pride in l anguage...keynote speakers dr. pauline gibbons pride in learning, pride in teaching...

PRIDE IN LANGUAGE Learn, Ref lect , Act

CONFERENCE PROGRAMOctober 15–17, 2015 | Tropicana, Las Vegas NV

PRIDE IN LANGUAGE Learn, Ref lect , Act

CAL PROFESSIONAL DEVELOPMENT

INSTITUTES

FEATURED CAL INSTITUTE TOPICS

7 SIOP Training of Trainers: Foundations and Advanced Strategies*

7 Teaching Reading to Students Learning English*

7 Developing Academic Literacy and Language in the Content Areas

7 Fostering Spanish Language and Literacy Development

7 Newcomers in Your School: Cultural Connections and Instructional Strategies

7 Leading Dual Language Programs for Student Success: A CAL Leadership Institute

* Graduate credit options are available for selected institutes.

www.cal.org/[email protected]

Work with a proven

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language education

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onsite at your location.

Featuring research-based principles and practical tools to help language learners succeed in your classroom.

Visit our website to learn more and register for CAL Institutes.

Email our professional development specialists to discuss services tailored

to meet your needs and budget.

156460_CAL WIDA_8.5x11.indd 1 8/27/15 1:19 PM

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W I D A 2 0 1 5 N A T I O N A L C O N F E R E N C E : P R I D E I N L A N G U A G E – L E A R N , R E F L E C T , A C T

WelcomeDear Conference Participants:

Welcome to the WIDA 2015 National Conference in fabulous Las Vegas, Nevada! We are excited to be here with you and look forward to your active participation in this event.

Our theme this year is “Pride in Language – Learn, Reflect, Act.” This theme reflects WIDA’s core belief in the rich personal experiences, as well as the linguistic and cultural knowledge, that students bring to the classroom. We hope that the conference provides you with new perspectives and new connections with your peers. I encourage you to actively participate both in sessions and in meeting new friends and colleagues who share your passion to help ELLs succeed.

Here are some conference highlights:

• We chose Las Vegas for our conference because it’s a great American city, rich in diversity past and present. Nevada has a public school system with an unwavering commitment to ELLs with quality bilingual and English as a second language programs. Right here in Clark County we see a growing and committed staff of professionals serving our students, and many of them will be attending this week.

• The response to our call for proposals was amazing with nearly three proposals for every scheduled breakout session. The presentations you will see stand out for their strong ideas, breadth of topics, and range of presenter experience. Valuable information is available for all attendees from many different backgrounds.

• All keynote speakers were carefully chosen based on their commitment to English language learners and on recommendations from past attendees. The speakers are national leaders who understand the role of language and culture in educating our students. They are here with us because they share your passion for educating linguistically and culturally diverse students.

• WIDA aims to host a conference that delivers sessions and experiences that educators can apply to their own environments. We hope that you will gain insights into promising practices for working with English language learners (ELLs) school-wide, and that you take time for your own learning and reflection as a way to shape action when you return home. With the high quality of keynote speakers and workshop sessions, I believe you are in for a first-rate learning and sharing experience!

• Be sure to take your new ideas and experiences back home and share them with colleagues. Let’s show everyone that what happens in Vegas—at the WIDA National Conference—shouldn’t stay in Vegas because it’s too important for our students!

Looking forward to meeting you during the conference!

Yours truly,

Tim Boals, PhDWIDA Executive Director

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HousekeepingHere are a few tips to help keep the conference running as smoothly as possible:

• Wear your name badges at all conference functions, including meals and the evening receptions.• Please explore the WIDA National Conference app, more information about which appears later in this

program.• Free Wi-Fi is available throughout the hotel, and is amplified for a stronger signal in the Cohiba Rooms 5

& 6, where WIDA hosts its sponsors’ exhibits.• Please help us make next year’s event even better by filling out the electronic survey that will be sent to

you after the conference and surveys that you access through the app. • If you have any special needs, please visit the conference Registration Desk or find a WIDA staff member,

who will be happy to assist you.

The WIDA Conference AppThis year, WIDA encourages you to put control of the conference in the palm of your hand. Download the WIDA Conference App (https://events.crowdcompass.com/wida) to your iPhone or Android device to gain full access to the conference schedule, events, breakout sessions, and more. Plan your own conference schedule. Network with other attendees. Take notes. Rate sessions. Learn more about conference sponsors. Stay in touch with conference announcements. Make the most of your conference experience—before, during, and after the event—with the WIDA Conference App.

One-on-One with WIDAThroughout the conference, members of the WIDA leadership team will be available at the WIDA booth in the exhibit hall. Want to know more about WIDA research? Need to find out about professional learning options? Interested in assessment development plans? Curious about new initiatives or early childhood? Find the answers by stopping by the WIDA booth to see the schedule and plan your own discussion with WIDA leaders.

Wednesday, October 14, 20154:00 pm – 4:30 pm Carsten Wilmes, Director of Assessment

Thursday, October 15, 20158:00 am – 8:30 am Scott Gomer, Director of Communications & Client Services10:00 am – 10:30 am Jesse Markow, Director of State Relations & Strategic Development12:30 pm – 1:00 pm Christy Reveles, Director of Teaching & Learning2:30 pm – 3:00 pm Mariana Castro, Director of Academic Language & Literacy Initiatives

Friday, October 16, 20158:00 am – 8:30 am Erin Arango-Escalante, Director of Early Years10:00 am – 10:30 am H. Gary Cook, Director of Research12:00 pm – 12:30 pm Tim Boals, Executive Director

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The WIDA Experience CenterLooking to learn more about WIDA resources and tools? Stop by the WIDA Experience Center! While at the WIDA Experience Center you can learn about:

ACCESS for ELLs 2.0Preview test items, test format, and training materials prior to the launch of ACCESS for ELLs 2.0. WIDA and DRC staff will be available for your questions and to help you feel confident for your upcoming test window.

K-12 Professional Learning OpportunitiesScreen the brand new professional learning module focusing on the WIDA ELD Standards, and learn about WIDA’s professional learning offerings by dropping by for a mini-presentations on Thursday and Friday.

WIDA Early YearsCheck out a sneak peak of not-yet-released Early Years resources! You can browse through a draft of an upcoming publication and view eLearning modules. You will also have the opportunity to provide feedback on these materials.

Keynote SpeakersDr. Pauline Gibbons Pride in Learning, Pride in TeachingThursday, October 15, 2015, 8:45 am – 10:00 am, Trinidad Pavillion

The field of English language teaching is now well theorised and professionalised: those engaged in educating EL learners have much to take pride in. Teachers and researchers are able to draw on extensive research about second language development, an understanding of language as a functional system of meaning and a recognition of the collaborative nature of learning. In this presentation I will draw on these funds of knowledge to discuss some of the key classroom practices that support successful outcomes for EL learners.

Dr. Bryan McKinley Jones BrayboyLearning, Reflecting & Acting: Lessons Learned from Preparing Indigenous TeachersFriday, October 16, 2015, 8:45 am – 10:00 am, Trinidad Pavillion

In this talk, Professor Brayboy will offer reflections on lessons learned from preparing Indigenous teachers to work in Indigenous communities. Drawing on stories and data, he argues that learning, reflecting, and acting are concomitant ideas and that great teachers who work with culturally and linguistically empowered students understand the relationships between learning, reflecting, and acting.

Drs. Manuel and Kathy Escamilla From Entering to Reaching: The Story of Two Opposite but Compatible Sequential Bilinguals (with culture added)Saturday, October 17, 2015, 1000 m – 11:45 am, Trinidad Pavillion

This presentation will use the WiDA language descriptors to present the profiles of two sequential bilingual adults (Manuel & Kathy), their language journeys, their quests for biculturalism and lessons along the way that demonstrate the long and winding road to developing bilingualism and biculturalism.

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Special panel discussion featuring Dr. Carl A. GrantThursday, October 15 4:30 pm – 5:30 pm Trinidad PavilionRaising Anchor: Setting Sail with All Children Race, culture, and language play a major part in the education of English language learners. Many of the students and families we all serve come from environments that face serious threats from beyond the classroom. Racial tensions, poverty, cultural differences, and family expectations all play a part in shaping the educational outcomes for students working to build upon their English language capabilities. This year, a panel discussion on the issues of society, justice, and cultural contexts will be led by long time WIDA supporter and contributor Dr. Carl Grant, Hoefs-Bascom Professor of Education at the School of Education, University of Wisconsin-Madison. We invite you to come listen to this important discussion and add your own voice to the conversation.

Exhibit Hall Grand OpeningWednesday, October 14 4:00 pm – 6:00 pmCohiba 5 & 6Join WIDA for a brand new event this year as we welcome the sponsors who play a vital role in making the conference possible. The Exhibit Hall Grand Opening is a great time to visit with organizations who offer programs and services geared toward the education of English language learners. Sponsored by Data Recognition Corporation, the event will provide light refreshments.

Welcome Reception Thursday, October 15 6:00 pm – 8:00 pmHavana Room & Beach ClubThe opening reception for the conference takes place in Tropicana’s fabulous Havana Room and Beach Club in its sprawling pool venue. Surrounded by palm trees and nearly two acres of space, the Tropicana has been rated as the best pool venue in Las Vegas. Sponsored by ELLevation, the reception offers opportunities for meeting new people and relaxing near the pool while enjoying hors d’oeuvres, light refreshments, and a cash bar. Two Mariachi bands comprised of local middle and high school students will stroll, strum, and sing throughout the reception.

WIDA Promo: Buy One Language, Get One Free! Ends 11/30/15

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Take the Mystery out of FundingParent Notices and Translations!

