1. education
2. english as a second language

2014 WIDA National Conference
Draft Agenda as of August 31, 2014 – This is subject to change.
Thursday, October 23, 2014 @ 10:30AM-11:45AM
Question & Answer Session with Pauline Gibbons - Atlanta 1
Academic Conversation- It's not just "turn and talk" anymore! – Atlanta 2
Karie Gregory, Tsianina Tovar
Strand: Academic Language Development
This session will address a research based approach which supports the productive language of
speaking and writing for English Language Learners. Participants will be able to use the information to
support and guide their instruction in the area of academic classroom conversations and writing. This
approach provides a four-step plan to teach academic conversation to help students master language
required for the Common Core State Standards.
Making Close Reading Comprehensible and Engaging with iPads – Atlanta 3
Maggie Essig, Laura Heneghan
Strand: Effective Instructional Practices
Close reading and annotation can be engaging and comprehensible for ELLs! Attendees will learn how to
incorporate classroom websites, YouTube, QR codes, and various iPad apps to facilitate close reading
instruction. Attendees will learn how to apply the technology and strategies presented in whole group,
small group, and independent practice settings to creatively develop ELLs' listening, speaking, reading,
and writing skills.
Content Connections in the ELD Classroom - Georgia 2
Nancy Commins
Strand: Academic Language Development
This interactive session will model 3 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.
Common Core Instruction for English Language Learners - Georgia 3
Jennifer Bishop, Eileen DeGregoriis
Strand: State/National Initiatives
The Common Core State Standards ask for more rigorous instruction. What does that mean for our
English Language Learners? This presentation offers participants a summary of the expectations of the
Common Core State Standards a review of the WIDA English Language Development Standards and
Levels of Development and provides sample lesson plans to illustrate the use of both sets of standards
and the differentiation needed for English Language Learners
Redesigning PD for Teachers of ELLs: Team-Based Blended Learning - Georgia 4
Debra Cole
Strand: Effective Instructional Practices
How many times have teachers declined an opportunity for professional development because it takes
them out of their classrooms, or away from their families? Come explore a model for professional
development that blends face-to-face with online collaborative learning. Participants will leave with a new
mindset toward collaboration and a plan for implementing PD focused on improving instruction for
linguistically diverse learners to meet challenging content standards.
WIDA Newbies: Lessons Learned - Georgia 5
Ann Ertl, Leah Soderlund, Molly Hollenbeck
Strand: Program Management
Join a panel of Minnesota district ELL leaders as they share their journeys toward implementation of the
WIDA ELD Standards. Anoka-Hennepin, Edina, and Rosemount-Apple Valley-Eagan School Districts will
take participants down their district’s path toward standards implementation, highlighting successes, faux
pas, and current endeavors after four years of WIDA membership. Attendees at all stages of standards
implementation can learn from our experiences as they consider implementation in their own contexts.
Launch Plans for ACCESS for ELLs 2.0: Preparing for the Next Generation English Language
Proficiency Assessment System - Georgia 6
Carsten Wilmes, Meredith Alt, Karen Olsen
Strand: State/National Initiatives
This session will offer an update on rollout plans educators can expect as the WIDA Consortium
transitions to an online version of ACCESS for ELLs 2.0 in 2015-16. The presenters will provide
information on new resources that will be available, demo sample ACCESS for ELLs 2.0 test items, and
discuss opportunities for district participation in field test activities. Participants will have an opportunity to
ask questions that will inform WIDA’s development of outreach materials.
WIDA and Teacher Preparation: UNC Charlotte Faculty Resources Development - Georgia 7
Joan LaChance
Strand: Academic Language Development
This presentation illustrates a comprehensive program of WIDA Standards resources created especially
for faculty within the UNC Charlotte College of Education. In response to current candidate assessments
for teacher preparation and licensure, academic language development with all learners is a truly focused
keystone in higher education. This centralized platform of WIDA resources facilitates intensive support for
faculty to strategically enhance academic language development practices with candidates in TESL and
P-12 general education classrooms.
Science in Action: Fostering Academic Language with Emergent Bilingual Learners - Georgia 8
Leanne Evans, Antonieta Avila
Strand: Academic Language Development
Learning science involves being able to communicate about science and use the specialized language
specific to early scientific experiences. This session explores the development of scientific academic
language in emergent bilingual learners in dual language early childhood and elementary classrooms.
The session also examines how scientific learning environments are fostered and how scientific language
is negotiated in bilingual learning communities.
Innovative Strategies for Integrating Reading, Writing, Social Studies, and Science - Georgia 9
Jennifer Hicks, Julie Warner, Linda Nichols
Strand: Effective Instructional Practices
During this interactive session participants will use Document Based Questions to integrate Reading and
Writing with Science and Social Studies to further support ELL vocabulary development and content
knowledge. Participants will learn how to incorporate quick writes and the ‘Twelve Powerful Words to
Success’ into all content areas using technology. All information presented will support the development
of ELL’s academic language and help to build strong learning communities.
Using Visuals to Address Critical Thinking in the WIDA Standards - Georgia 10
Hortencia Piña
Strand: Effective Instructional Practices
Thinking Maps serve as a common language building a communication and comprehension bridge
between languages. These visuals are connected to eight essential thought processes that have proven
effective for helping ELL’s reach greater academic proficiency. Through the activities, theory, and student
examples participants will experience and understand how Thinking Maps are tools for teaching language
and critical thinking skills.
Take Action! Ideas for Implementing WIDA's ELD Standards Framework – Georgia 11
Margo Gottlieb, Andrea Cammilleri, Ruslana Westerlund
Strand: Academic Language Development
Choose among fifteen standards-referenced strategies to take action in your classroom in gradelevel/department teams or at your school. Take the components of language learning within WIDA’s
standards framework to create evidence-based strategies. Join us in dabbling in a new resource to share
among educators who work with ELLs: the Essential Actions Handbook.
English Learners and Gifted Programming: Identify, Plan, Serve - Georgia 13
Remy Rummel, Dr. Robin Carey, Natasha Straayer
Strand: Program Management
Culturally and linguistically diverse learners continue to be under-represented in gifted programming due
to a lack of understanding of their unique educational and socio-cultural needs. This presentation
addresses research-based frameworks for identifying gifted English Learners (ELs) outlines critical
cultural considerations and provides practical guidelines for planning and serving their culturally and
linguistically diverse learning needs. Applicable strategies for practitioners and implications for future
practice will also be addressed.
