dianne Leo:	Conditions: given a student-made glossary with first-language support of key terms, concepts, or visual representations
01:59:47	Gina:	Explain. Interpretive - Interpret mathematical explanations by identifying concepts or entity.
01:59:53	Kimberly Pistor:	Academic represent concepts
01:59:55	Aaron Blanding:	aligned standard for math problems with explanations of math concepts
01:59:59	Andy Dodge:	target behavior requires a specific visual representation, but the condition does not require it, only as an option
02:00:03	Adrian Trayer:	..."with 80% accuracy."
02:00:03	Nicole Tribuzio:	Represent and solve problems involving multiplication and division
02:00:16	Jennifer Wang:	Target behavior: student chooses a specific visual representation
02:01:13	Gina:	Can I please join MCPASD breakout room?
02:41:36	Lynette Beacher:	https://padlet.com/sderuvo1/breakout-room/DKrG4njOBM6o41y3-W7ZVbegw702oXNDM
02:45:48	Lindsey Yoshimoto:	1 please
02:46:27	Lindsey Yoshimoto:	Please send me to Group 1 ! Thanks.

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Many of the principles of impactful/effective MTSS for MLs are the same as they are for all students (e.g. ensuring appropriate intensification of intervention, identifying skill gaps using universal screenings). You mentioned one mistake that can be made by schools is to place MLs in language-based groups rather than skill-based groups. Are there any other "common mistakes" that educators can be encouraged to avoid?

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Are Special Education services part of MTSS, or does MTSS serve as a process that leads to a SPED evaluation when a student does not make adequate progress after Tier 3 interventions?

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Session 2: Evidence-Based Practices for Instruction and Intervention

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Day 2_EBPs for Instruction & Intervention 2025 (4)

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00:27:53	Maria Elena Garcia-Peterman:	Gardening and traveling.
00:27:55	Gina (MCPASD coordinator):	Landscaping
00:28:03	Marybeth O'Brien:	Staycationâ¦ yet getting back to the simple things, like setting up a garden - also work through the summer
00:28:07	Silvia DeRuvo:	Spent a week with grandsons at our little farm.
00:28:08	Lesley Paramo, ISBE:	Finally got a permit to hike Half Dome in Yosemite! Going in August!
00:28:08	Stacey Betters-Morris:	Outer Banks for a week to celebrate Dad's bday
00:28:16	Elizabeth Metts (she/her):	Reacted to "Finally got a perm..." with ð
00:28:18	Aaron Blanding:	just bought a guitar in Brasil to learn some bossa nova:)
00:28:20	Lesley Paramo, ISBE:	Reacted to "Outer Banks for a ..." with â¤ï¸
00:28:26	Stacey Betters-Morris:	Reacted to "just bought a guitar..." with ð
00:28:29	Andy Dodge:	Surviving day to day with a 4 year old and 4 month old
00:28:33	Timothy Hanley:	Reacted to "just bought a guitar..." with â¤ï¸
00:28:42	Kristin Benz:	Reacted to "Surviving day to day..." with ð
00:28:46	Aaron Blanding:	Reacted to "just bought a guitarâ¦" with ð
00:28:53	Aaron Blanding:	Reacted to "just bought a guitarâ¦" with â¤ï¸
00:29:06	Jacquelyn Durfey, PSESD (she/her):	I went to Lopez Island for an extended fourth of July weekend, which happens to also be my wedding anniversary
00:29:09	Lori O'Brien:	Spending time with family, going to grandson's baseball games
00:29:13	ivan gomez:	I'm reading every Nightwing comic book run. Read 170 of the 315 issues so far.
00:29:16	Yessy Medina:	Reacted to "I went to Lopez Isla..." with â¤ï¸
00:29:17	Kimberly Pistor:	I have one going to college so just hanging on to my emotions
00:29:30	Lori O'Brien:	Reacted to "I have one going to ..." with ð
00:29:33	Jennifer Wang:	Iâm visiting my immediate family in Portland, OR next week.
00:29:38	Yessy Medina:	Reacted to "I'm reading every Ni..." with ð§
00:29:39	ivan gomez:	Yes
00:29:43	Vanessa Garcia-Guardado:	Going to Zion NP
00:29:47	Elizabeth Metts (she/her):	Reacted to "Going to Zion NP" with ð
00:29:51	Yessy Medina:	Reacted to "Iâm visiting my imme..." with â¤ï¸
00:29:54	Kimberly Pistor:	Right?
00:30:04	Lindsey Yoshimoto:	Hoping to read as much fiction as I can - Iâm up to 10 books so far.
00:30:07	Silvia DeRuvo:	Growing lots of vegetables in my garden ðð½ð«ð
00:30:10	Takoa Raney:	I have to send my baby girl to college =(
00:30:24	Yessy Medina:	Reacted to "I have to send my ba..." with ð¥¹
00:30:25	Vanessa Lopez (she|her|hers|ella):	Cleaning out my closets
00:30:29	Elizabeth Metts (she/her):	Reacted to "Cleaning out my cl..." with ð
00:30:31	Lynette Beacher:	Padlet Link: https://padlet.com/sderuvo1/MLSWD2025
00:31:15	Jennifer Wang:	Staycation wise: Iâm getting a haircut this Friday for my self careâ¦LOL :)
00:31:39	Jennifer Wang:	Reacted to "Cleaning out my clos..." with ð
00:51:53	Gabriela Mottesi:	https://udlguidelines.cast.org/
00:57:40	Eileen Osieja (NJDOE-LRE Facilitator):	Can you share the padlet again, please?
00:58:30	Lynette Beacher:	Padlet Link: https://padlet.com/sderuvo1/MLSWD2025
01:01:21	Takoa Raney:	Change your aim!
01:01:25	Elizabeth Metts (she/her):	change the aim of lesson design
01:01:27	Gina:	A ramp allows everyone access.
01:01:34	Anastasiya Titarenko (she/her):	What is good for MLs is good for all
01:01:38	Jacquelyn (Jackie) Durfey, PSESD (she/her):	âaim for the pins that are the hardest to hitâ
01:01:44	Lesley Paramo, ISBE:	Reacted to "What is good for M..." with ð
01:01:46	Lindsey Yoshimoto:	âChanging the aimâ  is similar to thinking âoutside the boxâ and not looking at the most straight forward solutions but coming up with creative ideas
01:01:53	D'Airrien Jackson:	Designing our teaching for students who might be the hardest to get
01:01:57	Maria Elena Garcia-Peterman:	Reacted to "What is good for MLs..." with ð
01:02:06	S. Gutierrez:	working from the outside in
01:02:10	Lori O'Brien:	wider net, helps all-
01:02:17	Kristin Benz:	Planning for the students who are hardest to teach is good for all students.
01:02:32	Aaron Blanding:	great analogy! even though higher functioning students may not âneedâ the increased supports, they still benefit & improve their learning because of themâ¦
01:02:48	Lesley Paramo, ISBE:	Reacted to "great analogy! eve..." with ð
01:03:43	Lindsey Yoshimoto:	Reacted to "great analogy! even ..." with ð
01:11:06	Gina:	https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/j40PQDn8vDeDWvXB
01:19:01	Gabriela Mottesi:	Reacted to "great analogy! even ..." with ð
01:19:18	Lesley Paramo, ISBE:	optimize autonomy
01:19:21	Elizabeth Metts (she/her):	engagement/support: sustaining effort + persistence
01:19:24	D'Airrien Jackson:	Sustaining Effort and Persistance
01:19:25	Monik Vega, PCY (She/Her):	Develop awareness of self and others
01:19:27	ivan gomez:	Interaction
01:19:27	Amanda Sandberg | San Juan Unified:	Student voice, student led learning, choice in strategies
01:19:30	Anastasiya Titarenko (she/her):	Options for interaction
01:19:39	Lindsey Yoshimoto:	Building knowledge
01:19:40	Vanessa Lopez (she|her|hers|ella):	sustaining effort and persistence and autonomy
01:19:43	Jessica Crothers:	Sustaining effort and persistence
01:19:44	Andy Dodge:	Foster belonging and community
01:19:46	Monik Vega, PCY (She/Her):	support multiple ways to perceive information
01:19:46	Anastasiya Titarenko (she/her):	Action-oriented feedback
01:19:48	Vandana Manwani:	Teamwork; student voice & choice
01:19:54	Aaron Blanding:	encouraging mistakes/risk taking and the use of the sticky notes
01:19:55	Monik Vega, PCY (She/Her):	set meaningful goals
01:19:55	Jacquelyn (Jackie) Durfey, PSESD (she/her):	Goals set at the beginning with reflection at the end
01:19:57	Josephine Vieira:	Expression and Communication
01:20:19	Tim Hanley:	Students can write, draw, orally explainl to answer a question.
01:20:20	Lori O'Brien:	JOY
01:20:28	Yessy Medina:	Reacted to "JOY" with âð½
01:20:31	Monik Vega, PCY (She/Her):	Reacted to "JOY" with ð
01:20:37	Gabriela Mottesi:	Reacted to "JOY" with âð½
01:20:44	Anastasiya Titarenko (she/her):	I commend all of the intention that it took to create such a culture of community and risk-taking
01:20:53	Maria Elena Garcia-Peterman:	Reacted to "I commend all of the..." with ð
01:20:59	Jennifer Wang:	Reacted to "I commend all of the..." with ð
01:21:02	Anastasiya Titarenko (she/her):	Reacted to "JOY" with â¨
01:21:07	Lindsey Yoshimoto:	Reacted to "I commend all of the..." with ð
01:21:34	Gabriela Mottesi:	Reacted to "I commend all of the..." with ð
01:21:44	Yessy Medina:	Replying to "I commend all of the..."