Title I & Title III Legally Required Parent Notices

Compliance Documentation

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WIDA National Conference at-a-glanceWEDNESDAY OCTOBER 14 – PRE-CONFERENCE4:00 pm – 6:00 pm Exhibit Hall Grand Opening

THURSDAY, OCTOBER 15 - CONFERENCE DAY ONE 7:30 am – 4:00 pm Registration Open 7:45 am – 5:30 pm Exhibits Open10:00 am – 5:00 pm WIDA Experience Center Open 7:45 am – 8:45 am Morning Break 8:45 am – 10:00 am Keynote: Dr. Pauline Gibbons 10:00 am – 10:30 am Morning Break 10:30 am – 11:45 am Breakout Sessions 12:00 pm – 1:00 pm Conference Luncheon1:15 pm – 2:30 pm Breakout Sessions 2:30 pm – 3:00 pm Afternoon Break 3:00 pm – 4:15 pm Breakout Sessions 4:30 pm – 5:30 pm Panel: Dr. Carl A. Grant6:00 pm – 8:00 pm Welcome Reception

FRIDAY, OCTOBER 16 - CONFERENCE DAY TWO 7:30 am – 5:30 pm Registration Open 7:45 am – 3:00 pm Exhibits Open7:45 am – 8:30 am Early Bird Sponsor Sessions7:45 am – 8:45 am Morning Break 8:45 am – 10:00 am Keynote: Dr. Bryan Brayboy10:00 am – 5:00 pm WIDA Experience Center Open 10:00 am – 10:30 am Morning Break 10:30 am – 11:45 am Breakout Sessions 11:45 am – 12:45 pm Conference Luncheon 1:00 pm – 2:15 pm Breakout Sessions 2:15 pm – 2:45 pm Afternoon Break2:45 pm – 4:00 pm Breakout Sessions 4:15 pm – 5:30 pm Breakout Sessions

SATURDAY, OCTOBER 17 - CONFERENCE DAY THREE 7:30 am – 2:00 pm Registration Open 7:30 am – 11:15 am Morning Break 8:30 am – 9:45 am Breakout Sessions 10:00 am – 11:15 am Keynote: Drs. Manuel and Kathy Escamilla 11:15 am Conference Adjourns

SATURDAY, OCTOBER 17 - POST-CONFERENCE OFFERINGS1:00 pm – 4:00 pm Post-Conference Sessions (Onsite registration available as space allows)

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Evaluation & Evidence of Completion for ConferenceEvidence of Participation: This is to certify that the undersigned has attended the training program described below.

Directions: This form serves as evidence of completion and must be submitted to certificate-holder’s Local Professional Development Committee (LPDC) to verify attendance at the 2015 WIDA National Conference. Certificate-holders must provide the information requested in the box before submitting this form to the LPDC. Both parties must sign the form where indicated.

Title of Activity: 2015 WIDA National Conference

Description/Nature of the Event: This annual three-day conference brings together educators who work with linguistically and culturally diverse students for professional development, idea sharing, relationship building, and strategic collaboration. It includes keynote speakers, panel discussions, and concurrent breakout sessions.

Training Was Provided By: Over 200 presenters, including nationally known experts

Dates: October 15 – 17, 2015

Location: Tropicana Hotel, Las Vegas, NV

Duration: 20.25 hours 10/15 – 8.75 hours10/16 – 8.75 hours10/17 – 2.75 hours

WIDAName of Provider Signature of Provider’s Representative

Reflection Statement: Briefly describe or summarize the activity, discuss the skills or knowledge acquired, and indicate, if applicable, how the skills or knowledge will be applied in the context of your work.

Name of Participant Signature of Participant

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Thank You to ReviewersWith Gratitude - WIDA thanks its esteemed proposal reviewers for the 2015 WIDA National

Conference. These reviewers provided insightful scoring on the hundreds of proposals that were received. Their work has enabled WIDA to offer an exceptional group of presenters on an

expansive range of topics for this conference.

Jen AlecksonMaria AustinScott BeldonAlissa Blair

Tricia BlancoIndira CeylanJulia Cortada

Valera CrofootJennifer DanielsRachel Davidson

Yvonne FieldCathlin Foy

Robert FugateTarro FunchesCharlie GeierRosalie GrantLori Hanna

Carol JohnsonMaureen Keithley

Jason KempAlicia KimAmy King

Akira KondoKathi Koppa

Fernanda Kray

Rita MacDonaldLorena Mancilla

Ivanna Mann Thrower Anderson

Jesse MarkowMaya A. Martinez-Hart

Daniella MolleNancy Mullins

Allyson NewtonDavid NietoPhil Olsen

Norka M. PadillaChristy Reveles

Kristina RobertsonNatalee Rowe

Leigh SchleicherKris StewartJulie Taylor

Sonia UptonHeather Villalobos Pavia

Kerri WhippleKatie Williams

Nathan WilliamsonIlhye Yoon

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With Sincere GratitudeThe WIDA 2015 National Conference is made possible through the generous support of our sponsors and exhibitors. We gratefully acknowledge the following contributors, whose generous support has allowed WIDA to produce this conference.

Diamond & Crystal Sponsors EllevationData Recognition Corporation (DRC)

Turquoise SponsorsNevada Department of Public Instruction Clark County School District

Platinum SponsorsCenter for Applied Linguistics (CAL)Wisconsin Center for Education Products and Services (WCEPS)

Gold SponsorsMiddlebury Interactive LanguagesProject ELL

Silver SponsorsTransACTBenchmark EducationLa Cosecha 2015

Bronze SponsorsBrainPOP ESLCaslon Publishing and ConsultingCESA 6ContinentalESL LibraryLearning A-ZRenaissance LearningVelázquez Press


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EXHIBITS

KEYNOTES AND MEALS

WIDA EXPERIENCE CENTER

BREA

KOU

TS

Meeting Space for the 2015 WIDA National Conference

Access to Cohiba 4 & 8 is through the exhibit hall

Trinidad Pavillion

Montecristo

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PartagasChurchill

Cohiba

Cohiba

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Thursday October 15Concurrent Breakout Sessions

10:30 am – 11:45 amCOHIBA 1 & 2

Saving Stories: A Community Bilingual Book ProjectRenee Christman

Learn about Saving Stories! It is a project to collect and save stories from refugee community members in both their L1 and English and turn them into bilingual books that will be housed in school and community libraries. It has united a broad range of community contributors who share a common commitment to enhance native and English literacy, archive native culture, and increase public awareness of our community’s unique diversity.

STRAND Language Development

LEVEL OF FAMILIARITY Level 1: Awareness building

AUDIENCE LEVELEarly Care and EducationElementary School Middle School High School

COHIBA 3

Making Academic Language Accessible to ELs in the Content Areas Margarita Huerta; Tracy Spies; Tiberio Garza

This session will present strategies for making academic language accessible to ELs in the content areas, based on current research. Participants will be guided to analyze academic standards for planning effective lessons for ELs that touch on content and language. It will also provide attendees with an opportunity to design a content-area lesson that integrates listening, speaking, reading, and writing, and differentiates for students at various English proficiency levels.

STRAND Language Development

LEVEL OF FAMILIARITY Level 2: Deepening understanding

AUDIENCE LEVELElementary School Middle School High School

COHIBA 4

Supporting Young DLLs Part 1: WIDA Early Language Development Standards FrameworkTricia Blanco

This session will provide information about the WIDA Early Language Development Standards Framework specifically created to support the unique language needs of children ages 2.5-5.5 years who are developing more than one language. The WIDA Early Language Development Standards are used in conjunction with states’ Early Learning Standards and allow Dual Language Learners to participate in Early Care and Education settings in meaningful and relevant ways.

PRESENTED BY

STRANDLanguage Development


AUDIENCE LEVELEarly YearsEarly Care and Education

Thursday October 157:45 am – 8:45 am Coffee Cohiba 5 & 6

8:45 am – 10:00 am Keynote – Dr. Pauline Gibbons Trinidad Pavilion

10:00 am – 10:30 am Refreshments Cohiba 5 & 6


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10:30 am – 11:45 amCOHIBA 7

Data-driven Decision Making for ELs: Accuracy Improves AchievementShelley Fairbairn; Stephaney Jones-Vo

Against the backdrop of a team-based model for facilitating EL success in standards-based content classrooms, presenters will explicate key considerations for obtaining accurate information about what ELs know and can do. They will then coach session participants in how to build an argument for the use of an “EL lens” in analyzing EL-specific data. Participants will leave with clear strategies for implementing this process.

STRANDEffective Instructional Practices


AUDIENCE LEVELElementary School Middle School High School Administrative

COHIBA 8

ACCESS for ELLs 2.0 Launch Plans: Getting Ready for 2015-16!Carsten Wilmes; Dorry Kenyon; Mark Chapman; Stephanie Gibson

This session (also offered Friday 1:00 pm) will give an overview of key changes and how best to prepare for this year’s transition to ACCESS for ELLs 2.0. The presenters will outline the changes to the assessment, ordering and administration procedures, and materials such as score reports. Participants will have an opportunity to ask questions that will inform WIDA’s ongoing development of outreach materials for the full consortium.

PRESENTED BY

STRANDState/National Initiatives

LEVEL OF FAMILIARITY Level 3: Analyzing based on existing knowledge


COHIBA 9

Assigned to America: Helping Refugee Students SucceedJennifer Stum; Susan Brooks; Brenda Krick-Morales

Explore how to support your refugee students by bridging the gap between surviving everyday life in America and facing the academic expectations that overwhelm our schools. Presenters will share strategies and experiences and will welcome insights from all participants as we strive to create learning environments that are welcoming and promote both cultural competent and academic rigor.

STRANDProgram Management

LEVEL OF FAMILIARITYLevel 1: Awareness building

AUDIENCE LEVELEarly Care and EducationElementary School Middle School High School Administrative

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10:30 am – 11:45 amCOHIBA 10 & 11

Digital Toolbox: Teacher Resources for the 1:1 ClassroomAdam Howard; Stephanie Cagle

The 21st century classroom is one that includes one device per student. The applications that drive these devices are changing the way in which we deliver instruction and gather feedback. This presentation shines a light on proven applications that have shown value for students of all proficiency levels. Come collaborate with us and take home tools that will have an immediate impact on how you employ technology in the classroom.



AUDIENCE LEVELElementary School Middle School High School Higher Education Administrative

MONTECRISTO 1

Dynamic Reading Instruction: Increasing Text Comprehension and Building Language SkillsDenise Heagle; Mamie Spillane

Looking for easy-to-implement strategies to engage K-8 ELLs in working with age-appropriate narrative and informational texts while learning language? Explore an innovative approach for addressing a text’s language demands and functions with ELLs of all language proficiency levels. This approach incorporates multiple opportunities to expand students’ vocabulary and grammar knowledge and apply oral and written language skills in order to build a deeper understanding of a challenging text.



AUDIENCE LEVELElementary School Middle School

MONTECRISTO 2

Leveraging WIDA ACCESS Data and Resources to Meet AMAO TargetsLannie Simpson; Tyson Rodriguez

Do you worry about accountability targets (Annual Measurable Achievement Objectives) in regard to English language progress and proficiency? Do you worry about your students making growth? Join us to compare state criteria and targets for English language progress and proficiency, engage in data analysis to help meet the targets, and leverage WIDA resources for student growth.