Language in Play: Introduction to the E-ELD Standards Framework – Capitol Ballroom South
Maya Martinez-Hart
Strand: Academic Language Development
This presentation provides an introduction to WIDA’s Early English Language Development (E-ELD)
Standards Framework. We will review each component of the E-ELD Standards Framework in order to
build awareness and dialogue around their importance and use in classrooms with dual language
learners. We will also examine ideas for implementation in various early care and education programs.
Thursday, October 23, 2014 @ 1:15PM - 2:30PM
Fostering Spanish Language and Literacy Development through WIDA SLD Standards – Atlanta 1
Igone Arteagoitia, Barbara Kennedy
Strand: Academic Language Development
Participants will explore how to foster the development of academic language in emergent bilinguals by
building metalinguistic awareness to promote cross-linguistic transfer. Presenters will describe the
linguistic similarities and differences between English and Spanish and demonstrate activities aligned to
the Spanish Language Development (SLD) standards that assist language learners in making these
connections. Using the SLD model performance indicators participants will draft sample thematic units
that raise metalinguistic awareness.
Great Expectations for Tennessee's English Learners - Atlanta 2
Jan Lanier
Strand: State/National Initiatives
This session will cover the implementation of the WIDA standards and underlying principles and the
implementation of RTI squared in TN. Attendees will see that divisions have collaborated to build a
strong infrastructure for the support and success of ELs. We are implementing new guidance with
necessary fidelity to achieve more success with ELs.
Family Engagement in Culturally Diverse Communities: Building (Structurally Sound) Bridges Atlanta 3
Maureen Manning
Strand: Program Management
This interactive workshop will focus on strengthening family partnerships in diverse communities by
building bridges that are structurally and programmatically sound. Successful home/school relationships
must be built to stand the test of time. Presenters will work with participants on creating a series of can-do
"action steps that will overcome obstacles and re-energize and invigorate any district's family engagement
plan.”
Co-Teaching and Collaboration for Diverse Learners – Georgia 2
Susan Maar, Michelle Metivier
Strand: Academic Language Development
In this session, participants will learn how to effectively co-teach and co-plan between the English
language acquisition and classroom teacher in order to provide elementary students with access to grade
level content. Participants will learn how to incorporate language acquisition techniques, how to include
the WIDA “CAN DO” Descriptors, and how to differentiate lessons using co-teaching models. Participants
will have the opportunity to practice co-planning a lesson with specific academic language objectives
incorporating speaking, listening, reading, and writing in order to bring this professional development back
to their individual schools.
Triad Protocols: Scaffolding oral language and interpersonal skills – Georgia 3
Maina Dewees, Signe Nelson
Strand: Academic Language Development
Reading and writing strategies tend to receive more emphasis than listening and speaking strategies in
teaching English for use in academic contexts. However Common Core recognizes the importance of
developing strong oral language skills for all students and research suggests that these skills transfer to
literacy skills. This session introduces a technique for scaffolding carefully structured learning
conversations for students in groups of three which we call “Triad Protocols.”
Collaborating and Co-teaching to Build Academic Language through Children's Engineering –
Georgia 4
Lisa Jacobsmeyer, Karen Holbrook
Strand: Effective Instructional Practices
This session will demonstrate how Children*s Engineering integrates project-based curriculum driven
STEM activities into all content areas of the elementary classroom.
Participants will experience and explore Design Briefs and Guided Portfolios that foster academic
language development, promote critical thinking, and connect language goals with literacy, math, science,
and social studies objectives. We will share collaborative and co-teaching experiences that support
implementation of differentiated Children*s Engineering challenges and promote ELLs’ academic
development.
Five Avenues for Ensuring ELLs Have Access to Core Curriculum – Georgia 5
Patricia Verbovsky, Leigh Ann Ranieri, Judith O'Loughlin
Strand: Effective Instructional Practices
This session provides avenues for meeting the needs of ELL children in a general education classroom
and how to provide them access to the core curriculum. It identifies five pathways that ELLs need to have
in place for accessing the core curriculum: Language objectives visuals processing time practice time
teacher collaboration time. Knowing ELLs' ELD levels helps educators implement strategies that provide
access for ELLs and other students.
English Language Development for Students with Significant Disabilities – Georgia 6
Laurene Christensen, Vitaliy Shyyan
Strand: Academic Language Development
This presentation will focus on English language development for students with significant cognitive
disabilities. Presenters will share information related to receptive and productive language development
and their application to English learners with significant cognitive disabilities. The socio-cultural
implications of the inclusion of this group of learners in ESL programming will also be discussed.
Scaffolding ELs from Social Language to Academic Registers in High School – Georgia 7
Nihal Khote
Strand: Academic Language Development
To teach writing teachers should first know what academic language is and then how to transition writers
from social language to academic language. After 2 years of Ph.D. research in my own ESOL classroom I
will demonstrate how to design a writing curriculum to progressively spiral emergent writers from social
and descriptive writing to the control and use of academic registers of argumentation for persuasive
writing.
Middle School Curriculum Development ‘Reading in the Content with MPIs’ – Georgia 8
Louise Sutton, Carey Cleveland, Jessica Saunders
Strand: Effective Instructional Practices
Presenters will introduce a newly developed ESOL Middle School Curriculum based upon data analysis
from Progress and Proficiency Access scores. The curriculum's focus is on Middle School ELs level 3-5.
We will share how we combined WIDA strands/MPIs and SIOP strategies to specifically develop
academic language. This session is relevant to any district looking to further develop their Middle School
curriculum for ELs.
Maximizing Student Engagement and Achievement: The MAAA Instructional Model – Georgia 9
Lilia Ruiz
Strand: Effective Instructional Practices
Participants will discover the components of the Maximize and Accelerate Academic Attainment
Instructional Model (MAAA) by learning the ‘when”, “how” and “what for” in order to effectively implement
it. Participants will also be immersed in an interactive session that will arm them with the necessary tools
to understand how to adapt and implement the MAAA Instructional Model effectively at their school.
WE can write! Proven Strategies to Develop Strong Writing Skills – Georgia 10
Virginia Valdez, Eulalia Valdez
Strand: Effective Instructional Practices
This session will focus on developing kindergarten students’ writing skills while increasing their language
proficiency. Participants will utilize the WIDA Consortium’s writing rubric for prekindergarten/kindergarten
and Model Performance Indicators to learn how to move students across language proficiencies.
Participants will also receive ideas on several instructional strategies and analyze student work samples.
Understanding the Academic Linguistic Needs of Native American English Language Learners –
Georgia 11
Rosalie Grant, David O'Connor
Strand: Effectual Instructional Practices
This session will comprise a discussion of the complex and diverse English language and literacy needs
of Native American Alaskan Native and Native Hawaiian English language learners (hereafter referred to
as Native American-ELLs). This discussion will highlight the current research on academic language and
literacy development and academic achievement for Native American-ELLs and explores the needed
research on how to support Native American-ELLs to succeed in schools.