Yes! Itâs apparent that those structures took hard work to set up, but look at the kiddos running with it now! ð
01:22:36	Gabriela Mottesi:	Reacted to "Yes! Itâs apparent t..." with â
01:29:17	Silvia DeRuvo:	https://charts.intensiveintervention.org/aintervention
01:32:50	Silvia DeRuvo:	https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/mDRxWBMo74LVZjb1
01:34:57	Gina:	I'm with Maria Elena Garcia Peterman and Yasmin.
01:35:03	Gina:	Not sure which group.
02:27:24	Lori OBrien:	Hello. I am in twice as I have audio Issues
02:27:34	Lynette Beacher:	Reacted to "Hello. I am in twice..." with ðð¼
02:39:23	Yessy Medina:	PLUSS Framework Resource: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/kxodWG1L2vOjQgP7
02:40:01	Yessy Medina:	PLUSS Sample Lesson Observation and Reflection: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/9kmlZV1BpLlEQpgV
02:40:28	Yessy Medina:	PLUSS Lesson Planning tool: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/lkROZP1OqpVLWjMg
02:41:16	Yessy Medina:	More PLUSS resources are located under the âResources Evidence-Based Practices for Instruction and Interventionâ tab of the Padlet wall.
02:46:32	Silvia DeRuvo:	Videos from Project Lee available here: https://www.projectlee.org/videos/
02:52:59	Elizabeth Metts (she/her):	L - sentence frames, choral reading, word/phrase bank
U - gestures (box)
S - my turn, your turn
02:53:02	Stephanie Diaz:	sentence frames, modeling
02:53:06	Amanda Sandberg | San Juan Unified:	Sentence stems
02:53:08	Maria Elena Garcia-Peterman:	PLUSS - Language modeling
02:53:09	Andy Dodge:	academic language modeling
02:53:12	Kimberly Pistor:	Modeling
02:53:14	Tim Hanley:	Partners intentionally assigned based on skill level
02:53:14	Adrian Trayer:	Call and response
02:53:18	Anastasiya Titarenko (she/her):	Explicit instruction - process, product, and linguistic modeling
02:53:18	Lindsey Yoshimoto:	Sentence frames
02:53:18	Amanda Sandberg | San Juan Unified:	Oral language rehearsal
02:53:20	Vandana Manwani:	(sentence frames)
02:53:20	Vanessa Lopez (she|her|hers|ella):	Sentence frames, modeling, gestures
02:53:21	Kimberly Pistor:	Student participation
02:53:37	Jacquelyn (Jackie) Durfey, PSESD (she/her):	relating current learning with the previous day's learning
02:53:40	Lindsey Yoshimoto:	â I Do, We Do, You Doâ
02:53:56	Lori O'Brien:	practicing before releasing them to work
02:54:00	Adrian Trayer:	My turn, your turn
02:54:28	Karina Vanderbilt, PSESD, she/her/ella:	I didnât see the intentional pre-teaching of vocabulary
02:54:38	Lori O'Brien:	choice
02:54:38	Elizabeth Metts (she/her):	building knowledge
02:54:43	Josephine Vieira:	Offer choices, connect to prior knowledge
02:54:48	Lori O'Brien:	you can use this stem or that
02:54:55	Elizabeth Metts (she/her):	language & symbols
02:54:56	Vandana Manwani:	Multiple means of engagement
02:55:03	Elizabeth Metts (she/her):	expression &. communication
02:55:08	Elizabeth Metts (she/her):	strategy development
02:55:13	Maria Elena Garcia-Peterman:	Recognize expectations, choice and autonomy
02:55:23	Stephanie Diaz:	She knew the outcomes of the lesson, choices with the sentences.
02:59:51	Cerelle Morrow | WestEd:	The last video was a nice example of explicit instruction.
03:00:04	Jennifer Wang:	Reacted to "The last video was a..." with ð
03:05:50	Elizabeth Metts (she/her):	lesson objective posted, whiteboards, choral response, gesture responses, Turn + Talks w/ sentence starters
03:05:51	Tim Hanley:	Objectives being posted, gesture responses, using scaffolds
03:05:53	Stephanie Diaz:	gestures and equity apps/sticks
03:05:53	Anastasiya Titarenko (she/her):	Wheel of names ð¡; interactive white boards
03:05:58	Vanessa Garcia-Guardado:	Objectives being posted, gesture responses
03:06:01	Vandana Manwani:	Non verbal cues
03:06:03	Amanda Sandberg | San Juan Unified:	Whiteboards, choral response
03:06:05	ivan gomez:	Using objectives, gestures, instead of equity sticks i use a wheel
03:06:06	Andy Dodge:	making sure lesson objectives are clear for learners
03:06:12	Lindsey Yoshimoto:	Equity sticks to call on non-volunteers, lesson objectives, scaffolds, direct all to speak to partners
03:06:20	Aaron Blanding:	response cards/white boards
03:06:20	Kristin Benz:	whiteboards, gesture responses, choral response
03:06:25	Josephine Vieira:	Objectives for lessons clear, gestures, direct all to speak to partners or groups, sticky note responses.
03:06:33	YazmÃ­n:	Gestures,scaffolds, whiteboards, sticks
03:06:35	Lori O'Brien:	structured group roles
03:08:33	Jennifer Wang:	Would you say that âadaptationsâ is synonymous with âmodifyâ?
03:09:22	Jennifer Wang:	Nevermind, you answered my question!
03:09:54	Maria Elena Garcia-Peterman:	AI is fabulous to help teachers with adaptations for students in class...create sentence frames, organizers, adapt material and give feedback
03:10:01	Elizabeth Metts (she/her):	Reacted to "AI is fabulous to ..." with ð
03:10:05	Kristin Benz:	Reacted to "AI is fabulous to he..." with ð
03:10:21	Cerelle Morrow | WestEd:	Replying to "AI is fabulous to he..."

Yes, Iâve been seeing this more and more this year in particular!
03:10:54	Lori OBrien:	Modifications in high school is non diploma tract
03:11:18	Jennifer Wang:	Reacted to "Modifications in hig..." with ð
03:11:35	Lori OBrien:	Reacted to "Modifications in higâ¦" with ð
03:12:30	Lori OBrien:	5
03:12:33	Stephanie Diaz:	2, 5
03:12:37	Lori OBrien:	4
03:12:42	Tim Hanley:	2,5
03:12:48	Lindsey Yoshimoto:	3, 5
03:12:50	Lori OBrien:	3
03:12:51	Elizabeth Metts (she/her):	2, 5
03:12:54	Karina Vanderbilt, PSESD, she/her/ella:	2
03:13:05	Gabriela Mottesi:	Replying to "AI is fabulous to he..."

Yes definitely! Iâve seen that LitLab is a cool resource that uses AI create decodable for students! https://www.litlab.ai/
03:13:20	Lori OBrien:	Reacted to "AI is fabulous to heâ¦" with ð
03:13:39	Kristin Benz:	Replying to "Modifications in hig..."