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Early Explorers for Grades K–2

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Literacy & Language Intervention

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10:30 am – 11:45 amMONTECRISTO 3

Exemplar Units for ELLsMargaret Churchill; Sandra Nahmias

Learn how to use backwards planning to design CCSS & WIDA aligned units of study for K-12 ELLs. Participants will view model curriculum, analyze assessments, and utilize a framework to create engaging, rigorous thematic units.




MONTECRISTO 4

Promising Practices: Learning, Reflecting, and Acting on ESL Professional DevelopmentJan Lanier; Valerie Rutledge; Sarah Sandefur

Designing effective professional development for preservice and in-service teachers requires innovations in design, implementation, management, and evaluation. Presenters will share successes and challenges to date for Teachers HELP (Helping English Language Proficiency), which leverages accelerated coursework in a summer academy design, intensive mentoring/ coaching through school-based PLCs, and ESL modules incorporated into all university teacher preparation coursework. Participants will be encouraged to share their program designs and outcomes.



AUDIENCE LEVELEarly Care and EducationElementary School Middle School High School Higher Education Administrative

PARTAGAS 1

The Dual Language Program (90/10) in Primary GradesSantiago Paul; Valerie Wade

The speakers will discuss the gradual positive progression of the Dual Language Model within the primary grades. Participants will learn how lessons are created and implemented to achieve the best possible success for all students within the program.



AUDIENCE LEVELEarly Care and Education Elementary School

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10:30 am – 11:45 amPARTAGAS 2

Elementary Classroom Accommodations for WIDA Levels 1 and 2Michele Lee; Krista Whatley

ESL coaches in Alabama are assisting classroom teachers in combining CCRS and WIDA standards to provide classroom accommodations for instruction and assessment in elementary schools. Classroom teachers can become overwhelmed with the demands of standards-based instruction. Our professional task is helping them become confident blending the CCRS and WIDA standards for the benefit of students; providing examples of the methods and materials necessary for scaffolding language learning at beginning levels.



AUDIENCE LEVELElementary School

PARTAGAS 3

Model Performance Indicators as Language Objectives: Easy as 1-2-3!Jamie Buckmaster; Evgeniya Taylor

Learn how to utilize Model Performance Indicators, state standards and WIDA supports to create simple yet powerful language objectives that can be easily modified for students of varying proficiency levels. We will demonstrate WIDA’s 3-part model for MPIs in a hands-on way, show examples, and then guide participants through creating their own objectives. Individuals will leave with a framework for developing language objectives prime to launch a great lesson.




12:00 pm – 1:00 pm Luncheon Sponsored by Data Recognition Corporation (DRC)

Trinidad Pavilion

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1:15 pm – 2:30 pmCOHIBA 1 & 2

Promoting Strength-based Leadership Opportunities for Culturally and Linguistically Diverse ParentsKatelyn Barlet

This session will explore effective parent involvement strategies for culturally and linguistically diverse families in connection with important themes from current research. This goal will be achieved in an interactive manner fostering group interaction. This session will highlight a successful example of a program developed to highlight parents’ strengths and funds of knowledge and allow the opportunity for participants to authentically relate the information to their school/district.




COHIBA 3

Connecting with Mainstream Teachers to Increase ELL Student AchievementMichele Burke; Julie Bulthuis; Miel Lim

This session provides ELL teachers across grade levels with professional ideas, techniques, and resources they can use to lead professional development for mainstream classroom teachers in their schools or districts. Opportunities to reflect upon current program needs and explore ways to effectively promote language learning will be included. Attendees will leave with a comprehensive, ready-to-implement packet of materials easily adaptable to fit the needs of their staff.




COHIBA 4

Supporting Young DLLs Part 2: Implementing the WIDA Early Language Development Standards FrameworkTricia Blanco

This session will highlight the recently developed WIDA Early Language Development Standards Implementation Guide. Participants will discuss and explore how to implement the WIDA Early Language Development Standards Framework in their Early Care and Education settings to engage Dual Language Learners and their families in culturally and linguistically responsive ways.

PRESENTED BY



AUDIENCE LEVELEarly YearsEarly Care and Education

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1:15 pm – 2:30 pmCOHIBA 7 Incorporating Art into Daily InstructionNancy Reif; Leslie Grant PhD

Language learners face many academic and social challenges at school. Integrating arts into daily instruction is a powerful way to make content comprehensible, build background knowledge, encourage social verbal and physical development, and increase literacy skills in a creative environment. Learn classroom strategies that will encourage academic inquiry and creativity.




COHIBA 8

Introduction to the Accessibility/Accommodation Framework for ACCESS for ELLs 2.0Lynn Shafer Willner

Technology-enhanced assessment enables new conceptualizations and more flexible approaches to test development and delivery, specifically, (1) broader test item development using Universal Design for Learning and technology supports, (2) a wider range of common-sense supports for all ELLs, and (3) easier, more reliable administration of supports during testing. The presenter will introduce key concepts, crosswalk with the previous accommodation guidelines, and show training toolkit activities.

PRESENTED BY




COHIBA 9

Motivating Children of Poverty in the Middle-Class ClassroomBecky Wilson

We will identify the differences in the hidden rules of poverty, middle-class, and wealth. We will analyze the structure of today’s classroom and how it reflects middle-class values. Finally, we will discuss strategies for building relationships with and motivating students in poverty, while maintaining rigorous classroom standards and expectations.



AUDIENCE LEVELEarly Care and Education Elementary School Middle School High School Administrative

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1:15 pm – 2:30 pmCOHIBA 10 & 11

Student Empowerment through Interdisciplinary Collaboration and Digital StorytellingSean Kinnard; Jeff Elkner; John Woodhead

This session showcases interdisciplinary projects created by ELLs at a career and technical high school. Three teachers from the ESL, computer science, and TV production fields will present projects that integrate literacy, software design, and digital storytelling. Attendees will learn how we empowered students while teaching the development and use of an illustrated online dictionary for vocabulary acquisition; a digitized storybook for collaborative writing; and narrated slideshows on diverse topics.



AUDIENCE LEVELMiddle School High School

MONTECRISTO 1

Creating Classrooms that Build and Foster Academic LanguageRosie Santana; Mary Lou Slania

A language rich classroom supports the use of words in speech and in writing. Planning for structured language teaching and learning around specific content or topics, identifying the language needed for social and instructional purposes and using instructional supports to help scaffold language learning leads to creating classrooms that build and foster academic language.




MONTECRISTO 2

Best Practice in Translation and InterpretationKelly Noyes; Gina Oliphant

The U.S. Office of Civil Rights requires all schools to communicate with parents in a language that they comprehend so they may participate in their child’s education. This session will provide options for providing translation and interpretation and demonstrate how a translation consortium was formed in our county. A live demonstration of using a call-in service will be part of this presentation



AUDIENCE LEVELAdministrative

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1:15 pm – 2:30 pmMONTECRISTO 3

Intentional Learning Ecologies: Supporting Language with Technology ToolsMeagan Rothschild

Moving away from conversations that put technology tools on a dichotomy of “good” vs “bad,” participants in this session will investigate questions of “what for?” The intentional and research-based use of digital tools (including games and other forms of interactive media) as part of a broader ecology of learning experiences can provide ways for students to “show what they know” in meaningful ways, and engage with purpose-driven academic vocabulary.

PRESENTED BY



AUDIENCE LEVELEarly Care and Education Elementary School Middle School High School

MONTECRISTO 4

Collaborative Teaching to Develop Language Acquisition through ContentJaneen Kelly; Laurie Campbell; Stephanie Cobin

This session will focus on a district initiative to redesign ELL services for students. The initiative led to the development of a model of instruction that features ELL teacher and general education teachers team-teaching, as well as differentiated small group instruction targeting language development, and formative assessment.




PARTAGAS 1

Digital Portfolios: Documenting the Language Learning ExperienceAshley Coblentz; Jaclyn Moreno; Rhianon Leaver

Reframe the narrative about language learners in your school and discover new ways to showcase student strengths. Learn how students can create digital portfolios specifically tailored towards their language development. See examples of student-directed projects that transform and personalize their learning, and gain new tools for supporting students in DLI, bilingual and ESL programs to document their language learning experiences.




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1:15 pm – 2:30 pmPARTAGAS 2

Professional Development for All Educators of ELLs (Including Specialists!)Genoveffa Grieci; Sarah Ottow; Maria Grazia Enrique

Specialist teachers (Art, Music, etc.) have the unique role of serving ELLs at all levels across their schools. Yet under Massachusetts policy, this group is excluded from mandated ELL professional development. Workshop participants will learn one district’s response to this dilemma and engage in a collaborative consultancy focused on the guiding question: How can schools and/or districts enact inclusive professional development for all teachers focused on equitable outcomes for ELLs?




PARTAGAS 3

Five Best Practices for Academic Success for New ArrivalsJudith O’Loughlin; Brenda Custodio

The presenters will identify five specific ways that schools can help new arrivals adjust to their new academic situation, meet their non-academic needs, and work with the families to build a structure that supports the students outside the school environment. Participants will learn how collaboration among school personnel can create a program designed to specifically meet the needs of new arrivals and provide intensive literacy/numeracy instruction that meets both WIDA and Common Core Standards. Finally, participants will brainstorm and share how to implement the five best practices in their own settings.



AUDIENCE LEVELMiddle School High School

2:30 pm – 3:00 pm Afternoon Break in Exhibit Area Cohiba 5 & 6

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3:00 pm – 4:15 pmCOHIBA 1 & 2

Opening Pandora’s Box: Lessons in Family Advocacy and Family EngagementLorena Mancilla; Rebecca Vonderlack-Navarro

This session highlights the critical need to ensure families have equitable access to meaningful information about the standards and assessments driving curriculum and instruction in schools. The presenters will share their experiences as they engaged families in discussions on the Common Core State Standards, WIDA English Language Development Standards for K-12, and the corresponding assessments. Participants will hear about the valuable lessons learned from this work and implications for educators.

PRESENTED BY




COHIBA 3

Identifying Key Academic Support Systems for Latino English Language LearnersLara Christoun

This session unveils the results of a mixed-methods study designed to determine key support systems that highly influence educational outcomes of Latino ELLs. Results were derived from a research based, online survey of northern Illinois public educators (N=334). Attendees will learn whose involvement most directly impacts student outcomes and what key factors are most essential in determining high academic Latino ELL outcomes.



AUDIENCE LEVELElementary School Middle School Administrative

COHIBA 4

Effective Early Education for DLLs: The Secret’s in the EnvironmentKaren Nemeth; Kathleen Hayes

When early childhood educators have children in their classes who speak two, three or more languages, finding effective teaching strategies for all can seem overwhelming. In this session, you will learn that the secrets to success are in a well-equipped classroom environment. Learn about new handson, print and digital resources, and how to find and select the high quality materials that are developmentally, culturally and linguistically appropriate.