Effective Early Education for ELLs/DLLs Starts at the Top! – Capitol Ballroom South
Karen Nemeth
Strand: Program Management
Effective educational programs for young ELLs/DLLs depend on informed leaders to make best practices
possible. This interactive session is designed to support leadership in preschool -3rd grade programs
through a self-assessment process, setting a program-wide vision and providing the latest information
needed to implement innovative, high quality supports for school readiness and academic achievement
for linguistically diverse young children.
Thursday, October 23, 2014 @ 3:45PM - 5:00PM
Strategies that Work in Building True Academic Language Proficiency – Atlanta 1
Robin Liten-Tejada, Jennifer Hamilton
Strand: Academic Language Development
Effective instruction in building academic language proficiency goes beyond merely introducing words to
students. In this workshop we will share practical, easy to implement strategies that foster proficiency
through the integration of language and content, and include targeted meaningful practice that
incorporates the four language domains of reading, writing, listening, and speaking. Participants will
experience the strategies in this interactive session and leave with ideas they can use tomorrow.
Meeting the Unique Linguistic and Academic Learning Needs of ELLs in the Era of Common Core:
North Carolina's Story – Atlanta 2
Charlotte Nadja Trez, Lindsey Fults
Strand: State/National Initiatives
This session showcases how the NCDPI is implementing two curriculum development initiatives:
‘Common Core English Language Arts Model Performance Indicators' and ‘Stanford Understanding
Language’ projects. This session will share the implementation process resources and classroom
practices to better meet the linguistic and academic needs of ELLs in the era of CCSS. WIDA’s standards
framework plays the critical role in focusing on advancing academic language development and academic
achievement for ELLs.
ELLs Really Can-Do: Empowering Students through Choice – Atlanta 3
Stephanie Cagle, Tetyana Roger, Van Meade
Strand: Effective Learning Practices
Menus aren’t just for restaurants anymore. Menus allow teachers to differentiate the learning process in
any content area based on student interest learning profile or readiness while giving students choice.
Using WIDA’s Can-Dos and Performance Definitions participants will work collaboratively to create menus
that differentiate instruction for students in speaking listening reading and writing. Come see how easy
differentiation can be for students at every level of English Language Proficiency.
Engaging Elementary English Learners in Academic Conversations – Georgia 2
Sara Hamerla
Strand: Academic Language Development
Academic conversations develop listening and speaking skills among students of all ages. This
presentation highlights how one diverse elementary school designed an academic conversation initiative
that had a great impact on student achievement. Within one academic year students improved the quality
of interpersonal interactions built on their strengths and transferred skills across disciplines (including
language arts, math, science, health, and physical education). This presentation includes powerful videos
of students engaged in academic conversations.
Science SOS: Teaching the Language of Science in Elementary Classrooms – Georgia 3
Dae Selcer, Rachel Durkee
Strand: Academic Language Development
This session covers how to strengthen academic language in science for elementary ELLs. First we will
review what current research tells us about what is and is not effective K-4 science instruction.
Participants will then learn how to build science-rich language lessons using accountable talk “bubbles”
and collaborative writing. In small groups participants will practice using language of science assessment
tools presented during the session.
If you can say it you can write it! – Georgia 4
Amy Galicia
Strand: Effective Instructional Practices
What classroom supports promote the various levels of academic language both oral and written? We
will review and observe several instructional practices that incorporate three categories of supports and
analyze how these supports promote oral and written language at the word sentence and discourse levels
of academic language. This interactive and lively session will give participants several effective
instructional practices that enhance oral and written language.
Transforming Writing Instruction: A Focus on Opinion / Argument – Georgia 5
Barbara Andrews
Strand: Effective Instructional Practices
In order for students to develop skills in opinion / argument writing they need language to describe the
characteristics of effective argumentation. Participants will be able to incorporate strategies necessary for
building proficient opinion / argument writers such as explicit modeling for students and authentic
vocabulary-building activities. Specific ways to engage students in collaborative activities will be
practiced and visual tools to support opinion / argument writing will be outlined.
Dual Not Duel: A Program Model for Dually Identified Students – Georgia 6
Lisa Nelson, Cara Cesa
Strand: Program Management
This co-teaching model was designed to support high achievement and growth for dually identified
students. The model’s impetus is accountability for literacy development in 5 areas: vocabulary
acquisition, skills application, self-assessment, interdependent presentation, and independent growth.
This session focuses on implementation of this unique model concentrating on the most operative ways
to maximize content integration instruction and improve student performance for Students with
Disabilities, English Learners and Dually Identified Students.
After the Bell: Creating ESL Programs beyond the School day – Georgia 7
Silvia Restivo
Strand: Academic Language Development
This presentation offers educators the tools necessary to build after-school and/or summer English
language enrichment programs designed to expedite SLA for improved academic success. Presenters
will provide sample structures of programs possible funding resources and best practices. The purpose of
this session is to share best practices of how to create English language programs that go above and
beyond the academic content of the school day.
Supporting Language Development among ELLs with Interactive Digital Strategies – Georgia 8
Lesley McClendon
Strand: Effective Instructional Practices
QR Codes, augmented reality “Auras”, and digital interactive learning modules can support learning
outcomes for ELLs across the domains of reading, written expression, speaking, and listening.
Participants will have “hands-on” opportunities to experience the strategies by using mobile smart devices
and laptops to explore classroom artifacts. Participants will also gain the knowledge and resources
required to implement the strategies in their own classrooms.
Common Core, ELLs, and the Changing Role of ESL Educators – Georgia 9
John Segota
Strand: State/National Initiatives
The development of the Common Core State Standards (CCSS) presents a new educational paradigm in
United States education policy. However, many questions remain about the impact upon English learners.
Moreover, ESL educators have too often not been at the table in regards to CCSS implementation. This
presentation will examine the changing role of ESL educators in this new era, and discuss how the CCSS
presents opportunities for ESL-trained specialists.
Powerful Sentences - The Building Block to Effective Written Communication – Georgia 10
Jessica Loose
Strand: Academic Language Development
Presenter will share the secret to writing a powerful sentence using instructional supports that are easily
modified and replicated across the curriculum and across grade levels. Going beyond sentence starters
and sentence frames, the presenter will demonstrate the building blocks for creating complex sentences.
These strategies can be adapted to content specific vocabulary and usage with emphasis on
understanding and using Tier II academic vocabulary.