That varies state to state and sometimes district by district.
03:13:40	Lori OBrien:	Yay co-teacher
03:13:41	Aaron Blanding:	2,3
03:14:42	Jennifer Wang:	Reacted to "That varies state to..." with ð
03:15:49	Jennifer Wang:	1,5
03:15:58	Lori OBrien:	1
03:16:19	Karina Vanderbilt, PSESD, she/her/ella:	This seems like differentiation vs. UDLâ¦
03:16:25	Monik Vega, PCY (She/Her):	3
03:16:27	Gina:	5 & 2
03:16:28	D'Airrien Jackson:	2
03:16:34	Kimberly Pistor:	1,3
03:16:39	Vandana Manwani:	5
03:16:58	YazmÃ­n:	5
03:18:12	Elizabeth Metts (she/her):	chunking
03:18:12	Adrian Trayer:	"Chunked it"
03:23:42	Elizabeth Metts (she/her):	cristo redentor
03:28:26	Silvia DeRuvo:	https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/wKmOZ5vd6AwXWzMA
03:28:41	Vanessa Lopez (she|her|hers|ella):	I must excuse myself. I am presenting at a conference and must go set up. See you all tomorrow!
03:28:51	Yessy Medina:	Handout 4: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/wKmOZ5vd6AwXWzMA
03:30:13	Elizabeth Metts (she/her):	planned: sequenced learning tasks; supporting interaction; amplification | 2. just-in-time: waiting, prompting, questioning, recapping | 3. new: recasting, explicit language within primary sources (I teach high school history)
03:30:14	Andy Dodge:	waiting, being open to the unexpected, and recasting are just-in-time scaffolds that I use regularly
03:30:21	Tim Hanley:	Quality interactions are the best part for me
03:30:37	Amanda Sandberg | San Juan Unified:	Bridging known to new content, activating prior knowledge to make connections for students
03:30:38	Gina:	tapping into the familiar
03:30:44	Lindsey Yoshimoto:	Bridging Known to New Content
Waiting
Questioning
Redirecting
03:30:45	Gina:	recapping.
03:30:47	Kristin Benz:	waiting and recasting
03:30:49	Stephanie Diaz:	Use: CLR, Explicit Lang. Focus. Ones to work on Waiting time,  redirecting.
03:30:49	Jacquelyn (Jackie) Durfey, PSESD (she/her):	redirecting is one that I'm working on
03:30:55	Adrian Trayer:	prompting to say more
03:30:56	Lori OBrien:	Just in time
03:30:56	Kimberly Pistor:	Prompting the students to say more
03:31:00	Aaron Blanding:	I often use amplification & sequencing & questioning
03:31:21	Vanessa Garcia-Guardado:	Prompting to say more
03:31:30	YazmÃ­n:	Amplification, wait time
03:31:40	Maria Elena Garcia-Peterman:	oral practice
03:31:42	Josephine Vieira:	Bridging known to new content, sequenced learning tasks, supporting interaction, amplification, waiting, questioning.
03:32:19	Nicole Tribuzio:	Amplification
03:35:19	Felix:	2-3%
03:35:23	Karina Vanderbilt, PSESD, she/her/ella:	5%
03:35:26	Aaron Blanding:	10%, 20%
03:35:26	Elizabeth Metts (she/her):	5%
03:35:31	Tim Hanley:	10, 5
03:35:32	Stephanie Diaz:	5% and 15%
03:35:33	Lindsey Yoshimoto:	5% and 3%
03:35:34	Gina:	12% 20%
03:35:34	Anastasiya Titarenko (she/her):	8%, 2%
03:35:37	YazmÃ­n:	8
03:35:38	Kristin Benz:	20, 5
03:35:39	Maria Elena Garcia-Peterman:	5-9%
03:35:41	Andy Dodge:	5, 10
03:35:42	Amy Garwell:	10%, 5%
03:35:42	Vanessa Garcia-Guardado:	15%; 20 %
03:35:45	Lori OBrien:	5
03:35:48	Jennifer Wang:	25, 15
03:35:49	YazmÃ­n:	8â20
03:35:59	Nicole Tribuzio:	5%
03:37:22	Lori OBrien:	Silent. Period?
03:42:31	Cerelle Morrow | WestEd:	Replying to "Silent. Period?"

At WestEd we believe that readiness is created through highly scaffolded, engaging instruction, and that we cannot wait for it.  As educators we need to be sure we are creating the conditions that support immediate meaningful participation.
03:42:47	Yessy Medina:	In your breakout group:
Discuss the instructional frameworks and evidence-based practices we dug into today. â
Which elements of the UDL framework have you already seen in your practice?â
Which components of the PLUSS framework are familiar? Which ones are you excited to try?â
Are there any HLPs that you regularly implement? If not, which ones are you planning to try?
03:49:21	Ivan Gomez:	Sorry my computer died
03:57:08	Andy Dodge:	Thank you!
03:57:12	Kimberly Pistor:	Learning to wait for student response
03:57:14	Josephine Vieira:	Thank you!
03:57:15	Elizabeth Metts (she/her):	Today's session made me realize I want to focus more on Productive talk!!!!!
03:57:20	Elizabeth Metts (she/her):	thank you!
03:57:23	Gabriela Mottesi:	Reacted to "Today's session made..." with â¤ï¸
03:57:25	Stephanie Diaz:	I should discuss my learning with my team (ML and SPED) because we are both doing amazing things now we just need to do it together
03:57:26	Vandana Manwani:	Todayâs session made me realize that instructional frameworks like UDL and PLUSS are only as effective as the systems and mindsets that support them.
03:57:26	Amanda Sandberg | San Juan Unified:	Todayâs session made me realize the need for more coherence across the system.
03:57:33	Gabriela Mottesi:	Reacted to "I should discuss my ..." with â¤ï¸
03:57:33	Lindsey Yoshimoto:	I should discuss my learning with my team because we can all grow together.

Thank you!!
03:57:34	Aaron Blanding:	I want to develop further expertise in dual language immersion:) thanx all!
03:57:34	Lori OBrien:	Ty
03:57:37	Yessy Medina:	Reacted to "I should discuss my ..." with ðð½
03:57:39	Lesley Paramo, ISBE:	Reacted to "Todayâs session m..." with ð
03:57:43	Josephine Vieira:	Be more intentional with how scaffolds are used in daily lesson plans.
03:57:44	Ivan Gomez:	Productive talk !
03:57:46	Gabriela Mottesi:	Reacted to "I should discuss my ..." with â¤ï¸
03:57:49	Gabriela Mottesi:	Reacted to "I want to develop fu..." with â¤ï¸
03:57:51	Yessy Medina:	Reacted to "I should discuss my ..." with ðð½
03:57:51	Eileen Osieja (NJDOE-LRE Facilitator):	Learned about scaffold and differentiation.
03:57:52	Gabriela Mottesi:	Reacted to "Todayâs session made..." with ð
03:58:01	Nicole Tribuzio:	I want to work on wait time. Productive talk
03:58:03	D'Airrien Jackson:	I should discuss my learning with my team because it will be more beneficial if we are all more aligned in all of our SPED classes
03:58:03	Tim Hanley:	Todayâs session made me want to focus more on productive talk
03:58:05	Maria Elena Garcia-Peterman:	I want to develop further expertise in the HLP.
03:58:05	Marybeth O'Brien:	I love the simplicity of the PLUSS framework as a way to center the specific focus on developing language within the content areas! Hoping to built this framework into our unit unpacking and coteacching planning!
03:58:09	Yessy Medina:	Reacted to "I should discuss my ..." with ðð½
03:58:10	Nicole Tribuzio:	Thank you!
03:58:12	Jennifer Wang:	Scaffolding, waiting
03:58:13	Anastasiya Titarenko (she/her):	Today's session made me realize these frameworks don't require educators to start over, but rather make shifts to enhance their instruction. Makes it feel much more achievable.
03:58:13	Jacquelyn (Jackie) Durfey, PSESD (she/her):	I want to develop further expertise in supporting buildings and districts in the work of truly including all students; particularly around the systems and supports required to make is sustainable
03:58:16	Maria Elena Garcia-Peterman:	Thank you!!
03:58:29	Gabriela Mottesi:	Reacted to "Today's session made..." with â¤ï¸
03:59:05	Tim Hanley:	Hi, where is the parking lot for general questions?
03:59:20	Tim Hanley:	Thanks!
03:59:56	Vandana Manwani:	Thank you

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Hello- can we possibly get a copy of that equality, equity and justice picture you shared with us yesterday?

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Breakout Room 1: The Collaborative Instructional Cycle

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Academic Interventions Tools Chart- NCII 

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Academic Interventions Tools Chart- NCII 

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Chart with information on evidence-based intervention programs including those that support the needs of multilingual learners

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This seems very aligned to SIOP, I would love to learn more about the development of the PLUSS Framework.

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love to have specific materials to use within our teaching and collaboration

other data points, curriculum, assessments that may be new or helpful.

lists of ways to implement UDL, leveled based upon need

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When our students have more opportunity for intentional structured student talk to practice their input/output before having to write, research shows we get higher success results from them. How do we help our secondary teachers not fear student structured talk and get away from shut-up sheets (worksheets)?

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Joint Statement from the Reading League about Science of Reading

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Joint Statement from the Reading League about Science of Reading

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How to efficiently and effectively implement into an already packed curriculum

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It was mentioned in our breakout room that Wilson does not work for MLs with disabilities. I didn't get a chance to ask why and if that was also the case for all Orton-Gillingham based literacy program. That is the basis for my question - what are some effective literacy programs for MLs with disabilities?

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How does pre-teaching vocabulary and teaching vocabulary in context interact within this framework? In the QTEL Framework, we learn about teaching vocabulary in context and wanted to see how this might connect to the PLUSS Framework.

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I am all for collaboration, but how do we work under the constraints of things such as not having the same prep times, collaboration times being utilized by our departments, and also trying not to work even more hours outside of what we already do? Also, what types of strategies on working with people who act unwilling to collaborate to support students?

