Lake Elsinore Inclusive Practices for Multilingual Learners by

Strategies that Support Collaborative Practices

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CAST Guidelines for UDL

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UDL Walkthrough Tool

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School Team Tool: MLSWD Misconceptions Chart

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

Session 1 Note Catcher

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Article: Why Working Apart Doesn't Work At All

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

Classroom Tool to Support Collaboration: Learner Profile

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

Classroom Tool to Support Collaboration: Cross Collaboration Student Support Plan

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

Classroom Tool to Support Collaboration:

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

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

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

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

gmottes — 2025-10-14 23:02:18 UTC

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

Infographic: Translanguaging

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

Video: Transforming Inclusive Education

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

High Leverage Practice 13: Adaptations

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PLUSS Framework Overview

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PLUSS Framework Lesson Plan

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PLUSS Framework Chart

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Talk Moves for Quality Interactions

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High-Leverage Practices for Students With Disabilities

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HLP website

Just-In-Time vs. Planned Scaffolding

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High Leverage Practice 15: Scaffolding

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High Leverage Practice 16: Explicit Instruction

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Session 2 Note Catcher

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Session Slides

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WIDA: A guide to Translanguaging in the Classroom

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Teaching Resource: Supporting ELLs in Mathematics from Stanford

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PLUSS Self Reflection Tool

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