In the Interim: Previewing WIDA's New Language Proficiency Assessments – Georgia 11
Carsten Wilmes, Dorry Kenyon, Jennifer Dodson
Strand: Academic Language Development
This interactive session highlights WIDA’s philosophy of bringing together educators and researchers to
design relevant educator-informed assessment tools. Participants will learn of the proposed design for the
new interim assessments interact with sample items and test prototypes and participate in focus groups
to offer feedback to test developers.
Effective Practices in Implementing RTI2 for English Learners – Georgia 13
Darina Walsh, Karen Kleiber
Strand: Program Management
Experience how one district uses WIDA tools and WIDA ACCESS for ELLs data to impact a multi-tiered
system of support to meet the needs of culturally and linguistically diverse students. By engaging in a
solution-seeking team simulation participants will learn a process to identify student needs and evaluate
instructional and intervention practices. Participants will be able to use this solution-seeking model to
guide work in their own schools and districts.
Collaboration in Action: Supporting DLLs in Massachusetts and Georgia – Capitol Ballroom South
Erin Arango-Escalante, Jennifer Amaya-Thompson, Deanna Hibbard
Strand: State/National Initiatives
While the number of dual language learners (DLLs) has grown in recent years, the importance of “school
readiness” for our youngest learners has taken center stage nationally. In response to the growing need
to support young DLLs’ language development, the Massachusetts Department of Early Education and
Care and the Georgia Department of Early Care and Learning have established partnerships with WIDA
to adopt and implement the WIDA Early Language Development Standards. Participants will learn about
these partnerships and plans for implementation.
Friday, October 24, 2014 @ 10:30 AM - 11:45 AM
Question & Answer Session with Luis Moll – Atlanta 1
How One District Implements the ELA CCSS ELLs – Atlanta 2
Stacey Kastner
Strand: State/National Initiatives
Participants will learn how one district began implementing the English Language Arts Common Core
State Standards across the district in conjunction with ESOL teachers. Participants will see examples of
how the units of study are being used in elementary classrooms and what ESOL teachers in the district
do to ensure their ELLs are able to access the curriculum. A variety of units and support plans will be
provided.
Developing a Family Outreach Program for Young ELLs and Families – Atlanta 3
Linda Filomeno, Karen Limoges, Sara Desjarlais
Strand: Program Management
For the past eight years the Woonsocket Education Department has utilized Title III funds to provide an
early childhood outreach program addressing the English language development of preschoolers in their
homes with active parent or caregiver engagement. Attendees will learn how our program was developed
and implemented. As part of the presentation participants will work on developing their own proposals
with technical assistance from the presenters.
Navigating the Leadership Landscape: ELL Leader in the Center – Georgia 2
Trish Morita-Mullaney
Strand: Program Management
1) Generalized leadership content inconsistently addresses the realities of being a district/school ELL
leader 2) The unique positionalities expertise and identities of ELL leaders are not always centralized and
ELL leaders create their own devices to address the needs of their ELL communities 3)This phenomenon
will be explored and participants will detail ways they can expand collaboration for the benefit of their ELL
communities and their own leadership praxis
The WIDA Resources You May Not Know About – Georgia 3
Andrea Cammilleri
Strand: Effective Instructional Practices
Join us for a look at some exciting resources that will help you apply WIDA's framework to your practice
and learn from other educators. We will interact with Focus Bulletins, Featured Educator articles, the
WIDA Lesson Plan Share Space, and catch a preview of the newest WIDA resources: online learning
modules. We will consider how these resources can be used for local capacity-building as you collaborate
with colleagues in your school.
Enriching Academic Language with 21st Century Tools – Georgia 4
Allyson Newton, Bridget Wilson, Annalee Taylor
Strand: Effective Instructional Practices
Presenters will share innovative uses of technology to enrich academic language development (ALD)
through meaningful practice and relevant instructional supports. Participants will experience using 21st
Century tools to facilitate ALD through simulations resembling classroom application and will view
video/artifacts of strategies in action. Opportunities for discussion and reflection will be provided in order
to ensure individual takeaways. Participants are encouraged to BYOD (Bring Your Own Device): laptop
tablet smartphone etc.
WIDA and Dual Language Teacher Preparation: Language Development and Pedagogy– Georgia 5
Joan LaChance
Strand: Academic Language Development
This presentation reveals highlights from a year-long, qualitative research study focused on Dual
Language teacher preparation. Presentation topics will specifically showcase teachers’ voices from the
field as they make recommendations for teacher preparation programs, specifically connected to the
unique shape of Dual Language pedagogy and academic language development in Dual Language
classrooms. Study results draw direct connections between Dual Language Teacher Preparation and the
WIDA Standards, CAN DO Philosophy, and academic language development.
Understanding English Language Learners with Disabilities – Georgia 6
Laurene Christensen, Vitaliy Shyyan
Strand: Effectual Instructional Practices
This presentation will focus on understanding the educational needs of English language learners with
disabilities. The session will feature a framework for conceptualizing the English language and disability
related needs of these students. Additionally we will explore tools that contextualize meaningful
instruction and assessment approaches for this student population.
Scaffolding Rigor in Mathematical Discourse with Thinking Map Graphic Organizers – Georgia 7
Maria Cieslak, Francine Gollmer
Strand: Academic Language Development
This hands on session will demonstrate how to structure and differentiate graphic organizers using the
Backwards Assessment Model to move limited English language speakers to an advanced level in oral
and written mathematical discourse. Participants will learn how to build specification sheets assessment
blueprints and scaffold timelines for formative and summative assessments. Discover interactive tasks by
decomposing graphic organizers using cooperative structures.
Visual Thinking Strategies for developing observation, thinking and communication – Georgia 8
Tetyana Roger, Stephanie Cagle, Van Meade
Strand: Effective Instructional Practices
Visual Thinking Strategies (VTS) is a method initiated by teacher-facilitated discussions of art images to
promote critical thinking skills that become habitual and transfer to oral and written language literacy.
Attendees will participate in the VTS session and see an application of the method as well as its results
with English learners. They will also discuss the ways in which the VTS may be used in their own
classroom settings.
ZONES Math Workshop – Georgia 9
Christi Gilbert, Olivia Alkema, Sara Dewey
Strand: Effective Instructional Practices
The ZONES math workshop is a dynamic method for teaching math. Attendees will walk away with an
understanding of each ZONES component strategies for implementing each component and resources to
use during the ZONES workshop. The resources including technology will allow the classroom teacher to
create an engaging math environment differentiate instruction and support ELLs and DLLs.