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Session 1: Strategies for High-Quality Teaching, Intervention, and Collaboration

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Day 1 Recording: Enhancing Instruction for Multilingual Learners with Disabilities

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Day 1 Recording: Enhancing Instruction for Multilingual Learners with Disabilities

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Day 1: Enhancing Instruction for Multilingual Learners with Disabilities

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Enhancing Instruction for Multilingual Learners with Disabilities
Session 1: Strategies for High-Quality Teaching, Intervention, and Collaboration
July 22, 2025

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14:07:15	 From Maria Elena Garcia-Peterman : 2
14:07:15	 From Gina : 3
14:07:16	 From Josephine Vieira : 3
14:07:17	 From Stephanie Diaz : 3
14:07:18	 From Kitty Wade : 3
14:07:20	 From Kristin Benz : 3
14:07:20	 From Vandana Manwani : 3
14:07:22	 From D'Airrien Jackson : 3
14:07:23	 From Lindsey Yoshimoto : 3
14:07:23	 From Nicole Tribuzio : 3
14:07:24	 From Alicia Marquez : 4
14:07:29	 From Lori OBrien : 3
14:07:33	 From Jennifer Wang : 2.5?
14:07:42	 From Steven Goldberg : 3
14:13:26	 From Maria Elena Garcia-Peterman : At our district...PLC, Coaching Cycles, Co-teaching, PD, Action teams WIDA standards
14:14:59	 From Vandana Manwani : At our school, we have 1 weekly common team meeting, 1 curriculum meeting, 1 math meeting & 1 student support meeting
14:16:15	 From Gina : Copy what Maria Elena says (same district), however - Bilingual Resource, Special Ed don't always overlap those PLC times
14:16:17	 From Kimberly Pistor : We meet once a month sometimes twice - new principal this year so not sure what is going to be happening now
14:16:33	 From Lindsey Yoshimoto : Reacted to "We meet once a month..." with đ
14:17:35	 From Alicia Marquez : We collaborate 2-3 Mondays a month as SAI teachers. Then a Dept. Mtg once a month, with a schoolwide staff meeting once a month as well.
14:18:02	 From Vandana Manwani : We have recently stated Observation Cycles where we have a buddy to observe & give feedback to each other.
14:21:59	 From Kimberly Pistor : 3,5
14:22:01	 From Josephine Vieira : 5, 6
14:22:02	 From Stephanie Diaz : 3,  5   plus data day 3x a year
14:22:03	 From Gina : 2,
14:22:09	 From D'Airrien Jackson : 3,5,6
14:22:12	 From Nicole Tribuzio : 6
14:22:15	 From Vandana Manwani : 1, 6,
14:22:15	 From Lindsey Yoshimoto : 6
14:22:16	 From Dianne Leo : 5
14:22:30	 From Alicia Marquez : 5
14:22:42	 From Kristin Benz : 1 (the goal but doesn't always work), 6, 7
14:22:42	 From Jennifer Wang : 5,6
14:22:54	 From Monik Vega, PCY (She/Her) : 5,6
14:23:08	 From Silvia DeRuvo : https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/E851Q0rxv57wWVAb
14:24:44	 From Silvia DeRuvo : https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/L8KjW9PXq92XZJbv
14:28:24	 From Gina : https://docs.google.com/document/d/1pIlcmlRwrESbJOeRpbINKBDKcvKXeYeGvx6p90MD7Ks/edit?usp=sharing  - UDL shared planning document
14:30:47	 From Stephanie Diaz : Reacted to "https://docs.google...." with â¤ď¸
14:31:34	 From Jennifer Wang : Reacted to "https://docs.google...." with â¤ď¸
14:34:47	 From Vandana Manwani : https://docs.google.com/document/d/12tUNlUgUUluQT4knHf2hVYleZUK_zN3ussy1VzAWrGA/edit?tab=t.0
14:43:35	 From Kimberly Pistor : Very much alike
14:45:38	 From Eileen Osieja (NJDOE-LRE Facilitator) : Relationship building is foundational.
14:46:47	 From Silvia DeRuvo : https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/kxodWG1LbRkJQgP7
14:50:43	 From Silvia DeRuvo : https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/kxodWG1LbRkJQgP7
14:51:49	 From Silvia DeRuvo : https://padlet.com/sderuvo1/MLSWD2025
15:08:10	 From Gina : I am hoping to incorporate some of these tools and strategies into our MTSS process and IEP-writing.
15:08:26	 From Gabriela Mottesi : Reacted to "I am hoping to incor..." with â¤ď¸
15:09:02	 From Jennifer Wang : Reacted to "I am hoping to incor..." with â¤ď¸
15:09:26	 From Stephanie Diaz : Incorporate the forms in the PST process, and have the Psyc lead the team through the documents. In terms of co teaching, I would like to see the district implement parallel and station teaching.
15:09:41	 From Gabriela Mottesi : Reacted to "Incorporate the form..." with â¤ď¸
15:10:15	 From Stephanie Diaz : Reacted to "I am hoping to incor..." with â¤ď¸
15:10:18	 From Nicole Tribuzio : Reacted to Incorporate the form... with "â¤ď¸"
15:10:23	 From Nicole Tribuzio : Reacted to I am hoping to incor... with "â¤ď¸"
15:14:55	 From D'Airrien Jackson : Everyone benefits having intentional planning time
15:15:01	 From Gabriela Mottesi : Reacted to "Everyone benefits ha..." with â¤ď¸
15:15:01	 From Aaron Blanding : to move from working for families to working with families
15:15:02	 From Lindsey Yoshimoto : Reacted to "Everyone benefits ha..." with đ
15:15:09	 From Lindsey Yoshimoto : Reacted to "to move from working..." with đ
15:15:12	 From Alicia Marquez : The importance and the ability to pre-plan and schedule on master calendar, coteaching planning time.
15:15:16	 From D'Airrien Jackson : Reacted to "to move from working..." with đ
15:15:22	 From Jennifer Wang : Reacted to "to move from working..." with đ
15:16:10	 From Yazmin Avalos-Cano : Reacted to "to move from workingâŚ" with đđź
15:19:29	 From Kristin Benz : Organize materials from the institute to share with others who have more ability to change systems.
15:19:48	 From Kimberly Pistor : To reach out and schedule time to collaborate with co teacher sop and new osyche
15:20:00	 From Aaron Blanding : Connect with school and district ELD specialists and schedule some collaboration time during the school year
15:20:00	 From Andy Dodge : Familiarize myself with the PLUSS framework so I can utilize some of its components when working with my ML students
15:20:01	 From Anastasiya Titarenko (she/her) : Integration of the PLUSS at every tier of instruction!
15:20:05	 From D'Airrien Jackson : Next Steps: Meet with out EM TOSA to see how we can bridge the gap between SE, GE, and ELD Teachers
15:20:05	 From Gina : Same, Kristin! And to bring the ideas to the leaders of our MLSS groups - bring them all together!
15:20:09	 From Stephanie Diaz : My next step is to talk to my team who attended this institute and discuss how teachers in IL will benefit from this information and create an implementation plan.
15:20:09	 From Lesley Paramo, ISBE : Reacted to "Integration of the P..." with â¤ď¸
15:20:11	 From Maria Elena Garcia-Peterman : Collaboration!  Collaboration!  Use the tools provided to drive instruction.  Take opportunities for co-teaching.
15:20:18	 From Lindsey Yoshimoto : The importance of working together with our team members to help strengthen our support of students.
15:20:36	 From Amy Garwell : Reacted to "Organize materials f..." with đ
15:20:37	 From Nicole Tribuzio : More planning time, even if its asynchronous
15:20:49	 From Alicia Marquez : Plan and incorporate PLUSS as well as get our TOSA involved in my IEPs for 2025-26 school year.
15:21:14	 From Adrian Trayer : I am excited to apply strategies in PLUSS and the HLPs into informal learning settings!
15:21:19	 From Jacquelyn Durfey, PSESD (she/her) : Continue conversations with building and district leaders about the importance of collaboration and ways to support and sustain the work; dive deeper into the tools provided to see what could be useful for them
15:21:20	 From Jennifer Wang : Familiarize with the PLUSS
15:21:25	 From Anastasiya Titarenko (she/her) : We will go farther together. Empower various stakeholders to collaborate.
15:21:51	 From Yazmin Avalos-Cano : My goal this year is to co-teach  in DLI  and I am looking forward to using and learning more about the PLUSS framework
15:23:40	 From Lindsey Yoshimoto : Reacted to "We will go farther t..." with â¤ď¸
15:31:27	 From Lynette Beacher : Exit Survey: https://bit.ly/MLSWDPost2025
15:32:06	 From Aaron Blanding : Thanx hosts and everyone!
15:32:21	 From Eileen Osieja (NJDOE-LRE Facilitator) : can you put up the qr code
15:32:23	 From Andy Dodge : Thank you!
15:32:31	 From D'Airrien Jackson : Thank you!
15:32:42	 From Jennifer Wang : Thank you so much!
15:32:59	 From Lindsey Yoshimoto : Thanks everyone!
15:33:14	 From Lori OBrien : Ty
15:33:18	 From Nicole Tribuzio : Thank you so much, enjoy the rest of summer break
15:33:42	 From Yessy Medina : Reacted to "Thank you so much, e..." with đď¸