AUDIENCE LEVELEarly Care and Education

25



3:00 pm – 4:15 pmCOHIBA 7

Climbing the LADDER to Higher Achievement in WritingLori Harter; Jana Sawyer

This session will present our school’s journey to higher ACCESS scores in the area of writing as a result of LADDER. The use of baseline data, a writing action plan, and specific strategies will all be discussed. Participants will come away with how the LADDER program enhanced our ELL instruction in all classrooms school wide.




COHIBA 8

ACCESS 2.0 Speaking Scoring Module: Classroom ApplicationsJamie DeGracia; Meg Montee

The ACCESS 2.0 Speaking Test includes an updated speaking rubric and a new scoring scale. In this presentation, the audience will learn about the new scoring training, discuss ways the revised rubric can be applied to the classroom and learn to design their own formative assessment tool to assess speaking.

PRESENTED BY




COHIBA 9

Factors that Promote Success for Culturally and Linguistically Diverse LearnersJanna Heiligenstein

Participants will learn about a job-embedded approach to staff development which helps teachers develop important understandings and new strategies to meet student needs in increasingly diverse class-rooms. The presenter will share key factors from research related to how we learn and how these factors intersect with those that promote language acquisition. Participants will be able to evaluate their own classrooms, schools and districts and implement changes to immediately impact student success.



AUDIENCE LEVELEarly Care and Education Elementary School Middle School High School Higher Education Administrative

26



3:00 pm – 4:15 pmCOHIBA 10 & 11

Our Lives Our Words: Improving Student Writing with Digital PhotographyLaurah Jurca

ELLs are motivated to succeed in writing when they are able to visualize and make personal connections to topics they’re writing about. Incorporating digital photography into writing instruction can help teachers improve student writing in a way that captures the student’s mind and heart so that they become invested in the process and take pride in final products. Come explore implementation and benefits of incorporating digital photography into writing instruction.




MONTECRISTO 1

Leveled Literacy Intervention for Beginner ESOL Students Grades 3-5Lisa Weaver; John Weaver

This presentation focuses on how to support ELLs in the intermediate grades who have low level literacy skills. It will show how using a program like the Fountas and Pinnell Leveled Literacy Intervention system can be highly successful in helping ELLs become proficient readers. Additionally, it will address how using a systematic approach to literacy can promote collaboration between the classroom teacher and the ESOL teacher.




MONTECRISTO 2

Keep Calm, Carry On: Collaboration at Local State and National LevelsIlhye Yoon; Laura Hook; Audrey Lesondak

Effectively implementing local, state and national policies requires a solid understanding of practitioners’ experiences directly impacted by the myriad of rules and regulations. Two state agencies share their efforts to increase communications through site- and web-based engagement models, highlighting aspects that work locally or regionally. Participants will gain a better understanding for how such initiatives can work at a more localized level.




27




Introducing the Key Uses of Academic Language in College and Career-Readiness StandardsCynthia Lundgren; Ruslana Westerlund

This breakout session introduces participants to the Key Uses of Academic Language: Recount, Explain, Argue and Discuss. Participants will explore the language features that that accompany each Key Use through the contentarea texts. Participants will discuss how to use Key Uses to support students’ language development across academic content areas. If you have attended the pre-conference session, this session will not have new information.

PRESENTED BY




MONTECRISTO 4

Leading Language Learners and Learning in an age of InclusivityTrish Morita-Mullaney

ELL student and program inclusion is an institutional shift from separate to included to integrated. Inclusion distributes responsibility among all educators with differing preparation and ideological understanding of ELLs. This phenomenon will be explored and participants will detail ways they can make their ELL students and programs distinct within this age of inclusivity.

STRAND Program Management



PARTAGAS 1

The Academic Language Development for All Project: Engaging Student LearningSusana Ibarra Johnson; Norma Quiñones; Amy Richardson

This session provides an example of how two bilingual teachers engaged their students in the teaching and learning process by coconstructing a bilingual play. The teachers’ flexibility and responsiveness to all their language learners opened up a space for literacy and language learning through creative means — the performing arts. We will describe the generative process the teachers enacted.




28




Making Math Possible for ELLsGwendolyn Quadri; Silvia McDonald; Crystal Harris

You have the graphic organizers and the vocabulary words, but now what? In this session we will go beyond the basics and help participants create ideas for math lessons that also develop language. A team of ESL and math teachers will share how they collaborated to create lessons that engaged both ELL and native English speaking students in math and promoted development of both math and language skills.




PARTAGAS 3

Supporting Language Learners through Collaboration & Systemic PlanningAmanda Spalter; Morgan Cox; Nazanin Mohajeri-Nelson

This session will outline the planning and implementation process that the Colorado Department of Education, in partnership with WIDA, took to build distributed leadership around the continuous improvement of programs, instruction, and assessment of English language learners. Participants will explore the planning and on-going support needed at the state, district, and school level to ensure successful implementation of a process of continuous data-informed reflection.

PRESENTED BY




4:30 pm – 5:30 pm Panel with Carl A. Grant Trinidad Pavilion

6:00 pm – 8:00 pm Welcome Reception Sponsored by Ellevation Havana Room and Beach Club

DRC is proud to be a WIDA Partner

and sponsor the 2015 WIDA National Conference.

www.datarecognitioncorp.com800-826-2368

Satu

rday

10:3

0-11

:45

1:15

-2:3

03:

00-4

:15

10:3

0-11

:45

1:00

-2:1

52:

45-4

:00

4:15

-5:3

08:

30-9

:45

Savi

ng S

torie

s: A

Co

mm

unity

Bi

lingu

al B

ook

Proj

ect

Prom

otin

g St

reng

th-

base

d Le

ader

ship

O

ppor

tuni

ties

Ope

ning

Pa

ndor

a’s B

ox:

Fam

ily A

dvoc

acy

and

Enga

gem

ent

Test

imon

ios o

n Pa

rent

Lea

ders

hip

and

Hom

e-Sc

hool

Pa

rtne

rshi

ps

As W

e Bu

ild

Brid

ges:

M

ultic

ultu

ral

Fam

ilies

and

The

ir Sc

hool

s

Impa

ctin

g Ac

hiev

emen

t th

roug

h St

uden

t, Fa

mily

&

Com

mun

ity

Com

mun

ity C

afes

: En

gagi

ng F

amili

es,

Stre

ngth

enin

g Co

mm

unity

Cohiba 3

Mak

ing

Acad

emic

La

ngua

ge A

cces

sible

to

ELs

in C

onte

nt

Area

s

Conn

ectin

g w

ith

Mai

nstr

eam

Te

ache

rs t

o EL

L St

uden

t

Iden

tifyi

ng K

ey

Acad

emic

Sup

port

s fo

r Lat

ino

ELLs

Expl

orin

g Ef

fect

ive

Writ

ing

Stra

tegi

es

for D

ually

Iden

tifie

d St

uden

ts (E

L SW

D)

Putt

ing

Esse

ntia

l Ac

tions

into

Act

ion!

In

tera

ctiv

e N

oteb

ooks

and

ELL

sRe

achi

ng E

LLs

thro

ugh

Arts

In

tegr

ated

Lite

racy

Le

sson

s

Supp

ortin

g Yo

ung

DLLs

Par

t 1:

WID

A EL

DS F

ram

ewor

k

Supp

ortin

g Yo

ung

DLLs

Par

t 2:

Impl

emen

ting

WID

A EL

DS F

ram

ewor

k

Effe

ctiv

e Ea

rly

Educ

atio

n fo

r DLL

s:

The

Secr

et’s

in th

e En

viro

nmen

t

WID

A Ea

rly Y

ears

La

ngua

ge A

lbum

: St

anda

rds-

base

d Ea

rly L

angu

age

Asse

ssm

ent

Build

ing

an E

arly

Ch

ildho

od

Nat

/Sta

te

Part

ners

hip

to

Supp

ort D

LLs i

n Pr

eK

Advo

catin

g fo

r Ho

me

Lang

uage

U

se in

a

Ling

uist

ical

ly

Dive

rse

Com

mun

ity

Deve

lopi

ng

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emic

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l La

ngua

ge P

reK-

1:

Scho

ol- H

ome

Conn

ectio

ns

Cohiba 7

Data

-driv

en

Deci

sion-

mak

ing

for

ELs:

Acc

urac

y Im

prov

es

Achi

evem

ent

Inco

rpor

atin

g Ar

t in

to D

aily

In

stru

ctio

n

Clim

bing

the

LADD

ER to

hig

her

achi

evem

ent i

n W

ritin

g

Crea

ting

Colla

bora

tion

arou

nd S

tude

nt

Port

raits

Acce

ss C

ore

Cont

ent:

Mul

tisem

iotic

fo

rmat

ive

asse

ssm

ent

Acad

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Co

nver

satio

ns:

Acad

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Lan

guag

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Con

tent

Cl

assr

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s

Co-t

each

ing

2.0:

Pu

shin

g Be

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O

ne T

each

, One

Dr

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r Effe

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-tea

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#Mak

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It Ha

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fo

r Eng

lish

Lear

ners

ACCE

SS fo

r ELL

s 2.0

La

unch

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ns:

Gett

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read

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15-1

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to th

e Ac

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Acco

mm

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Fram

ewor

k fo

r AC

CESS

for E

LLs 2

.0

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SS 2

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Spea

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Cla

ssro

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icat

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e Al

tern

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ACCE

SS fo

r ELL

s Te

st

ACCE

SS fo

r ELL

s 2.0

La

unch

Pla

ns:

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ing

read

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r 20

15-1

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Pain

less

ACC

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Test

ing

and

Supp

ortin

g EN

L Pr

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ms

ACCE

SS 2

.0

Spea

king

& W

ritin

g:

Asse

ssin

g W

hat

Stud

ents

Can

Do

Und

er th

e ho

od:

How

ACC

ESS

test

ite

ms m

ade

Fam

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ngag

men

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signe

d to

Am

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a: H

elpi

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ents

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ccee

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Child

ren

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over

ty in

the

Mid

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Clas

s Cl

assr

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Fact

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Prom

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Succ

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for C

ultu

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and

Li

ngui

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Di

vers

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arne

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Inte

grat

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WID

A in

to a

Ped

agog

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Re

spon

se

It’s N

OT

All A

bout

th

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ngua

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Accu

ltura

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and

the

EL E

xper

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POW

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oves

: U

nder

stan

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How

Cu

ltura

l Co

mpe

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s EL

Mot

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ELL

Succ

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Road

map

for

Succ

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rnin

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gins

at H

ome

Digi

tal T

oolb

ox:

Teac

her R

esou

rces

fo

r the

1:1

Cl

assr

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Stud

ent

Empo

wer

men

t -

Inte

rdisc

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Digi

tal S

tory

telli

ng

Our

Liv

es, O

ur

Wor

ds: I

mpr

ovin

g St

uden

t Writ

ing

with

Dig

ital

Phot

ogra

phy

Acce

lera

ting

Mat

hem

atic

s Le

arni

ng a

nd

Lang

uage

for E

LLs

Build

ing

Brid

ges:

En

glish

Lan

guag

e De

velo

pmen

t in

Kind

erga

rten

Doin

g an

d Ta

lkin

g Sc

ienc

e an

d M

ath:

Th

e Di

scou

rse

of

Mea

ning

-mak

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ELL'

s acc

ess t

o th

e N

ext G

ener

atio

n Sc

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anda

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AM L

earn

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Acce

ssib

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r ES

L/EL

Ls

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Dyna

mic

Rea

ding

In

stru

ctio

n: te

xt

com

preh

ensio

n,

lang

uage

skill

s

Crea

ting

Clas

sroo

ms

that

Bui

ld a

nd

Fost

er A

cade

mic

La

ngua

ge

Leve

led

Lite

racy

In

terv

entio

n fo

r Be

ginn

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SOL

Stud

ents

Gra

des 3

-5

Lang

uage

, Con

tent

, Su

ppor

t Lea

rnin

g Ta

rget

s, L

angu

age

Func

tions

Nur

turin

g Ef

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ive

Sent

ence

Writ

ing

Mai

ntai

ning

Rig

or

Whi

le S

caffo

ldin

g Cl

ose

Read

ing

for

Engl

ish L

earn

ers

Plan

ning

for

Lang

uage

: A

Prac

tical

App

roac

h to

Diff

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tiate

d Le

sson

s

Leve

ragi

ng W

IDA

ACCE

SS D

ata

and

Reso

urce

s to

Mee

t AM

AO T

arge

ts

Best

Pra

ctic

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Tr

ansla

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rpre

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Keep

Cal

m, C

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llabo

ratio

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loca

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natio

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s

The

Nor

th C

arol

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Do P

hilo

soph

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mm

unic

atio

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to W

IDA

Succ

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Impa

cts o

f New

Pre

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e Re

quire

men

ts o

n th

e Bi

lingu

al

Teac

her P

ipel

ine

Impr

ovin

g O

utco

mes

for

Amer

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Indi

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Stud

ents

: Pat

hway

s Fo

rwar

d

Path

way

to

Com

preh

ensiv

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HLS

Montecristo 3

Exem

plar

Uni

ts fo

r EL

LsIn

tent

iona

l Lea

rnin

g Ec

olog

ies:

Su

ppor

ting

Lang

uage

w

Tech

nolo

gy T

ools

Intr

oduc

ing

the

Key

Use

s of A

cade

mic

La

ngua

ge in

CCR

S

Build

ing

your

Ac

adem

ic L

angu

age

Deve

lopm

ent

Tool

kit

Enga

ging

ELs

in

Acad

emic

Co

nver

satio

ns

Mod

ified

Gui

ded

Read

ing

for E

L St

uden

ts

Tips

& T

ools

of

Diffe

rent

iatio

n

Prom

ising

Pra

ctic

es:

Lear

ning

, Ref

lect

ing,

an

d Ac

ting

on E

SL

PD

Colla

bora

tive

Teac

hing

to

Deve

lop

Lang

uage

Ac

quisi

tion

Thro

ugh

Cont

ent

Lead

ing

Lang

uage

Le

arne

rs a

nd

Lear

ning

in a

n ag

e of

Incl

usiv

ity

Supp

ortin

g EL

L Di

rect

ors i

n Ru

ral

Scho

ol D

istric

ts

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ng E

SL D

istric

t W

ide

S.I.M

. City

: Sch

ool

Impr

ovem

ent

Mod

els t

o Ad

vanc

e EL

Ls

WID

A EL

D St

anda

rds

Fram

ewor

k Im

plem

enta

tion

in

Bost

on P

S (2

012-

15)

Dist

rict E

LD

Prog

ram

Rub

ric:

Self-

Asse

ssm

ent

The

Dual

Lan

guag

e Pr

ogra

m (9

0/10

) in

Prim

ary

Grad

es

Digi

tal P

ortf

olio

s:

Docu

men

ting

the

Lang

uage

Lea

rnin

g Ex

perie

nce

Acad

emic

Lan

guag

e De

velo

pmen

t for

All

Proj

ect

Criti

cal B

iling

ual

Lead

ersh

ip:

Lide

razg

o fo

r Em

erge

nt B

iling

ual

Latin

@

Bein

g Cr

ow-a

ctiv

e fo

r Eng

lish

Lang

uage

Lea

rnin

g

Cros

s-Li

ngui

stic

Tr

ansf

er: T

he

Span

ish-E

nglis

h Li

tera

cy C

onne

ctio

n

Peda

gogí

a co

n re

spet

o: A

sset

-Ba

sed

Appr

oach

to

SLD

Brid

ge N

avaj

o Li

tera

cy w

Din

e O

ral

Lang

uage

De

velo

pmen

t

Partagas 2

Elem

enta

ry

Clas

sroo

m

Acco

mm

odat

ions

fo

r WID

A Le

vels

1 an

d 2

Prof

essio

nal

Deve

lopm

ent f

or A

ll Ed

ucat

ors o

f ELL

s

Mak

ing

Mat

h Po

ssib

le fo

r ELL

sCo

nten

t Co

nnec

tions

in th

e EL

D Cl

assr

oom

Adva

ncin

g St

uden

t In

tera

ctio

ns -

Visu

ally

Tra

ckin

g De

ep D

iscou

rse

for

Lear

ning

Inte

grat

ing

WID

A an

d Co

mm

on C

ore:

Ef

fect

ive

Less

on

Plan

ning

Deve

lopi

ng S

cien

ce

Acad

emic

Lan

guag

e th

roug

h se

nse

mak

ing

Partagas 3

Mod

el P

erfo

rman

ce

Indi

cato

rs a

s La

ngua

ge

Obj

ectiv

es:

Ea

sy a

s 1-2

-3!

Five

Bes

t Pra

ctic

es

for A

cade

mic

Su

cces

s for

New

Ar

rival

s

Supp

ortin

g La

ngua

ge L

earn

ers

thro

ugh

Colla

bora

tion

&

Syst

emic

Pla

nnin

g

Enha

ncin

g La

ngua

ge

Dvt,

Scho

ol

Com

mun

ity -

Lang

uage

Cam

p

Socr

ates

&

Com

pany

: Cl

assr

oom

st

rate

gies

to

prom

ote

high

er

orde

r thi

nkin

g

50 S

impl

e Th

ings

Yo

u Ca

n Do

to

Teac

h EL

Ls

Tran

sfor

min

g a

Stat

ewid

e EL

Pr

ogra

m

Room

Trac

kTh

ursd

ayFr

iday

Brea

kout

Ses

sions

by

Trac

k

Family Engagement

Cohiba 1 & 2 Montecristo 4

District Program Management

Partagas 1

Bilingual / Dual Language

Instruction

Montecristo 2

Acountability / Policy

Cohiba 8

ACCESS for ELLs 2.0

Cohiba 9

Socio-cultural, Equity, Equality

Cohiba 10 & 11

STEM / Digital Tools

Cohiba 4

Early Years

32

W I D A 2 0 1 5 N A T I O N A L C O N F E R E N C E : P R I D E I N L A N G U A G E – L E A R N , R E F L E C T , A C TThank you for attending the 2015 WIDA National Conference!The WIDA Store offers WIDA’s research-based ELL resources and assessments. These materials support the development of English language learners from the Early Years through Grade 12!

Essential Actions Handbook• Provides evidence-based strategies for curriculum and lesson planning• Facilitates discussion around issues related to academic language learning• Guides school-based assessment for English language learners

WCEPS.org/WIDA

33


Friday October 16 Early Bird Sponsor Sessions

7:45 am - 8:30 am MONTECRISTO 1Engaging in Productive Conversations about CCSS Language Demands and ELLs/Bilingual Learners Presented by Caslon

MONTECRISTO 2Hit the ELL Instructional Strategies Jackpot! Presented by Ellevation

MONTECRISTO 3Meeting Compliance Requirements for English Learner Parent Communications & Engagement Presented by TransACT

MONTECRISTO 4Newcomers in Your School: Cultural Connections and Instructional Strategies Presented by Center for Applied Linguistics (CAL)

7:45 am – 8:45 am Coffee Cohiba 5 & 6

8:45 am – 10:00 am Keynote – Dr. Bryan McKinley Jones Brayboy Trinidad Pavilion

10:00 am – 10:30 am Refreshments Cohiba 5 & 6

Friday October 16 Concurrent Breakout Sessions

10:30 am – 11:45 amCOHIBA 1 & 2

Testimonios on Parent Leadership and Home-School PartnershipsLorena Mancilla; Piedad Kaye; (Parents of students at Mannheim District 83: Fabiola Corral, Leticia Chaidez, Humberto Chaidez)

This bilingual session highlights the personal narratives of three Latino parents who became active parent leaders in their school district. The session also highlights how the district supports the efforts of the Bilingual Parent Advisory Council to promote home-school partnerships. Participants will learn about the factors which motivated these parents to assume leadership roles, the challenges faced, and the valuable lessons learned. Parent narratives will be presented in Spanish.

PRESENTED BY



AUDIENCE LEVELElementary School Middle School Administrative

Thank you for attending the 2015 WIDA National Conference!The WIDA Store offers WIDA’s research-based ELL resources and assessments. These materials support the development of English language learners from the Early Years through Grade 12!

Essential Actions Handbook• Provides evidence-based strategies for curriculum and lesson planning• Facilitates discussion around issues related to academic language learning• Guides school-based assessment for English language learners

WCEPS.org/WIDA

34



10:30 am – 11:45 amCOHIBA 3

Exploring Effective Writing Strategies for Dually Identified Students (EL SWD)Eileen Lockhart, Ed.D

Participants will explore writing research specific to English Learners with disabilities. Attendees can expect to walk away from the class with a palette of choices from which to create purposeful and strategic writing instruction for the dually identified student. Use of both the WIDA Writing Rubric and MPIs/AMPIs is modeled as both a progress monitoring and formative assessment tool.