Building Language & Community through Creative Writing – Georgia 10
Cheryl Corpus
Strand: Effective Instructional Practices
Explore how to balance the needs of the learner while fostering language growth, writing skills, and 21st
Century thinking. The hands on session will provide engaging instructional strategies to foster
collaboration, complex thinking, and risk taking. Whether wanting to build short, on demand writing
opportunities or complete lessons, participants of any content will walk away with strategies to promote
student investment & meaningful interaction for sharing language and content through positive and
rigorous writing experiences.
WIDA Research: Current Topics and Future Trajectories – Georgia 11
Gary Cook, Daniella Molle
Strand: Effectual Instructional Practices
In this interactive session participants will find out more about research that WIDA is conducting related to
programming instruction and assessment for English language learners. The presenters will discuss
current research topics and solicit questions about the topics. The session will conclude with an
exploration of ways in which WIDA research can be made more accessible and relevant to diverse
stakeholders.
Leadership and Capacity Building in ELL Education for All Educators – Georgia 13
Rebecca Field
Strand: Program Management
This session shares resources and strategies that educator can use to a) survey their existing programs
and practices b) identify strengths and opportunities and c) develop action plans to improve instruction
and achievement for all students particularly ELLs/bilingual learners. We emphasize the shared
responsibility of all educators (administrators, general education teachers, literary specialists, bilingual
and ESL teachers, special education specialists, support staff) in educating ELLs/bilingual learners.
Early Language Development: Suite of Assessments – Capitol Ballroom South
Erin Arango-Escalante, Maya Martinez-Hart
Strand: Academia Language Development
WIDA is developing a suite of assessment tools to help practitioners monitor DLLs progress in language
development over time. In both design and mode of administration these assessment tools are designed
to be used within a variety of early care and education programs and can be easily incorporated into
existing routines and learning activities.
Friday, October 24, 2014 @ 1:15PM - 2:30PM
F.A.M.E. Family Achievement Makes Excellence: Building Bridges between Home and School –
Atlanta 1
Kathleen O'Hara Rosa, Michelle Jorgensen
Strand: Academic Language Development
The F.A.M.E. Program targets the entire ESOL family for academic success. Participants will be
introduced to the program through a PowerPoint presentation, video clips, interviews and
photos. Successful strategies and materials will be modeled as participants are given an opportunity to
experience the materials/activities just like our ESOL families.
A State's Dual Language Story: Ongoing Research Findings – Atlanta 2
Helga Fasciano, Charlotte Nadja Trez
Strand: State/National Initiatives
Dual Language programs have expanded to all regions of North Carolina due to increase of ELL
population and the longitudinal research that shows language immersion closing achievement gaps for
dual language learners. The first two years of published findings from Drs. Thomas and Collier will be
shared along with plans for the next several years.
Contextual Relevance and Language Studies: Nurturing a Culture of Peace – Atlanta 3
Hanaa Juma
Strand: Effective Instructional Practices
This session focuses on instructional practices that create peaceful nurturing environments for language
learners. It explores the cultural and ideological factors that challenge teachers to exemplify principles of
social justice within the classroom. Provided is a framework for effective instructional practices that allows
students to achieve success in language development and academic pursuits while gaining validation of
both their identity and self-worth as English Language Learners.
Scaffolding Academic Vocabulary Development for Newcomer and SIFE Adolescent ELLs –
Georgia 2
Jameson Bowden and Yuliya Ardasheva, (with) Tomas Tretter and Eric Bookstrom
Strand: Academic Language Development
Presenters will first survey current literature on content-area vocabulary instruction. Participants will then
view classroom video clips and experience as learners a sample vocabulary instruction lesson grounded
in Marzano and Pickering’s framework and tailored to the needs of adolescent newcomer and studentswith-interrupted-formal-education (SIFE) ELLs. To guide participants’ own planning and implementation
the presenters will share web-links with outlines of exemplar implementation lesson plans with
accompanying handout materials.
Academic Language for Achievement in the Collaborative (Push-In) Classroom – Georgia 3
Steve Cawthon
Strand: Academic Language Development
Participants in this workshop develop knowledge of academic language and how the ESL teacher and the
general education teacher work together developing student achievement. Strategies for teaching
academic language and the teacher collaboration needed for such a task will be explored.
Collaborative Learning for ELLs: Active Engagement from PreK - 5th Grade – Georgia 4
Judie Haynes, Karen Nemeth
Strand: Effective Instructional Practices
ELLs of all ages thrive on collaborative learning through Maker education projects and engaging
interactions. This interactive session will share research based activities for PreK -5th grade students and
guide you through adaptations you can make to use these methods effectively in your own program.
Learn how collaborative learning can help you meet both your content goals and your English language
proficiency goals for your students.
Creating Linguistically-Responsive Content Area Classrooms Using a WIDA Framework – Georgia
5
Andrea Word
Strand: Effective Instructional Practices
In this session we use WIDA Performance Definitions and Can-Do Descriptors to analyze and
differentiate instructional language from actual K-12 content area classrooms. By modeling the analysis
and alteration of actual instructional language the presenters guide participants in techniques to help
content area classroom teachers differentiate their language of instruction to meet the needs of English
Learners at multiple proficiency levels.
WIDA ELD Standards Implementation in Boston Public Schools – Georgia 6
Paulina Mitropoulos, Daphne Germain, Amy King
Strand: Program Management
This session will outline the development and implementation process that Boston Public Schools in
partnership with WIDA took to create a district-specific blended training course titled WIDA
ELD Standards in Action: Language Objectives and Differentiation. Participants will be able to utilize this
process to analyze their own district needs and customize their own professional development training for
the WIDA ELD Standards.
A Simple Method for Sentence and Discourse Development – Georgia 7
Scott Williams
Strand: Academic Language Development
This presentation demonstrates a method for teaching students to quickly plan, rehearse, and write
cohesive paragraphs with complex sentences using a pair of scaffolding tools. Participants will
experience the step-by-step instructional plan that teaches students to formulate ideas through
conversation, then organize and link those ideas using a set of blocks. As one participant put it, this
presentation “made a complex topic concrete, tangible, and easy to implement!”
Bring Language to Life with All Five Senses – Georgia 8
Rebecca Dechert
Strand: Effective Instructional Practices
This interactive session will engage attendees in high-interest classroom activities designed to draw in
students through the use of all five senses. The presenter will guide attendees through sensory
strategies that support ELLs’ access to academic vocabulary and grade-level content. Educators will
learn to bring language to life through sights, sounds, feelings, tastes, and smells while administrators
and facilitators will be able to share these strategies with teaching staff.