# data[].attributes.attachment_link.readable_text
00:30:45	Lynette Beacher:	Pre-session Survey: https://tinyurl.com/MLSWD25
00:31:22	Vandana Manwani:	Hiâ¦have completed it..
00:31:39	Cerelle Morrow | WestEd:	Welcome everyone!  We will get started in just a few minutes.  If you havenât already completed the pre-survey you have some time to do it now.
00:31:52	Cerelle Morrow | WestEd:	Pre-session Survey: https://tinyurl.com/MLSWD25
00:32:18	Silvia DeRuvo, WestEd:	https://padlet.com/sderuvo1/MLSWD2025
00:33:06	Angel De Jesus:	Sorry trying to figure out my speaker
00:33:19	Cerelle Morrow | WestEd:	https://padlet.com/sderuvo1/MLSWD2025
00:33:43	Cerelle Morrow | WestEd:	Pre-session Survey: https://tinyurl.com/MLSWD25
00:34:01	Elizabeth Metts (she/her):	9th Grade History Teacher, Boston, MA
00:34:18	Takoa Raney:	Takoa Raney, Sacramento, Secondary Program Specialist
00:34:23	Adrian Trayer:	Greetings! I am a senior education specialist at the Detroit Zoo (in Royal Oak, Michigan).
00:34:25	Jennifer Wang:	High School SPED teacher, San Jose, CA.
00:34:28	Maria Elena Garcia-Peterman:	Bilingual Resource Teacher in Middleton, WI
00:34:33	Gina:	Student Services Coordinator, Middleton Cross Plains in WI
00:34:36	Aaron Blanding:	SAI English HS, San Jose, Ca
00:34:39	Lindsey Yoshimoto:	High School Special Education Teacher, San Jose, CA
00:34:40	Dianne Leo:	Dianne Leo, Instructional coach... Campbell, Ca
00:34:44	Amanda Sandberg | San Juan Unified:	Amanda Sandberg, EL Program Specialist in San Juan Unified (Sacramento, CA)
00:34:44	Jacquelyn (Jackie) Durfey, PSESD (she/her):	Good morning from Washington state! I am a Special Services Program Manager at Puget Sound Educational Service District.
00:34:46	Kristin Benz:	Special Education Coordinator. Middleton, WI
00:34:52	Timothy Hanley:	San Jose, High School SPED
00:34:54	Vanessa Garcia-Guardado:	SAI English teacher, San Jose, CA
00:34:54	Vandana Manwani:	Greetings! Vandana Manwani, EAL Teacher from Mumbai, India
00:35:06	D'Airrien Jackson:	9th and 11th grade SAI English Teacher, San Jose, CA
00:35:07	Eileen Osieja (NJDOE-LRE Facilitator):	Eileen Osieja at New Jersey DOE, Office of Special Education
00:35:11	Monik Vega, PCY (She/Her):	Monik Vega, Senior Program Manage, Partnership for Children and Youth, Sacramento CA
00:35:29	Nakia Douglas-Illinois:	Dr. Nakia Douglas- State Director of IL of Sped/Chicago
00:35:42	Takoa Raney:	Reacted to "Monik Vega, Senior P..." with ð
00:35:42	Vanessa Lopez (she|her|hers|ella):	Vanessa Lopez, Imperial County SELPA Project MuSE in El Centro, California
00:35:46	Lesley Paramo, ISBE:	Hello, Special Education Department in Illinois State Dept/Chicago
00:35:57	Takoa Raney:	Reacted to "Vanessa Lopez, Imper..." with â¤ï¸
00:36:08	Takoa Raney:	LOVE MuSE!
00:36:08	ivan gomez:	Ivan Gomez, Chicago Illinois
00:36:18	Yessy Medina:	https://tinyurl.com/MLSWD25
00:36:31	Melissaâs Iphone :	Currently in Florida but from Chicago
00:36:31	Yessy Medina:	padlet: https://padlet.com/sderuvo1/MLSWD2025
00:36:51	sbgoldberg:	steven goldberg, SPED Chicago
00:37:02	Stacey Betters-Morris:	Illinois
00:38:05	Cerelle Morrow | WestEd:	padlet: https://padlet.com/sderuvo1/MLSWD2025
00:40:15	Cerelle Morrow | WestEd:	padlet: https://padlet.com/sderuvo1/MLSWD2025
00:41:49	ivan gomez:	Reacted to "steven goldberg, SPE..." with ð¥
00:45:04	Takoa Raney:	Congrats Yessy!
00:45:09	Cerelle Morrow | WestEd:	Materials for Today can be found here: padlet: https://padlet.com/sderuvo1/MLSWD2025
00:49:11	Eileen Osieja (NJDOE-LRE Facilitator):	How do you access the note catcher?
00:49:15	Cerelle Morrow | WestEd:	Materials for Today can be found here: https://padlet.com/sderuvo1/MLSWD2025
00:49:39	Yessy Medina:	Note catcher link: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/BJkrQAjpw6v4ZEge
00:50:52	Yessy Medina:	In your breakout rooms: Introduce yourself to your groupâ¦ â
What motivated you to attend our institute this week?â
What are you hoping to learn?
01:02:07	Elizabeth Metts (she/her):	my biggest disparities in data are my dually identified students but no one is focusing on that subgroup in my charter school/network so I'm here to gain tools + resources + strategies to implement and share!
01:02:28	Lori O'Brien:	I am hoping to learn new and revisit old best practices.
01:02:30	Yessy Medina:	Reacted to "my biggest dispariti..." with â¤ï¸
01:02:37	Yessy Medina:	Reacted to "I am hoping to learn..." with â¤ï¸
01:02:38	Gabriela Mottesi:	Reacted to "my biggest dispariti..." with â¤ï¸
01:02:41	Gabriela Mottesi:	Reacted to "I am hoping to learn..." with â¤ï¸
01:03:12	YazmÃ­n:	Continue to learn ways to collaborate with parents and special educators as a BRT to better support MLs
01:03:21	Gabriela Mottesi:	Reacted to "Continue to learn wa..." with â¤ï¸
01:03:27	Yessy Medina:	Reacted to "Continue to learn wa..." with â¤ï¸
01:04:13	Karina Vanderbilt, PSESD, she/her/ella:	Can you share the note catcher again? Thank you!
01:04:23	Yessy Medina:	Note catcher: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/BJkrQAjpw6v4ZEge
01:10:13	Takoa Raney:	Asset-oriented!
01:10:26	Josephine Vieira:	Asset oriented
01:10:26	Elizabeth Metts (she/her):	nuanced pedagogical approaches
01:10:30	Karina Vanderbilt, PSESD, she/her/ella:	Cultivating deep, coherent and shared expertise
01:10:30	Vandana Manwani:	Power of collaboration
01:10:32	Maria Elena Garcia-Peterman:	power of collaboration
01:10:36	Elizabeth Metts (she/her):	power of collaboration
01:10:37	Vanessa Garcia-Guardado:	Power of collaboration
01:10:39	Dianne Leo:	CAN DO
01:10:39	D'Airrien Jackson:	Power of collaboration
01:10:39	Stephanie Diaz:	Two identities cannot be separated. Silos to collaboration
01:10:40	Lindsey Yoshimoto:	Shared expertise
01:10:41	Anastasiya Titarenko (she/her):	Nuance, meaningful
01:10:45	Lori O'Brien:	collaboration!
01:10:50	Monique Auxila:	Collaboration time with ESL and sped staff
01:10:51	Eileen Osieja (NJDOE-LRE Facilitator):	meaningfully engaging parents and families
01:10:53	Takoa Raney:	Power of Collaboration
01:10:55	Josephine Vieira:	Collaboration and coherent programs that can be used across all classes
01:10:58	Amanda Sandberg | San Juan Unified:	Shared expertise!
01:11:07	Aaron Blanding:	potential interaction
01:11:09	Andy Dodge:	meaningfully engaging parents
01:11:11	Vandana Manwani:	Shared expertise
01:11:11	Angel De Jesus:	power of collab
01:11:21	Lori O'Brien:	Reacted to "Shared expertise" with ð
01:11:26	Jacquelyn (Jackie) Durfey, PSESD (she/her):	deep, coherent, shared expertise
01:11:28	Lesley Paramo, ISBE:	coherent practices
01:11:30	YazmÃ­n:	The power of collaboration for meaningful practice
01:11:35	Jennifer Wang:	Intersectionality term itself is helpful to describe the status of the collaboration at my school
01:12:29	Cerelle Morrow | WestEd:	Materials for Today can be found here: https://padlet.com/sderuvo1/MLSWD2025
01:14:44	Takoa Raney:	Is this data shocking to people outside those of us that serve our kids?  If so, how do we better publicize it to better collaborate?
01:15:12	Silvia DeRuvo, WestEd:	The OSEP Fast Fact is linked on the padlet wall.
01:15:37	Silvia DeRuvo, WestEd:	https://sites.ed.gov/idea/osep-fast-facts-students-with-disabilities-english-learners
01:15:45	Stephanie Diaz:	Poor Identification tools.
01:15:50	Vandana Manwani:	Under identification- too many students on case loads
01:15:50	Dianne Leo:	We are not a unified district, only a hs district....
01:15:53	C: Felix:	Generalizations about language acquisition, which would prevent eligibility to move forward.
01:16:07	Monik Vega, PCY (She/Her):	funding constraints and not able to serve as many students with disabilities- not enough staff
01:16:08	Elizabeth Metts (she/her):	teacher training/lack of SPED + SEI certification for charter schools/younger staff leads to over-identification because other supports not in place first
01:16:16	Stephanie Diaz:	Can limit classes/courses. and rigor for students.
01:16:16	Andy Dodge:	under and over identification can lead to poor outcomes because the student needs aren't accurately beingdiagnosed
01:16:18	Angel De Jesus:	Funding, discipline practices
01:16:20	Elizabeth Metts (she/her):	staffing: only one MLL specialist for a school of 660
01:16:22	Kimberly Pistor:	Sometimes it is not enough counselors
01:16:34	Anastasiya Titarenko (she/her):	Lack of understanding of new language acquisition on student support teams/child study teams; unsure how to implement adequate Tier 1, 2, or 3 supports for MLs
01:16:34	Takoa Raney:	Lack of continuous strategies for success and data collection of student success,  increased deficit mindset of adults, higher dropout rates
01:16:34	Vanessa Lopez (she|her|hers|ella):	Lack of cohesion and collaboration within Multidisciplinary teams in pre-referral process (MTSS/RTI/SST, etc...) to ensure equitable assessment practices
01:16:35	Elizabeth Metts (she/her):	poor outcomes --> mental health, chronic absenteeism
01:16:42	Lori O'Brien:	over identification causes I suspect are due to the complexity of the teasing out what is causing the gap between what students are able to do and what they know and can do academically
01:16:49	Elizabeth Metts (she/her):	time for collaboration
01:16:53	Takoa Raney:	Reacted to "Sometimes it is not ..." with ð
01:16:54	Vandana Manwani:	Too much time taken to identify students
01:17:04	YazmÃ­n:	1. The lack of teacher/parent collaboration, getting enough information about the studentâ¦
01:17:07	Lindsey Yoshimoto:	Over-identification: a lack of implementing interventions (or not implementing any interventions) with fidelity. 