COHIBA 4

WIDA Early Years Language Album: Standards-based Early Language AssessmentErin Arango-Escalante; Laurene Christensen; Vitaliy Shyyan

This presentation will discuss the challenges related to appropriate language assessment for your dual language learners. This session will provide an overview of the WIDA suite of language assessments for young dual learners, including the results from cognitive labs that were used to refine the assessments. Discussion will focus more broadly on the importance of early identification of young dual language learners.

PRESENTED BY



AUDIENCE LEVELEarly Care and Education

COHIBA 7

Creating Collaboration around Student PortraitsJamie DeGracia; Jessica Costa

This session will build on WIDA’s first online training module “Teaching to Student Strengths.” Participants will begin the session by watching parts of the module to use the WIDA Can Do Philosophy and apply it to their students’ strengths to create a student portrait. Educators will also learn ways to collaborate to gather information to include in the portraits and learn ways to use the portraits as an ongoing classroom tool.

PRESENTED BY




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10:30 am – 11:45 amCOHIBA 8

Information Session on Alternate ACCESS for ELLsLynn Shafer Willner

Alternate ACCESS for ELLs is intended to support understanding of the English language development of students with significant cognitive disabilities (that is, students whose cognitive impairments may prevent them from attaining grade level achievement standards). This presentation will provide a test overview, clarity around participation criteria, insight in determining appropriate accommodations, and ideas for supporting administration procedures.

PRESENTED BY




COHIBA 9

Integrating WIDA into a Pedagogical ResponseAnnela Teemant; Serena Tyra

This session demonstrates how to align the WIDA framework into an effective pedagogical response for all teachers. We describe how to shelter ESL expertise within common frames of reference to increase mainstream teacher and leader buy in to best instructional practices. Instructional coaching protocols and processes within a variety of content areas are described as a means of increasing teacher effectiveness in making WIDA a part of everyday teaching practices.




COHIBA 10 & 11

Accelerating Mathematics Learning and Language for ELLsCassandra Eatmon

Learn how to use specific instructional strategies, combined with effective scaffolding, and a Can Do philosophy, to accelerate learning in elementary and secondary mathematics for linguistically diverse students with significant gaps in education or interrupted schooling. Accelerating the learning requires the mathematics be relevant and the work significantly challenging. Attendees will learn ways to immediately implement strategies in the classroom for student success.




36




Language, Content, Support Learning Targets, Language Functions, and Academic VocabularyHeather Goodrich; Karen Wattenmaker; Stephanie Hardeman

Participants will learn how to write Language, Content, Support learning targets for use in all content areas and all grade levels. Presenters will share a process for identifying and supporting the language functions kids need to achieve the learning target. Participants will learn how to identify Tier 2 and Tier 3 Common Core aligned academic vocabulary driven by the learning target.




MONTECRISTO 2

The North Carolina Can Do PhilosophyIvanna MT Anderson; Charlotte ‘Nadja’ Trez

This presentation will explore the Can Do approach the North Carolina Department of Public Instruction is taking to advance academic language development for English Learners (ELs) through professional development. NC has expanded its statewide professional development impact via technology, trainer cadre development, collaboration, and strategic partnerships. For each presentation topic, participants will be encouraged to determine ways they can implement the Can Do Philosophy in their own contexts.




MONTECRISTO 3

Building your Academic Language Development Toolkit: Strategies and SupportAnne Zdrojewski; Alicia Reid

This session will provide research based academic language development strategies that general education teachers can use in content areas with their ELLs. By working collaboratively, participants will create and contribute ideas, activities, and strategies, either handmade or found through technology. Our goal is to empower you, general education teachers, so that you can support your ELLs across the content areas within all language domains and abilities.




37




Supporting ELL Directors in Rural School DistrictsJennifer Daniels; Georgina Owen

This session explores challenges and practices of ELL directors from the combined view from the Colorado Department of Education and research conducted in eight rural school districts through the University of Northern Colorado. Tools and resources for analyzing the role of the ELL director will be shared. Participants will collaborate to suggest ideas for supporting ELL directors in rural contexts, including ideas for WIDA and for state and district leaders.

PRESENTED BY




PARTAGAS 1

Critical Bilingual Leadership: Liderazgo for Emergent Bilingual Latin@ StudentsJoseph Wiemelt

This session will present case-study research that examines equity-oriented principal and school leadership practices focused on the intersection of bilingual education, race, language, and citizenship. Attendees will receive an overview of how a school community can lead with equity and social justice in a successful dual language school for emergent bilingual Latin@ students in a Midwest school district.




PARTAGAS 2

Content Connections in the ELD ClassroomNancy Commins

This interactive session will model three ways to use content materials as a basis for language and literacy focused activities across different levels of proficiency. Participants will observe and engage in using visual images, mix and match, and Language Experience activities to demonstrate how connecting to content in language development classes can support students’ academic success.




38




Enhancing Language Development through School Community Partnership-Language CampElizabeth Pursley; Tara Kelley; Giovanna Voge

Participants will learn how community and schools can come together to address the needs of English language learners. Professional development relative to English language development can be offered to staff that provide after-school or school vacation programming. Opportunities for language learning can go beyond the school day and school calendar.




12:00 pm – 1:00 pm Luncheon Trinidad Pavilion


1:00 pm – 2:15 pmCOHIBA 1 & 2

As We Build Bridges: Connecting Multicultural Families and Their SchoolsKim Bolivar

Participants will define advocacy, review successful family engagement models, identify needed resources, and assess current engagement levels. Topics to be addressed include effective methods to help families understand school policy, procedures, and academics; helping colleagues understand multi-cultural families; and the importance of cultural capital. Participants will leave with tools to help them take the next steps in building family-school bridges.




39




Putting Essential Actions into Action!Jennifer McCann

How does implementing the Essential Actions build academic success for English Learners? In this session, participants will deepen their understanding of the individual Essential Actions and how to implement them in the classroom. Participants will leave the session with strategies that fit their own class and students.




COHIBA 4

Building an Early Childhood National and State Partnership to Better Support our young DLLs in PreKAnna Severens; Jonathan Gibson; Melinda Gomez

Participants will learn about a new national-state partnership to develop and operationalize an early language development screener that includes a dynamic partnership between WIDA, the Nevada Department of Education Title III and Office of Early Learning and Development Offices, and early childhood experts across the state.



AUDIENCE LEVELEarly Care and Education Elementary School Administrative

COHIBA 7

Access to Core Content: Multisemiotic Formative Assessment and Teaching TechniquesLaura Wright; Kathryn Drago

This session provides an overview of ONPAR computerized mathematics and science formative assessment tools for English learners and how to use them in instructional contexts to promote conceptual understanding of challenging core academic ideas. Several multisemiotic instructional techniques are demonstrated to show how conceptual understanding may be promoted for English learners in relationship to academic language learning. Participants will learn new multisemiotic techniques for promoting language and content learning.

PRESENTED BY



AUDIENCE LEVELMiddle School

40




ACCESS for ELLs 2.0 Launch Plans: Getting ready for 2015-16!Carsten Wilmes; Dorry Kenyon; Mark Chapman; Stephanie Gibson

This session (also offered Thursday 10:30 am) will give an overview of key changes a nd how best to prepare for this year’s transition to ACCESS for ELLs 2.0. The presenters will outline the changes to the assessment, ordering and administration procedures, and materials such as score reports. Participants will have an opportunity to ask questions that will inform WIDA’s ongoing development of outreach materials for the full consortium.

PRESENTED BY




COHIBA 9

It’s NOT All About the Language! Acculturation and the EL ExperienceMaria Alanis; Carrie Penning Bush

If your colleagues and/or administrators don’t seem to understand your EL students, this session is for you. Come ready to immerse yourself in some cultural and language simulations that will put you in the role of an EL. You will leave this session with three activities that you can easily replicate with adults and children to help them understand that language and culture are intertwined and inseparable.



AUDIENCE LEVELEarly Care and Education Elementary SchoolMiddle School High School Higher Education Administrative

COHIBA 10 & 11

Building Bridges: English Language Development in KindergartenLea Ann Christenson

With an increasing emphasis on science, technology, engineering, and math (STEM) at the pre-K to 12 levels, early childhood teachers and administrators may wonder how these STEM standards fit with the needs of English language learners. Early childhood teachers can support STEM in developmentally appropriate ways—in the form of the engineering design process—as well as English language development with an intentionally crafted and scaffolded block center.




41




Nurturing Effective Sentence WritingMary Lou Slania; Rosie Santana

Writers communicate their thoughts creatively and clearly because they understand the grammatical roles of words and the patterns used in building sentences. A multimodal routine that makes the parts of speech and sentence grammar accessible coupled with oral and written activities, leads to effective sentence writing. This interactive session demonstrates 1) how to introduce the parts of speech and 2) ways to reinforce and extend this knowledge in writing.

STRAND Effective Instructional Practices



MONTECRISTO 2

Communication is the Key to WIDA SuccessJan Lanier; Lori Nixon

During Tennessee’s transition to the WIDA standard and assessments, the Tennessee Department of Education (TDOE) team boosted communication for all involved with English Learners. Presenters will share their processes for successful communication among the ELPA Assessment Director, Title III Consultant and TN educators. Attendees will learn strategies for sharing WIDA standards and the assessments with others in their states and districts.



AUDIENCE LEVELEarly Care and Education Elementary School Middle School High SchoolHigher EducationAdministrative

MONTECRISTO 3

Engaging ELs in Academic ConversationsSydney Snyder

This session will provide a rationale for how academic conversations can support ELs’ oral language development and access to academic content. Session participants will have an opportunity to learn about and observe four key practices for supporting ELs’ engagement in academic conversations and discuss how they might adopt these strategies in their own classrooms.



AUDIENCE LEVELElementary SchoolMiddle School

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Taking ESL District WideAnita Crowley; Deborah Wilkes

In response to improving instruction and achievement for ELs as outlined in an NC LEA district strategic plan, the ESL department developed an inservice training program for main-stream teachers. Features included NC ESL Add-on Licensure-style modules that increase attention to ELs in the mainstream classroom while promoting the interest for ESL licensure. This session will showcase the innovative approach to developing and implementing a targeted, district-wide training course.




PARTAGAS 1

Being Crow-active for English Language LearningNatalee Rowe; Sarah Pierce

Montana is focused on increasing American Indian Student Achievement through English language learning in a pilot project in a K-8 system located on a reservation. Our focus was for students not only to increase academic language but also to support the revitalization of the Crow language. Through this pilot we have learned valuable lessons regarding our process of professional development, data collection, time constraints and best methods of support.