S.A.S.I. Increasing Secondary ESL Success in CCMI and ELA – Georgia 9
Kara Zell, Steve West
Strand: Program Management
The S.A.S.I (Student Achievement through Sheltered Instruction) was developed to build languagerelated instructional capacity of secondary content teachers in CC Math I and ELA using Title III funds.
S.A.S.I coaches promote best practices for grouping ESL students in strategic classes in an attempt to
increase graduation, lower retention and drop-out rates of ELLs. Finally, S.A.S.I coaches facilitate crosscurricular Professional Learning Communities where teachers explore ways to promote intensive
language development simultaneously with content.
Building Strong Learning Communities through Cooperative Learning Strategies – Georgia 10
Heather Kimberlain, Laura Feichtinger-McGrath, Margot Zahner
Strand: Effective Instructional Practices
Ready, Set, Think…Now, TALK! Take structured academic discourse to the next level with the dynamic
top 10 cooperative learning strategies presented and practiced in this session. The presented strategies
are classroom-tested to increase ELL participation higher-order thinking and academic content
knowledge. Participants will leave this session with strategies and resources to implement in their
classrooms immediately.
Digital Creation and Playful Worlds: Supporting Language with Technology Tools – Georgia 11
Meagan Rothschild
Strand: Academic Language Development
Digital tools such as games and creation software can provide a platform for learners to demonstrate
knowledge in meaningful contexts. More than just tools for play, these resources provide ways to
operationalize complex forms of knowing, which takes place when speech and activity converge
(Vygotsky 1978). Attendees will explore the shift from “learner as subject” to “learner as participant,” in
which language is elicited via principles of interaction design.
Effective Professional Learning though Lesson Study – Georgia 13
Jayne Kraemer, Michelle Shory, Irina McGrath
Strand: Program Management
What is lesson study? How is lesson study different from traditional professional development for ELL
teachers? Why participate in lesson study? These questions will be explored through the story of a group
of ELL teachers who implemented lesson study in their schools. Lesson Study is a form of long-term
professional development which is innovative collegial and which provides an effective vehicle for
teachers to build a strong professional learning community.
Planned Language Approach 1 - Capitol Ballroom South
Joanne Knapp-Philo and Robert Stechuk
Strand: Effective Instructional Practices
Planned Language Approach (PLA) is a systematic, holistic approach to ensure optimal language and
literacy development and school readiness for Dual Language Learners (DLLs) and for their Englishspeaking classmates. It offers a research-based, practical, system-wide plan, rather than one that is
developed in individual classrooms, that can be designed to fit the unique demographics of each
community and classroom. PLA is grounded in supporting continued home language development, so
that ALL children have a strong base in the Big Five (i.e., Background Knowledge, Oral Language and
Vocabulary, Book Knowledge and Print, Phonological Awareness, and Alphabet Knowledge and Early
Writing), and key strategies that are known to support DLLs to learn and thrive. PLA focuses on designing
instructional models that are based on the languages and skills teachers bring, as well as the languages
the children bring, and offers four research-based Classroom Language Models that can be applied in a
wide range of classrooms (Age level 0-5). This presentation is in two parts; participants from this
presentation should also attend Planned Language Approach 2.
Friday, October 24, 2014 @ 3:45PM - 5:00PM
Teaching Explanations: From Questioning Strategies to Modeling Strategies – Atlanta 1
Peter Cobin, Susan Kehoe
Strand: Academic Language Development
When our school put a focus on the language function of explaining we realized that our students were
weak. So first we developed questioning strategies to push for better explanations and then we
developed modeling strategies to build students' cognitive-linguistic capacity for explanations. Â In this
presentation we share these strategies and the resulting outcomes.
Academic Language Development for ALL in New Mexico – Atlanta 2
Icela Pelayo, Elisabeth Valenzuela, Susana Ibarra Johnson
Strand: State/National Initiatives
This session provides an overview of the New Mexico’s statewide initiatives in response to the adoption
and implementation of CCSS NGSS and the 2012 WIDA Amplification of ELD Standards. Specifically the
state’s work in identifying best practices across its bilingual multicultural education programs serving
English Learners (ELs) and culturally and linguistically diverse (CLD) students will be shared.
Development of educator training reflecting best practices will also be discussed.
ELL Coaching: Identifying Social Models for ELL Praxis – Atlanta 3
Trish Morita-Mullaney
Strand: Program Management
1) Social modeling is the modeling that teachers solicit from each other to inform their curriculum
instruction and assessment practices
2) Social modeling is one of the prime means of influencing the practices of general education teachers
and this particular strategy has been under identified and utilized within coaching practices
3) Social modeling has the opportunity to influence coaching practices so our ELL coaching can be
improved
Using Oral Interactive Techniques to Enhance Writing for ELLs – Georgia 2
Amanda Miller Rodriguez
Strand: Academic Language Development
This interactive presentation will demonstrate a variety of techniques to increase students’ academic
language and content knowledge. Participants will practice using strategies that increase the quantity and
quality of students’ oral production in English. Participants will learn ways to implement these strategies
across the curriculum in order to enhance students’ progress in writing.
Effectively Implementing Interactive Student Notebooks with Secondary ELL Students– Georgia 3
Brittanee Janecek, Kathy Miller
Strand: Academic Language Development
An Interactive Student Notebook (ISN) provides an interrelated structure that serves as the organizational
anchor for the activities that occur in a lesson. Brain-based research shows that ISNs support student
learning by activating multiple levels of intelligence. Implementing ISNs help students connect the lesson
to their own experiences activate prior knowledge and organize learning. They’ll be able to synthesize
and apply the knowledge into their notebooks and into their lives.
Four Common Classroom Practices: Improving ELL Instruction across all Classrooms – Georgia 4
Suzanne Wagner, Tamara King
Strand: Effective Instructional Practices
Session activities will show ESL, literacy, and content teachers how to improve and coordinate instruction
using a common language and common practices. Participants will receive templates and suggestions to
initiate collaboration among all teachers who teach their ELL students. They will learn effective strategies
within four essential ELL teaching practices: using big ideas to plan instruction, developing
comprehensive vocabulary activities, activating and building prior knowledge, and implementing student
interaction.
Teachers Teams Meeting Multiple Objectives for ELL's – Georgia 5
Anna Krughoff
Strand: Effective Instructional Practices
At Marie Reed Elementary School in Washington DC share responsibility for serving ELL and non-ELL
student in both Dual Language program and their English only program. In this session we will share the
team structures specific agendas that allow ELL general education and Spanish-language teachers to
collaborate around data and planning. Participants will see examples of how this teamwork generates
content objectives language objectives and instructional strategies for all learners.