Poor outcomes: Not being served in their LRE
01:17:15	Tim Hanley:	When students are misidentified, they may be placed in programs that donât actually match their needs.
01:17:22	Josephine Vieira:	I think what can cause under or over identification is lack of schools resources, understanding and collaboration. Students ability to learn English or lack of English acquisition can lead to problems with identification. As students progress through the grades and the work gets harder unfortunately students are left behind or slip through the cracks without coherent strategies that can be implemented across different classes.
01:17:40	Cerelle Morrow | WestEd:	Reacted to "staffing: only one M..." with ð±
01:18:06	Vanessa Lopez (she|her|hers|ella):	Broad course of study is greatly impacting our students who are dually identified
01:22:12	Silvia DeRuvo, WestEd:	https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/do3MQJkMPmGgZ15w
01:43:19	C: Felix:	I did not write down which group number my team was in. Would you be able to tell me?
01:43:36	Adrian Trayer:	Not five :)
01:43:45	Lynette Beacher:	Replying to "I did not write down..."

3
01:44:08	C: Felix:	Reacted to "3" with ð
01:46:17	Karina Vanderbilt, PSESD, she/her/ella:	Great summary DâAirrien!
01:46:23	Yessy Medina:	Reacted to "Great summary DâAirr..." with â¤ï¸
01:46:25	D'Airrien Jackson:	Reacted to "Great summary DâAirr..." with â¤ï¸
01:46:31	Jennifer Wang:	Reacted to "Great summary DâAirr..." with ð
01:46:35	Aaron Blanding:	Reacted to "Great summary DâAirrâ¦" with ð
01:46:39	Vanessa Garcia-Guardado:	Reacted to "Great summary DâAirr..." with â¤ï¸
01:46:41	Aaron Blanding:	Reacted to "Great summary DâAirrâ¦" with â¤ï¸
01:46:50	Gabriela Mottesi:	Reacted to "Great summary DâAirr..." with â¤ï¸
01:47:12	Aaron Blanding:	thanxLori!
01:51:16	Takoa Raney:	YAY Maria!!!!!!
01:52:37	Jessica Carothers:	Thank you Apurva!
01:53:02	Apurva Wikstrom, PSESD:	Reacted to "Thank you Apurva!" with â¤ï¸
01:54:55	Lindsey Yoshimoto:	I took notes but my dog is barking: 
Misconception 1: Changes to Practice: 
-Â Â Â Â Â Â  Provide time/space for teachers to discuss strategies to help support specific students.
-Â Â Â Â Â Â  Early identification process should start early.
Information should be passed from one grade to another.
01:56:18	Dianne Leo:	Yes, but would love if more people attended.
01:56:21	Monique Auxila:	no
01:56:24	Gina (Coordinator at Middleton WI):	At district level, some for very specific roles
01:56:26	Stephanie Diaz:	Yes, but it can be better...
01:56:27	Kitty Wade:	yes
01:56:29	Kimberly Pistor:	It varies from year to year
01:56:36	Team from Middleton Cross Plains, WI:	some
01:56:38	Elizabeth Metts (she/her):	it's happening a little bit in grade-level spaces and is often 5-10 minutes vs. whole school
01:56:40	Vandana Manwani:	Yesâ¦.but it continues to be a challenge
01:56:58	Vanessa Lopez (she|her|hers|ella):	yes, though there is variance in implementation
01:57:01	Adrian Trayer:	Some, but I feel like I am the biggest advocate for it
01:57:19	Tim Hanley:	Our school shares a lot of the data and some strategies at whole school PDs
01:57:21	YazmÃ­n:	Yes, but not for the entire school district
01:57:30	Lori O'Brien:	yes, both district and site. However, more please1
02:24:36	Angel De Jesus:	Reacted to "Great summary DâAirr..." with â¤ï¸
02:38:53	Cerelle Morrow | WestEd:	You can also add your reflection to the quotes in the chat as well.
02:39:14	Stephanie Diaz:	Wholly distinct experiences
02:39:38	Vandana Manwani:	Teamwork; different experiences
02:39:45	Dianne Leo:	Wholly distinct experience
02:39:46	Jennifer Wang:	I donât the have the annotate feature: wholly distinct experiences
02:39:49	Vandana Manwani:	Whole child
02:40:28	Lori O'Brien:	Crenshaw is 1991...these conversations have been discussed and known for a long time.  I
02:40:30	Vandana Manwani:	Focus on strengths and concerns
02:40:56	Lori O'Brien:	Education...great research, slow roll out :)
02:41:13	Yessy Medina:	Replying to "Crenshaw is 1991...t..."

And there is research as recent as 2021 still discussing it, too. Good point!
02:41:30	Yessy Medina:	Reacted to "Education...great re..." with ð¯
02:41:43	Vanessa Lopez (she|her|hers|ella):	Also, the individuals "interpreting" the experience of dually identified students (intersecting minoritized identities) figure largely on the outcome
02:41:52	Yessy Medina:	Handout 3 direct link: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/wKmOZ5vd6MyoWzMA
02:44:33	Cerelle Morrow | WestEd:	Learning Behavior Manifested= observations of the behavior in a classroom/school
02:44:58	Andy Dodge:	Will we have access to this padlet after our sessions, or do we need to download anything we want to keep for our own resources?
02:46:24	Gina (Coordinator at Middleton WI):	Thanks for asking that question, Andy. I wondered the same thing.
02:46:39	Elizabeth Metts (she/her):	general education teacher
02:46:44	Dianne Leo:	Teachetr
02:46:48	Cerelle Morrow | WestEd:	The Padlet will be available for an unlimited amount of time.
02:46:48	Tim Hanley:	Reacted to "general education te..." with ð
02:46:50	Dianne Leo:	Teacher
02:46:53	Vanessa Lopez (she|her|hers|ella):	Sometimes parents
02:46:55	Yessy Medina:	Replying to "Thanks for asking th..."

The pallet will be up for you all to access, but I would suggest downloading anything you find useful, just in case ð
02:46:58	Stephanie Diaz:	Reacted to "The Padlet will be a..." with â¤ï¸
02:47:00	Lori O'Brien:	gen ed or intervention
02:47:06	Andy Dodge:	Replying to "Thanks for asking th..."

Thanks!
02:47:20	Vandana Manwani:	Meeting with parents
02:47:21	Cerelle Morrow | WestEd:	Replying to "Will we have access ..."

On the last day we will show you how to remake it so you own it.
02:47:30	Lori O'Brien:	definitely parents for multiple reasons
02:47:38	YazmÃ­n:	The team who works with the student
02:47:56	Jennifer Wang:	Para-educators as well
02:47:56	Vandana Manwani:	Conducting a language history form- filled by EAL teacher & parents
02:47:58	Yessy Medina:	Replying to "Thanks for asking th..."