AUDIENCE LEVELEarly Care and Education Elementary School Middle School High School Higher Education Administrative

PARTAGAS 2

Advancing Student Interactions—Visually Tracking Deep Discourse for LearningAlicia Duncan

Increasing Interactions not only includes the amount of interactions between students but also the depth of their discussions. This session will cover how we can take students deeper into discourse in a way that is systematic and allows them to reflect their level of thinking. We will look at a framework for structuring Deep Discourse using gradual release and color coding to help students track their classroom discussions.




43




Socrates & Company: Classroom Strategies to Promote Higher Order ThinkingMarina Dewees; Signe Nelson

A shift emphasizing higher order thinking for all categories of students is reflected in Common Core standards and teacher evaluation rubrics. All students need help developing their capacity for critical thinking, but ELLs bear the double burden of processing language along with content. This session offers strategies for introducing and sustaining higher order thinking as an ongoing component of the learning process for both language skills and content area knowledge.




ProjectELL.com • 972-424-6298 • [email protected]

All we do is ELL Compliance and student achievement tracking.• Customizabe Core Platform• Designed Specifically for ELL Populations• Save time and increase compliance• Quickly identify long term ELL Students• Monitor reclassified students• Track student achievement• Reports, Forms, Plans, Surveys and more• Unlimited users at no extra cost• Online Training & Support• Cloud hosted on Microsoft's Azure Cloud

You don’t need to change your current ELL processes to use our software. We customize our platform to fit your needs. Each district has a unique software environment built from our core platform.

Your Processes + Our Platform=Your ELL Software

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2:30 pm – 3:00 pm Afternoon Break in Exhibit Area Cohiba 5 & 6


2:45 pm – 4:00 pmCOHIBA 1 & 2

Impacting Achievement & Engagement through Student Family & Community PartnershipsJennifer Melton

While interactions are key for all learning, membership in learning communities, and family-school relationships, English Learners and their families face many challenges to be participatory. We provide specific research-based techniques and strategies for scaling up the amount of quality interactions that students and families can have through intentional partnerships. We use the term spheres of influence to include these groups: teacher-student; student-student; teacher-family; family-family; teacher-school community; school community-community at large.



AUDIENCE LEVELEarly Care and Education Elementary School Middle School High School

COHIBA 3

Interactive Notebooks and English Language LearnersTanya Caron, Ph.D.

Interactive Notebooks (INs) are student-created, teacher-directed notebooks that assist ELs in becoming academic language learners. This session provides guidelines for getting started, ideas for structuring the IN for maximum learning, and tips for using the IN as an assessment tool. This session provides you with all you need to successfully implement INs, actively engage students, and improve their ability to process and retain content.




COHIBA 4

Advocating for Home Language Use in a Linguistically Diverse CommunityLauren Harrison

Districts that serve families from linguistically diverse backgrounds must work to advocate among various community stakeholders about the importance of sustained home language use for DLLs/ELLs. In this session, a WIDA Master Cadre will guide participants in considering how to proactively communicate this message in their own schools and communities through intentional conversations, professional development and distributed resources.




45




Academic Conversations: Increasing Academic Language in Content ClassroomsMarisol Evans; Julie Seefeldt

Explore how a collaborative group of mainstream and ELL staff developed a school-wide action plan to increase academic language practices in the classroom. This session highlights how one middle school, through the WIDA LADDER for Language Learners program, implemented academic conversations in mainstream content classrooms. To guide participants’ own planning and implementation of these instructional practices, presenters will share an academic language template that can be used across all grade levels.




COHIBA 8

Painless ACCESS Testing and Supporting ENL ProgramsDamon Black; Dominic Day; Nicholas Fine

This session will serve as a guide for administrators and teachers when it comes to conducting ACCESS testing in the most organized manner. Attendees will learn how to collaborate with their school staff and how to welcome the ENL program at their school and not treat it as a foreign body. Finally, attendees will also learn how to create partnerships with the families and the community to support students’ success.



AUDIENCE LEVELMiddle School High School Administrative

COHIBA 9

POWER! Moves: Understanding How Cultural Competence Affects EL MotivationCamelle Simmons; Terri Lewis

This session will highlight the significance of infusing cultural competence into teaching practices to increase EL motivation. Real-life implications will be discussed in an interactive collaborative format that will engage attendees to view their own practices with a critical lens. The dialogue produced through this presentation will generate a buzz that will, in turn, benefit the students and communities we serve.




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2:45 pm – 4:00 pmCOHIBA 10 & 11

Doing and Talking Science and Math: The Discourse of Meaning-makingRita MacDonald; Gary Cook

This presentation will share resources developed as part of an NSF grant to support ELs’ engagement in the critical meaning-making discourse of today’s STEM classrooms. Using a language in use perspective, we will present an assets-based approach grounded in the disciplinary practices of math and science, and tools for both teachers and students to support full engagement in collaborative meaning-making discourse. We will discuss teachers’ and students’ positive responses to these tools during field trials.

PRESENTED BY




MONTECRISTO 1

Maintaining Rigor While Scaffolding Close Reading for English LearnersJesus Cervantes

This session will present routines, scaffolds, and ideas that show how to fully support English Learners to access rich content knowledge. As part of this process, participants will learn to break down ELA Standards for ELs to understand deeper meaning. Close Reading will be presented as a rigorous strategy that focuses on teaching the Common Core and State standards.




MONTECRISTO 2

Impacts of New Pre-Service Requirements on the Bilingual Teacher PipelineRebecca Vonderlack-Navarro; Ngoc-Diep Nguyen; Luisiana Melendez

Administrators across the country are struggling to recruit and retain bilingual/ESL educators. Concurrently, the advent of the Race to the Top Fund established by the Obama administration has propelled an intensified focus on teacher quality and accountability across the realms of preparation and licensure. This session provides an understanding for how changes in pre-service can and will influence the future supply of linguistically competent educators.



AUDIENCE LEVELHigher Education Administrative

47




Modified Guided Reading for EL StudentsChristine Castro; Piedad Kaye

This session will provide a detailed description of how to adapt a traditional guided reading lesson for English Learners. The presenters will provide information on the research and explain (in detail) what Modified Guided Reading lessons entail. Videos showing primary and intermediate lessons will be highlighted and discussed. Participants will also receive sample lesson plans, planning tools, and materials needed to get started!




MONTECRISTO 4

S.I.M. City: Betting on School Improvement Models to Advance ELLs Academic AchievementJana Lott

This session will explore the ways school improvement implementation works to increase the academic success of ELLs. Participants will view interviews of different stakeholders who have actively participated in school improvement for schools with a high ELL population. Attendees will learn innovative ways schools respond to state monitored status specifically targeting their ELL sub-groups.




PARTAGAS 1

Cross-Linguistic Transfer: The Spanish-English Literacy ConnectionSilvia Dorta-Duque de Reyes

Cross-linguistic transfer research affirms that reading ability in English is enhanced when students whose first language is Spanish learn to apply their linguistic knowledge and literacy skills to reading in English. Learn how organize foundational skills instruction for explicit teaching of skill transference. Transfer routines and strategies that can be adapted and implemented across the various biliteracy programs models will be demonstrated.




48




Integrating WIDA and Common Core: Elements of Effective Lesson PlanningLindsey Massoud; Shereen Bhalla

This session focuses on effective lesson planning in a standards-based instructional context for English learners. Attendees will be introduced to key lesson planning characteristics and a Lesson Plan Template that guides them in creating lessons aligned with the WIDA English Language Development Standards and the Common Core State Standards. Attendees will collaborate to identify ways in which they might use some of these lesson plan characteristics in their own instruction



AUDIENCE LEVELElementary SchoolMiddle School High School

PARTAGAS 3

50 Simple Things You Can Do to Teach ELLsBethanie Boswell

Focusing on low-prep/no-prep methods, this session equips ELL educators with handy strategies and supports that can be easily incorporated into daily instructional practices and employed at a moment’s notice (or close to it!). The presenter shares successful on-the-fly techniques to instruct and assess ELLs at all levels in content and co-taught classes. Takeaways include a list of “50 Simple Things” to support ELLs that can be shared with colleagues.




4:00 pm – 4:15 pm Break

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4:15 pm – 5:30 pmCOHIBA 1 & 2

Community Cafes: Engaging Families Strengthening CommunityMaureen Manning; D. Kimberly Shaver-Hood; Jane Collins-Fondulis

Community Cafés are structured small group gatherings focusing on conversations or activities that bring parents, teachers and community members together to learn skills or discuss issues that are important to them. The goal is to directly engage ELL parents in building relationships in the school and community to promote and support healthy outcomes for families. Cafes increase community wisdom, build parent voice and facilitate action, improving lives for ELLs.



AUDIENCE LEVELEarly Care and Education Elementary School Middle School High SchoolHigher Education Administrative

COHIBA 3

Reaching English Language Learners through Arts Integrated Literacy LessonsElizabeth Clautice; Lynne Seach

The session will introduce participants to Arts Integration and Artful Thinking strategies. We will share strategies on how to build English Language Learner’s academic vocabulary using Arts Integrated lessons. Participants will leave with low prep strategies that will meet the needs of struggling learners.




COHIBA 4

Developing Academic Oral Language PreK-1: School-Home ConnectionsAlicia Duncan

This session will cover three structures of oral language development: descriptive, explanatory, and narrative structures. We will look at ways to foster each level of language development in small heterogeneous groups with low affective filters for fostering productive language. An added component will be communicating and supporting families with understanding the importance of oral language development and giving them tools for enhancing home language experiences.




50




Co-teaching 2.0: Pushing Beyond One Teach One Drift for Effective Co-teachingMelissa Scott; Kelly Underwood

EL and classroom teaching pairs in a K-12 setting relied heavily on the One Teach, One Drift model of co-teaching, or regressed to a pull out model of instruction with little attention to language. The EL coaches used a variety of tools to increase the efficacy of co-teaching pairs. These included coaching partners, providing professional development for teachers, and raising awareness of effective practices with school administration.




COHIBA 8

ACCESS 2.0 Speaking & Writing: Assessing What Students Can DoTanya Bitterman; Samantha Musser; Pakou Vang

For many states, the ACCESS for ELLs 2.0 online Speaking and Writing Tests mark a change from a face-to-face to a computer-administered test. This format allows students to demonstrate their academic language development on a series of tasks that reflect classroom language use. In this session, presenters will discuss the research and rationale behind the design of the computerized test, show sample test materials, and discuss implications for classroom teaching.