Intercultural Competence in the Diverse Language Classroom – Georgia 6
Laurene Christensen, Vitaliy Shyya
Strand: Effective Instructional Practices
This session will highlight the importance of intercultural competence in the context of language
instruction. Presenters will employ an experiential approach to sharing a conceptual model of intercultural
competence and its application to the language classroom. Interactive activities will be used to exemplify
the pertinence of culture learning in diverse educational settings.
Creating a Math Talk Community: Engaging students in language through open ended questions
and cooperative learning structures – Georgia 7
Emmaline Wimberley, Janel Sax, Sarah Serrano
Strand: Academic Language Development
Participants will learn how to increase English Language Learners use of the academic language of
mathematics; (WIDA ELD standard 3) through interaction and higher level thinking by selecting
appropriate scaffolds while incorporating Cooperative Learning Structures into differentiating with openended questions and parallel tasks drawn from the book Great Ways to Differentiate Mathematics
Instruction by Marian Smalls
Teacher Research on Effective Instruction for ELLs – Georgia 8
Sarah Ottow, Jacqui Holmes, (with) Nicole Girouard, Jonida Eski, Kim Langhill
Strand: Effective Instructional Practices
This interactive workshop will explain how teacher action research can be a vehicle of reflection while
addressing inequities for ELLs. Teachers from an urban Massachusetts district will share their
instructional strategies that have been proven effective with their students. Participants will be
encouraged to reflect upon how they utilize the inquiry process in their practice and how they might
deepen that work to target specific instructional needs for ELLs.
Scaffolding Success with Text Complexity – Georgia 9
Annalee Taylor, Pat Amato
Strand: Effective Instructional Practices
Presenters will share meaningful practices and instructional supports for meeting the demands of the
Common Core reading. Participants will experience using complex texts with appropriate scaffolds to take
back to their own classrooms. Opportunities for discussion and reflection will be provided in order to
ensure individual takeaways. Participants are encouraged to BYOD (Bring Your Own Device): laptop
tablet smartphone etc.
Puzzling and Problem-Solving: Differentiating Math Instruction through Investigation – Georgia 10
Sarah Chadbourn
Strand: Effective Instructional Practices
Engage students in hands-on, minds-on learning and differentiate mathematics instruction by teaching
through problem-solving in diverse classrooms. This session will explore how to design, facilitate, and
assess rigorous challenging tasks while supporting all students as they develop mathematical thinking
and language. Explore strategies and resources for building a classroom community of problem-solvers
by using questioning, discourse, and writing to help English Language Learners construct conceptual
understandings.
Build Capacity to work with ELLs through CLIMBS – Georgia 11
Justine Kolb, Andrea Kreuzer
Strand: Program Management
Do you need sustainable & effective PD for building educators' capacity to help ELLs succeed? How can
educators' best utilize the WIDA Standards Framework & Assessment for classroom instruction and
planning? This session will explore the five modules of the CLIMBS program that focus on researched
based practices that support ELLs learning.
North Carolina: WIDA Online Professional Development Modules – Georgia 13
Ivanna Mann Thrower Anderson, Joan LaChance, Charlotte Nadja Trez
Strand: State/National Initiatives
This presentation showcases how the North Carolina Department of Public Instruction created a
comprehensive series of professional development modules for expanded WIDA Professional
Development state-wide. Supporting the focus on college and career-ready students, the distance
education platform and module format facilitate the course for a variety of participants, such as in-service
content teachers, ESL educators, school administrators, and district-level professionals. The modules are
available for all NC educators at no cost through NC's HomeBase system. The Agency is working with
WIDA to explore opportunities for sharing this state-created resource with all states in the consortium.
Planned Language Approach 2 - Capitol Ballroom South
Joanne Knapp-Philo and Robert Stechuk
Strand: Effective Instructional Practices
See description from Friday at 1:15PM - 2:30PM session
Saturday, October 25, 2014 @ 10:30 AM - 11:45 AM
Question & Answer Session with Pedro Noguera – Atlanta 1
Preparing Native American English Learners for College and Career – Atlanta 2
Mari Rasmussen, Kathy Froelich
Strand: State/National Initiatives
This session will provide an overview of issues related to the preparation of Native American English
Learners to meet college and career ready standards and initiatives. The presenters will discuss the
implementation of WIDA English Language Development Common, Core and Next Generation Science
Standards along with concepts of career and college readiness. They will share how these initiatives can
be successfully implemented through culturally responsive strategies involving students and teachers.
Collaborative Relationships: Making a "Students First" Philosophy a Reality – Atlanta 3
Dr. Laurie Lewis, Dr. Sonya Kiefer, Dr. April Strevig
Strand: Program Management
In this interactive session presenters describe the ongoing roles and relationships of the collaboration
between and among all administrators, faculty, and staff in a primary school with the highest percentage
of English learners in their district. Participants will gain beneficial knowledge of how to foster
collaboration for student success. Explanation of school-wide practices and how they relate to current
literature on collaboration are also examined in this presentation.
Hands-on Approaches to increasing Academic Discourse for Newcomers – Georgia 2
Kelly Reider, Susan Zimmerman
Strand: Academic Language Development
How can we engage beginning ESOL newcomers in academic discourse when they are still struggling to
negotiate the communicative foundation of English? Using a hands-on project-based approach is
effective for motivating these students to communicate confidently using academic vocabulary two levels
above their tested proficiency. We will demonstrate with video and work samples how this approach has
been successful with newcomer and SIFE students in two school districts
Fitting in Form: Blending Grammar Instruction into Content-Based Lessons – Georgia 3
Caroline Maguire
Strand: Academic Language Development
How, when, and even if to teach grammar are questions many ESL teachers struggle with, especially
when working in a co-teaching or push-in instructional model. This session will introduce research
supported methods for teaching grammar that can be effectively integrated into content-based instruction.
We will examine a number of classroom examples that blend and balance content and language
instruction.
Techquity: Technology Language and Content for All Learners – Georgia 4
Tema Encarnacion, Shelley Hartford, Aaron Mayhew
Strand: Effective Instructional Practices
Participants will use innovative resources to establish a secondary classroom structure that builds
academic literacy in the areas of environmental change population growth and community action.
Participants will engage in a lesson modeled upon use of a three-group rotation in the secondary
language classroom that allows students to interact through social media in small reading groups and to
collaboratively participate in experiential learning.
Dominating the Domains with Web Resources and Tools – Georgia 5
Margaret McKenzie, Stephen Fowler
Strand: Effective Instructional Practices
Through the use of Symbaloo this fast-paced session will provide participants with an overview of scores
of web tools and digital resources which are organized by the language domains and ELP levels.