There is also a âremakeâ feature on padlet, where you can make a copy of the padlet, if you have an account.
02:47:59	Elizabeth Metts (she/her):	MLL specialist / teacher progress reporting
02:48:10	Yessy Medina:	Reacted to "The Padlet will be a..." with â¤ï¸
02:48:13	Lori O'Brien:	appreciate the reminder of the "silent period" in L2 acquisition
02:48:24	Anastasiya Titarenko (she/her):	Parents/caretakers
02:48:27	Josephine Vieira:	Special education teacher, SLP
02:48:30	Elizabeth Metts (she/her):	learning specialist
02:48:44	Vandana Manwani:	ILS
02:48:59	Lori O'Brien:	ed specialists/reading specialist/MTSS specialist
02:49:18	Vanessa Lopez (she|her|hers|ella):	I appreciate that it prompts investigation and collaboration
02:50:24	Lori O'Brien:	it is so important, as an Ed Specialist, my first lens is most often from that perspective. I need collaboration to help balance that
02:51:39	Lori O'Brien:	data is good, but we need to interpret through appropriate comparisons.
02:51:58	Maria Elena Garcia-Peterman:	Can you use other assessments like ACCESS and the growth expectations?
02:52:43	Lori O'Brien:	It takes time to dive into all the ways to tease out these considerations.
02:52:46	Josephine Vieira:	Students come to us at all different levels at different ages. Students learn differently and come from different environments even if they have similar backgrounds.
02:52:55	Lori O'Brien:	often we are time is the enemy
02:52:56	Elizabeth Metts (she/her):	and to find the exact right combo of proficiency and contexts
02:53:14	Lindsey Yoshimoto:	Each individual has multiple components to their individual identityâ¦unique experiences that shape who they are
02:53:23	Lori O'Brien:	Reacted to "Each individual has ..." with ð
02:54:47	Josephine Vieira:	Is the NWEA similar to the ELPAC?
02:54:52	Lori O'Brien:	great point. Cerelle
02:55:26	Yessy Medina:	Also known as MAP (measures of academic progress)
02:57:08	Lori O'Brien:	turning in assignments
02:57:20	Lori O'Brien:	a lot
02:57:22	Lori O'Brien:	typically
03:03:01	Gina (Coordinator at Middleton WI):	can I go to room 5?
03:03:10	Josephine Vieira:	I was in breakout room 1
03:03:23	Lesley Paramo, ISBE:	i can get added to 5
03:03:24	Josephine Vieira:	Can you please add me to that group?
03:03:25	ivan gomez:	i was in 3
03:03:25	Lindsey Yoshimoto:	I was in Group 8 originally
03:03:28	Melissa Diaz:	I was in 6
03:04:50	Lori O'Brien:	what are we looking at
03:05:08	Yessy Medina:	https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/4b3zaM1MpPYga2j7
03:18:19	Gina (Coordinator at Middleton WI):	Collaboration in this kind of system can be easy or hard depending on beliefs, strengths, knowledge.
03:18:26	Elizabeth Metts (she/her):	we weren't familiar with the PLUSS framework
03:18:29	Vandana Manwani:	Pluss Framework??
03:18:38	Jacquelyn (Jackie) Durfey, PSESD (she/her):	Reacted to "Pluss Framework??" with â¤ï¸
03:18:40	Stephanie Diaz:	I learned about PLUSS from my colleagues in the room
03:18:42	Elizabeth Metts (she/her):	we were unpacking "high-leverage practices" vs. "evidence-based practices"
03:18:47	Lori O'Brien:	PLUSS new to me
03:19:00	Dianne Leo:	Pluss is new
03:19:00	Lori O'Brien:	HLPs new to me
03:19:02	YazmÃ­n:	Iâm not familiar about UDL and PLUSS
03:19:14	Adrian Trayer:	Why are the students on devices? Is that connected to one of the frameworks?
03:19:27	Lindsey Yoshimoto:	The importance of collaboration!  So many Benefits of key stakeholders from the school site working together (and later sharing the information with the site at large)
03:19:37	Anastasiya Titarenko (she/her):	Intensity/frequency of interventions and best practices in scheduling to support effective interventions
03:20:09	Lori O'Brien:	some students need tablets to communicate
03:20:36	Jacquelyn (Jackie) Durfey, PSESD (she/her):	Reacted to "The importance of co..." with â¤ï¸
03:20:42	C: Felix:	My wonder is around the PLUSS Framework and the way that we teach vocabulary
03:22:13	Adrian Trayer:	What's good for some is good for all!
03:22:14	Elizabeth Metts (she/her):	something for everyone! in terms of engagement, representation
03:22:17	Lori O'Brien:	love adding the third slide....gives students the agency
03:22:18	Jacquelyn (Jackie) Durfey, PSESD (she/her):	The barrier is not within the student.
03:22:23	Eileen Osieja (NJDOE-LRE Facilitator):	I love that justice is removing barriers for everyone.
03:22:23	Maria Elena Garcia-Peterman:	Taking barriers makes the most impact on all.
03:22:24	Dianne Leo:	Everyone learns differently and this is something for all
03:22:26	D'Airrien Jackson:	It needs to take things into consideration beforehand
03:22:26	Andy Dodge:	Everyone should get what they need to succeed
03:22:31	Monik Vega, PCY (She/Her):	I love this graphic. Have seen the equality/equity piece, but adding the justice piece makes so much sense
03:22:31	C: Felix:	Responsive to the particular needs of students
03:22:37	Stephanie Diaz:	meeting the students were they are to be successful
03:22:38	Yessy Medina:	Reacted to "What's good for some..." with â¤ï¸
03:22:54	Lindsey Yoshimoto:	Giving access can lead to success
03:23:15	Kimberly Pistor:	Love the image
03:23:15	Aaron Blanding:	that thoughtful environmental preparation is a powerful accommodation
03:23:24	Yessy Medina:	Reacted to "that thoughtful envi..." with â¤ï¸
03:23:24	Jacquelyn (Jackie) Durfey, PSESD (she/her):	Reacted to "that thoughtful envi..." with â¤ï¸
03:23:29	Silvia DeRuvo, WestEd:	Reacted to "that thoughtful envi..." with ð
03:23:31	D'Airrien Jackson:	Reacted to "that thoughtful envi..." with â¤ï¸
03:23:39	Vanessa Garcia-Guardado:	Getting to know our students so accommodations/supports will benefit them
03:28:20	Gina (Coordinator at Middleton WI):	Cycling back around to re-drafting really - not initial - never getting to "full implementation".
03:31:28	Angel De Jesus:	Whole Child Approach to education
03:31:37	Monik Vega, PCY (She/Her):	Connection before correction
03:31:41	Elizabeth Metts (she/her):	holistic asset-based approach
03:31:52	Vanessa Lopez (she|her|hers|ella):	Considering extrinsic factors, language, culture, and learning environments is imperative
03:32:07	Amanda Sandberg | San Juan Unified:	The relevance and significance of a student and familyâs lived experience
03:32:12	Lori O'Brien:	yes...I often see the "squeaky wheel" moving quickly up the tiers.
03:32:18	Lindsey Yoshimoto:	Focusing on studentsâ assets â brings up the reminder that we have to focus on strengths of our students. 
There is not a âone size fits allâ approach to supporting students
03:32:57	Kimberly Pistor:	Thank you for a great session.
03:33:09	Takoa Raney:	Going back to something Gutierrez said so well earlier; these same conversations continue, even 20+ years later
03:33:40	Vandana Manwani:	proactive, not reactive; data based
03:34:12	Lori O'Brien:	cultural, language, mental health, personality (introverts), etc. ...the quote speaks to these and more as well
03:35:34	Lori O'Brien:	add trauma to this, more so now than ever for many of our ELs
03:36:14	Cerelle Morrow | WestEd:	https://www.projectlee.org/
03:39:27	C: Felix:	How does pre-teaching vocabulary and teaching vocabulary in context interact within this framework? In the QTEL Framework, we learn about teaching vocabulary in context and wanted to see how this might connect to the PLUSS Framework.
03:39:54	C: Felix:	Ok, will put it there!
03:40:21	Lori O'Brien:	academic vs curriculum vocab.
03:43:28	D'Airrien Jackson:	All of them
03:43:29	Gina (Coordinator at Middleton WI):	All of them.
03:43:30	Josephine Vieira:	All of them
03:43:33	Elizabeth Metts (she/her):	all
03:43:34	Dianne Leo:	All would be great
03:43:58	Lori O'Brien:	yep...and other learners who are neither but need them
03:44:17	Yessy Medina:	You can find this overview of the framework on page 84 of the HLP resource: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs/wish/4b3zaM1MpXpga2j7
03:45:37	Lori O'Brien:	for newcomers to have immediate access to curriculum, peers, creating, learning...so much better than watching them just sit quietly, or find other ways to engage, perhaps not so helpful to classroom management.
03:46:00	Yessy Medina:	Post to the parking lot on the far right of the pallet: https://padlet.com/sderuvo1/enhancing-instruction-for-multilingual-learners-with-disabil-t9847nxofbavpvfs
03:57:56	Cerelle Morrow | WestEd:	Please post any questions you have on the Padlet wall.
03:59:53	Stephanie Diaz:	Great First day! It has been reinforced with data, research, and best practices.
03:59:59	Takoa Raney:	Re-affirming
04:00:07	Elizabeth Metts (she/her):	I'm thinking about whether it's actually an umbrella/hierarchy but rather a different shape/structure that shows how these systems + protocols interconnect/overlap
04:00:13	Gina (Coordinator at Middleton WI):	It can feel so overwhelming with all options - but bringing it down to highly widely applicable strategies that work for ALL makes it seem more possible.
04:00:14	Jacquelyn (Jackie) Durfey, PSESD (she/her):	Collaboration
Collaboration
Collaboration
04:00:15	Amanda Sandberg | San Juan Unified:	I really appreciated the consistent breakouts to process and dialogue.
04:00:18	Maria Elena Garcia-Peterman:	Collaboration
04:00:22	Stephanie Diaz:	Reacted to "Collaboration
Collab..." with â¤ï¸
04:00:24	D'Airrien Jackson:	Reacted to "Collaboration
Collab..." with â¤ï¸
04:00:29	Jennifer Wang:	Reacted to "It can feel so overw..." with ð
04:00:31	Vanessa Lopez (she|her|hers|ella):	Actively reflecting and fighting confirmation bias, though it has been re-affirming
04:00:34	Eileen Osieja (NJDOE-LRE Facilitator):	Conversation and collaboration is a non-negotiable.
04:00:35	Lindsey Yoshimoto:	Iâm wondering how can inclusive practices be more intentional rather than something that is checked off a list.
04:00:35	Andy Dodge:	I received strategies for identifying when a ML student is struggling, to help identify if it is a difficulty with language or with disability
04:00:36	Lori O'Brien:	The convergence of MTSS, SPED and EL is here!
04:00:40	Aaron Blanding:	Today has broadened my understanding of how inclusive pedagogy can be used
04:00:43	D'Airrien Jackson:	Reacted to "I really appreciated..." with â¤ï¸
04:00:53	Karina Vanderbilt, PSESD, she/her/ella:	I appreciated the overview today and the way that UDL, HLP, MTSS, PLUSS were presented as connected
04:00:56	Angel De Jesus:	How many frameworks are there?lol, How do you decide on the correct one for your school community?
04:00:56	Nicole Tribuzio:	I'm grateful for all the resources and information we received today
04:00:57	Anastasiya Titarenko (she/her):	Embrace the nuance and view every child holistically
04:01:00	Josephine Vieira:	Todayâs session really deepened my want to gain as much knowledge as I can to take back to my school site and also makes me more curious of how I can better collaborate with staff to ensure more equitable outcomes for our dually identified students across all classes. Not letting students slip through the cracks at the high school level.
04:01:12	Nicole Tribuzio:	Reacted to Todayâs session real... with "â¤ï¸"
04:01:13	Takoa Raney:	Also great to hear from Ca to Ill to Wisconsin, etc we all have a shared vision that our kids ARE AMAZING
04:01:20	Nicole Tribuzio:	Reacted to Also great to hear f... with "â¤ï¸"
04:01:24	Cerelle Morrow | WestEd:	Reacted to "Also great to hear f..." with â¤ï¸
04:01:25	Jennifer Wang:	Feeling that all students can benefit, not just SPED kiddos
04:01:32	Lori O'Brien:	Reacted to "Also great to hear f..." with â¤ï¸
04:01:33	D'Airrien Jackson:	Reacted to "Feeling that all stu..." with â¤ï¸
04:01:36	Nicole Tribuzio:	Reacted to Feeling that all stu... with "â¤ï¸"
04:01:39	Tim Hanley:	Reinforced. Multilingual learners are distinguished from special education students by determining whether their academic challenges stem from language acquisition rather than a learning disability.
04:01:59	Lori O'Brien:	Reacted to "Reinforced. Multilin..." with ð
04:02:22	Nicole Tribuzio:	Reacted to Reinforced. Multilin... with "â¤ï¸"
04:02:31	Yessy Medina:	Replying to "I'm thinking about w..."