PRESENTED BY




COHIBA 9

ELL Success Advocates: Roadmap for SuccessKelly Cinnamond; Danielle Miller

As an administrator, how can you ensure that all ELL students receive the support and monitoring necessary for academic growth? In this interactive session, participants will join experts from the Clark County School District that designed and implemented the Success Advocate initiative—placing teacher leaders in schools to provide supplementary support. We will explore options for implementation and design of this pivotal role in ELL success.




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4:15 pm – 5:30 pmCOHIBA 10 & 11

ELLs Access to the Next Generation Science StandardsTeresa Medeiros; Matilde Relvas; Brianna Cardillo

The Next Generation Science Standards have been adopted by several states across the country. The goal of this session is to provide an overview of the NGSS and demonstrate ways that ELL’s can access the three dimensions (core ideas, practices and cross cutting concepts) of the NGSS. Instructional strategies to develop academic vocabulary and engage students in science and engineering practices will be highlighted.



AUDIENCE LEVELMiddle School

MONTECRISTO 1

Planning for Language a Practical Approach to Differentiated LessonsAyanna Cooper; Babatunji Ifarinu

Planning for Language includes Speaking, Writing, Reading and Listening as part of all lessons across all content areas. Included in the WIDA Essential Action Handbook, Action 13 integrates language domains to provide rich, authentic instruction. This session will show practical examples of how educators can plan for language and include student illustrations to aid in comprehension and academic language development.




MONTECRISTO 2

Improving Outcomes for American Indian Students: Pathways ForwardRosalie Grant; (Inviting: Natalee Rowe; Vincent Werito, Chuck Foster, Sarah Pierce)

This presentation will provide participants an overview of the historical challenges and present opportunities in American Indian education. A panel of experts (to be named pending approval of agency funding) in both policy and education will present a broad perspective on critical issues and success stories related to closing the American Indian educational achievement/opportunity gap. Following this, a discussion period will enable participants to address local concerns.

PRESENTED BY




52




Tips & Tools of DifferentiationMolly McMillan; Michelle Bishop

We will focus on helping all students access academic content through creation of model performance indicators (MPIs). Attendees will see an authentic example of a classroom where a strand of MPIs provides differentiated learning and rigor for all students. Sprinkled throughout this presentation will be examples of various technological tools that make differentiation easier to implement.




MONTECRISTO 4

WIDA ELD Standards Framework Implementation in Boston Public Schools (2012-2015)Paulina Mitropoulos

This session outlines the multifaceted implementation process of the WIDA ELD Standards Framework in the Boston Public Schools. This phased implementation plan aligns with district priorities and includes an advanced WIDA Blended course, as well as a customized training for district leadership. Participants will utilize this process to analyze their own district needs and customize their own phased implementation plan of the WIDA ELD Standards Framework.




PARTAGAS 1

Pedagogía con respeto: An Asset-Based Approach to Spanish Language DevelopmentMariana Castro; Lorena Mancilla

This bilingual session will engage participants in discussions about the linguistic repertoires of emergent bilinguals and how educators can expand these repertoires by infusing academic Spanish through an asset-based approach. Participants will explore the WIDA Spanish Language Development Standards for K-12 and learn how the components promote an asset-based view of students’ language development and proficiency. Participants will also discuss ways to implement these ideas in their classrooms.

PRESENTED BY




53




Developing Science Academic Language through Sense Making: A Practice-Based ApproachEmily Miller; Troy Dassler; Rita MacDonald

What is the language of science and how can I support students in developing it authentically? This presentation is interactive. We will work together to describe the language of science, and define our priorities for what to emphasize in the classroom. Next we present a practice-based approach that can be differentiated for language proficiency levels, and is teacher-tested and engages all students in discourse about making meaning in science.

PRESENTED BY




PARTAGAS 3

Transforming a Statewide EL ProgramChristina Nava; Leola Bailey; Susan Caywood

This session will highlight the Idaho State Department’s journey of transforming a statewide EL program in a geographically large and rural state. Participants will learn how the Title III division has advocated for ELs within and outside the department by establishing a Statewide Title III Consortium and requesting a proverbial “seat”s at the State Department’s leadership team.




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Saturday October 177:30 am Coffee in Wi-Fi Lounge Cohiba 5 & 6

Saturday October 17Concurrent Breakout Sessions

8:30 am – 9:45 amCOHIBA 7

#MakingItHappen for English LearnersCharlie Geier; Rachel Davidson

This dynamic session focuses on a collaborative system to meet the needs of English learners. School, local, and state level leaders will learn how to empower stakeholders, communicate effectively to build a culture of shared responsibility, deliver targeted professional development, and keep a focus on sustainability. Participants will utilize proven strategies to become better leaders, advocates, and educators focused on closing the opportunity and achievement gaps for English learners.




COHIBA 8

Under the Hood: How are ACCESS Test Items Made Anyway?Jennifer Norton; Justin Kelly; Carsten Wilmes

Ever wonder how ACCESS for ELLs test items are made? In this session, you will gain an understanding of the development and field testing processes for creating ACCESS for ELLs test items, including how teachers’ input informs the development carried out by the Center for Applied Linguistics. You will learn more about the rigorous, multi-phase process through which an item progresses before making its debut on the test.

PRESENTED BY




COHIBA 9

Pride in Learning Begins at Home Angela Lee; Ines Guenther

Build on parents’ funds of knowledge! This session will describe two successful programs designed for parents and families of English language learners: a kindergarten readiness training and an evening family literacy event. Attendees will participate in activities modeled from the events, reflect on how to implement the programs in their schools, and leave with detailed information and resources to replicate the programs in their districts.




55



8:30 am – 9:45 amCOHIBA 10 & 11

STE+AM Learning Accessible for ESL/ELL StudentsCherry Waltemath; April Williams

Science and Technology interpreted through Engineering and the Arts, all based in Mathematical elements (STE+AM) enable ESL/ELL students to access learning. Across the disciplines, students make personal connections with their surroundings through theme-oriented instruction which is realistic and activity-rich. Participants explore during hands-on lessons designed using the WIDA standards, which provide entry points to content area knowledge.




MONTECRISTO 2

A Pathway to Designing a Comprehensive Language Use Inventory (LUI) or Home Language Survey (HLS)Audrey Lesondak

Given the complexity of how language is used within families and communities, determining whether to screen a student for English Language Proficiency (ELP) is complex. Presenters will share results of their effort in creating a consistent, reliable two-tiered language survey and to gather empirical evidence about its functionality. Consistent implementation of a sound language use instrument across consortium states can foster a better understanding of who may need services.



AUDIENCE LEVELEarly Care and Education Elementary School Middle School High School Administrative

MONTECRISTO 4

District ELD Program Rubric: A Self-Assessment to Improve ELD ProgramsMorgan Cox; Georgina Owen

Many districts are in need of systemic reform to best support the needs of English learners. Researchers in Colorado studied fifteen districts, identified nine leading indicators in quality English language development (ELD) programs, and developed a self-assessment tool for districts to use in continuous improvement planning. Participants will learn to use the ELD Program Rubric to improve upon and evaluate current ELD programming and services for ELs in school districts.




56




Bridging Navajo Literacy with Dine Oral Language DevelopmentVincent Werito

This session will share and provide an opportunity to discuss some important issues in Navajo language teaching, and specific outcomes from classroom professional development focused on using Navajo literacy to promote Dine oral language development. The work was part of a larger inquiry project designed to provide statewide teacher training to address the needs of culturally and linguistically diverse students in bilingual programs (Spanish and Navajo) in New Mexico.



AUDIENCE LEVELInstructionElementary SchoolMiddle School High SchoolHigher Education Administrative

10:00 am – 11:15 am Keynote: Drs. Manuel & Kathy Escamilla Trinidad Pavilion

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Saturday, October 17 Post-Conference Sessions

1:00 pm - 4:00 pmACCESS for ELLs 2.0 Test Training at the WIDA 2015 Conference (Attendees of the post-conference institutes are not required to attend the full conference.)

WIDA is pleased to offer two post-conference trainings for ACCESS for ELLs 2.0. The ACCESS for ELLs 2.0 Training for Test Administrators (for the paper-based test) will review Grades 1-12 test procedures and includes a specific focus on using the new Speaking Scoring Scale and rules.

The ACCESS for ELLs 2.0 Training for Test Coordinators (for both the online and paper-based test) will focus on how to use the new WIDA Assessment Management System to prepare and facilitate Grades 1-12 test administration.We look forward to sharing the information you will need to administer and coordinate these tests face-to-face in the post-conference trainings.

ACCESS for ELLs 2.0 Paper-based Grades 1-12 Test Administrator Training

ACCESS for ELLs 2.0 is a standards-based summative assessment to determine academic language proficiency for English Language Learners (ELLs). Participants will work collaboratively to strengthen their understanding of test administration, key components of the assessment, and the resources available after the workshop. Particular attention will be given to the new scoring scale and test procedures for the speaking assessment, including scoring practice. This workshop has been designed for anyone who will be involved with test administration and helps prepare Test Administrators to meet certification requirements, including the Speaking Rating Quiz.

ACCESS for ELLs 2.0 for Test Coordinators (Online and Paper-based)

Based on the content that will be available virtually in the web-based modules, this training is a live and interactive demonstration of the procedures necessary to perform all related duties. This training prepares Test Coordinators to effectively perform their responsibilities in the testing process, including navigating the new WIDA Assessment Management System, setting up test sessions and student test tickets, scheduling test sessions, enrolling test administrators in the online training course, and monitoring test administrator certification. Additional training involves procedures for ordering, distributing, and returning test materials, as well as accessing the reports and disseminating test results.

Unlocking the Keys to Student Success: Uses of Academic Language

This post-conference institute is especially designed for educators who want to know the latest in the WIDA world. You will interact with new tools and resources and have opportunities to explore their application to your classroom, school, or district. Come prepared to roll up your sleeves and unlock the keys to academic success for language learners. Presented by Margo Gottlieb and Mariana Castro

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Notes

SAVE THE DATE for the 2016 WIDA National Conference

Drawing on Life’s Experiences: Designing Bright Futures

Wednesday October 12, 2016 – Saturday October 15, 2016Philadelphia Marriott Downtown120 Market St. | Philadelphia, PA

ELLevation Ad Cropmarks FINAL.indd 1 8/31/15 7:47 AM

pride in l anguage...keynote speakers dr. pauline gibbons pride in learning, pride in teaching...

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