I think the umbrella was meant to show that itâs not a hierarchy, but more so UDL and MTSS being a protective shelter that allows us to implement the evidence based practices/frameworks. Thanks for this feedback. It helps in how we reframe! ð
04:02:35	S. Gutierrez:	Regardless of time and all that is out there, many search-based school districts still struggle to accept and implement
04:02:35	Jennifer Wang:	Will we be in the same breakout rooms tomorrow?
04:02:35	Elizabeth Metts (she/her):	thank you!
04:02:39	Tim Hanley:	Thanks!!
04:02:40	Andy Dodge:	Thank you!
04:02:43	Stephanie Diaz:	Thank you! ð
04:02:48	Aaron Blanding:	thanx. see you tomorrow!
04:02:49	Lindsey Yoshimoto:	Thank you !
04:02:49	Josephine Vieira:	Thank you!
04:02:55	Maria Elena Garcia-Peterman:	Thank you!!!!
04:02:57	Lori O'Brien:	thank you!
04:03:04	D'Airrien Jackson:	Thank you!
04:03:09	Vanessa Garcia-Guardado:	Thank you!
04:03:09	Karina Vanderbilt, PSESD, she/her/ella:	Thank you!
04:03:20	Jennifer Wang:	Thank you!
04:03:22	Yessy Medina:	Reacted to "Also great to hear f..." with â¤ï¸
04:04:00	Jennifer Wang:	I wish we could save the chat! So many great ideas!

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Common Myths about Dual Language Learners 

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Common Myths about Dual Language Learners 

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OSEP Fast Facts: Students with Disabilities Who are English Learners 

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OSEP Fast Facts: Students with Disabilities Who are English Learners 

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Individuals with Disabilities Education Act

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OSEP Fast Facts: Students with Disabilities Who Are English Learners Served Under IDEA Part B

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These OSEP Fast Facts look at students with disabilities who are English learners served under IDEA Part B.

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Based on one of Cruz's goals, how would you use evidence-based practices (HLP, PLUSS) with an inclusive approach to support her ML and special education needs? 

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Based on one of Cruz's goals, how would you use evidence-based practices (HLP, PLUSS) with an inclusive approach to support her ML and special education needs? 

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Identify options for creating schedules that support co-teaching in your schools. 

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Identify options for creating schedules that support co-teaching in your schools. 

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Just hit the plus symbol and begin typing to add to the parking lot. 

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Just hit the plus symbol and begin typing to add to the parking lot. 

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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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PROJECT LEE TEACHER VIDEO SELF REFLECTION_11_29_18(1)

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Fostering Collaborative Partnerships with Families 

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Fostering Collaborative Partnerships with Families 

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

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US Department of Justice and USDOE Dear Colleague Letter (DCL 2015)

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US Department of Justice and USDOE Dear Colleague Letter (DCL 2015)

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A tool to help you meet students where they are in their language development

The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

Bilingual and English-immersion early care and education programs

Bilingual, Spanish-immersion and English-immersion K-12 language programs

Bilingual, Spanish-immersion and English-immersion K-12 content-area classrooms

Similar to the WIDA English Language Development Standards Statements, the Can Do Descriptors describe what learners can do with language across different content areas. Although the Can Do Descriptors relate to the ELD Standards Statements, they don't replace them but are used to supplement the standards statements during instruction.

Educators and early childhood practitioners can use the Can Do Descriptors to

Better understand what students at different levels of language proficiency can do with language

Expand their understanding of what the process of language development can look like

Collaborate around scaffolding that students need to engage in content-area learning and develop language at the same time

Differentiate instruction and classroom assessment for language

Interpret ACCESS for ELLs test scores

The Can Do Descriptors have not yet been updated to reflect the 2020 Edition; however, they remain available as a valuable tool for communicating with stakeholders about what students can do at each language proficiency level. WIDA is monitoring educator use to help inform the timing for updating the materials.

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A tool to help you meet students where they are in their language developmentThe Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in the following contexts:

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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.

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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.

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Massachusetts Quick Reference Guide: Co-Teaching ESL 

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Massachusetts Quick Reference Guide: Co-Teaching ESL 

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NYSED Brief 4 Seven Models of Co-Teaching

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NYSED Brief 4 Seven Models of Co-Teaching

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Brief 3- The Collaborative Instructional Cycle

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NYSED Brief Collaborative Instructional Cycle 

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NYSED Brief Collaborative Instructional Cycle 

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HO 3 Cross-Collaborative Student Support Plan

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HO 3 Cross-Collaborative Student Support Plan

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HO 4 Rubric for Assessment of Family Awareness and Engagement in DLI Programs 

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HO 4 Rubric for Assessment of Family Awareness and Engagement in DLI Programs 

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HO 2 PLC Collaboration Planning Guidelines

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HO 2 PLC Collaboration Planning Guidelines

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HO 3 Cross Collaboration Student Support Plan

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HO 3 Cross Collaboration Student Support Plan

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HO 4 Co-Teaching Lesson Planning Template

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HO 4 Co-Teaching Lesson Planning Template

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HO 4 Planned and Just In Time Scaffolding 

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HO 4 Planned and Just In Time Scaffolding 

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HO 6 Homework: Language Accessibility in the Classroom: UDL and Linguistically Diverse Learners

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HO 6 Homework: Language Accessibility in the Classroom: UDL and Linguistically Diverse Learners

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HO4 Homework: Why Working Apart Doesn't Work at All

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HO4 Homework: Why Working Apart Doesn't Work at All

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HO_4HomeworkKangas (2018) Why working apart