Participants will learn to create and organize their own resources in ready-to-use Symbaloo webmixes.
Participants will learn how to create their own webmix and build upon the resources shared by the
presenters.
The ACCESS 2.0 Speaking Test: Assessing What Students Can Do – Georgia 6
Megan Montee, Samantha Musser
Strand: State/National Initiatives
The ACCESS 2.0 Speaking Test marks a change from a face-to-face to a computer-administered test
format. This new format allows students to demonstrate their academic speaking proficiency 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 speaking test, show sample test materials, and discuss
implications for classroom teaching.
Using Wordless Picture Books to Enhance Academic Language Development – Georgia 7
Claudia Franks
Strand: Academic Language Development
Using wordless picture books sentence stems and frames technology and academic vocabulary lists
participants will be able to design lessons to enhance academic competency across all language
domains.
Meaningful Math with English Language Learners: Speaking Listening Reading Writing – Georgia 8
Amy Cain
Strand: Effective Instructional Practices
A classroom teacher of English language learners will describe practices implemented over a three-year
period with the same group of students (second grade, third grade and fourth grade) resulting in
significant gains in ACCESS scores and in state standardized test content scores. Presentation includes
number talks, differentiated small-group instruction, thinking maps, and supplementary activities used
throughout the day. Participants can implement ideas with individual students, small groups, or entire
classes.
Building Pre-service Teacher Capacity in Undergraduate Courses – Georgia 9
Jamie Harrison, Victoria Cardullo, Mary Jane McIlwain
Strand: Effective Instructional Practices
This session will describe the process of one Curriculum & Teaching Department's efforts to integrate
ESOL standards into undergraduate teacher preparation programs. The presentation will include
reflections on the process of determining space in current course loads collaboration among crosscurricular faculty to integrate essential ESOL knowledge skills and understandings into established
reading courses at the elementary and secondary levels.
Viewing Students through a Fresh Lens – Georgia 10
Christine Blake, Julie Palma
Strand: Effective Instructional Practices
Participants will explore how an asset-based approach will utilize WIDA's domain data through a fresh
process being implemented in Denver Public Schools. This process focuses on ELL students' language
abilities to best access content knowledge. In this session, we will share strategies to maintain rigor and
enrich a classroom by tapping into a student's area of strength rather than solely supporting their areas of
development.
Introducing WIDA for Teacher Education – Georgia 11
Jen Wilfrid, Don Bouchard
Strand: Effectual Instructional Practices
WIDA is excited to present a new resource for higher education instructors designed to facilitate
understanding WIDA’s standards and assessment system with the goal of preparing pre-service teachers
to support the academic achievement of English language learners. This interactive session will offer an
overview of WIDA for Teacher Education and opportunities to explore activities and resources based on
WIDA resources.
University-Public School Partnerships: Using Audits to Improve ELL Education – Georgia 13
Catherine Bhathena, Amy Wilson, Annela Teemant
Strand: Program Management
With a goal of improving the learning environment and outcomes for language learners university
researchers and district leaders in a Midwestern community have collaborated to conduct an audit of
district-wide ESL practices. In this session attendees will examine the audit process the resulting
recommendations and impact. District leaders Venetia Falkenburg and Kristin Bolek will share their audit
experience and outline how it generated actionable strategies for improving instruction leadership
and collaboration for linguistically diverse learners.
Time to Play? Playtime and language development – Capitol Ballroom South
Judy Hicks Paulick
Strand: Effective Instructional Practices
Despite play’s proven value in developing the whole child (social and emotional in addition to cognitive)
playtime is being cut from preschool programs in favor of more standards-based teacher-directed
experiences. This session will explore the benefits of play for developing DLLs’ language and teachers’
roles in facilitating language development during play. I will present a study of teachers’ language during
playtime and explore the implications for policy and professional development.
Saturday, October 25, 2014 @ 1:15PM - 2:30PM
Get to the CORE of Science Texts – Atlanta 1
Maria Cieslak, Francine Gollmer
Strand: Academic Language Development
his hands on session will demonstrate how to identify text structures that science textbook authors use.
Discover interactive tasks by using the Backwards Assessment Model to move limited English language
speakers to advanced levels in oral and written discourse by decomposing graphic organizers.
Participants will learn how to build specification sheets assessment blueprints and scaffold timelines for
formative and summative assessments.
Bringing the CAN DO Philosophy to the Show-Me State – Atlanta 2
Lori Hanna, Claudia Franks
Strand: State/National Initiatives
This session will introduce the professional development and technical assistance system that Missouri is
providing districts and teachers that incorporates the CAN DO Philosophy. The presentation will highlight
the combining of various WIDA programs and Missouri initiatives in curriculum instruction and
assessment to create effective instructional programming for ELL. Participants will have an opportunity to
ask questions and create action steps for tailoring the concepts shared to their own setting.
Navigating the Leadership Landscape: ELL Leader in the Center– Atlanta 3
Trish Morita-Mullaney
Strand: Program Management
1) Generalized leadership content inconsistently addresses the realities of being a district/school ELL
leader 2) The unique positionalities expertise and identities of ELL leaders are not always centralized and
ELL leaders create their own devices to address the needs of their ELL communities 3)This phenomenon
will be explored and participants will detail ways they can expand collaboration for the benefit of their ELL
communities and their own leadership praxis
Culturally Responsive Writing for Academic Language Development – Georgia 2
McKenna Lulic
Strand: Academic Language Development
This presentation offers resources for infusing writing lessons with culturally responsive pedagogy.
Specifically educators can use students' rich linguistic and cultural diversity drawing on both culture and
heritage to accelerate writing. Participants will consider how embedded bias and narrow curriculum can
be enriched to infuse writing with elements of students' rich cultural heritage. Actual work by long-term
Els.
Educators who Collaborate: Effective Literacy Strategies for ELL and Classroom Teachers –
Georgia 3
Tara Palmer
Strand: Academic Language Development
This presentation will encourage teachers to work together to develop the literacies of ELL students.
Participants will return to their respective schools with techniques to foster language growth in the regular
classroom and with the ELL teacher. The methods discussed will aim at providing educators with a
"collaboration toolbox" without wasting time, energy, or resources.
WIDA and Middle/Secondary Students with Interrupted Formal Education: A Microlab – Georgia 4
Daphne Hall, Mary Lou McCloskey, Amy Pelissero
Strand: Effective Instructional Practices
Who are our SIFE students and what are best practices for using and assessing WIDA standards with
them? This Microlab conversation (Weissglass 2014) engages small groups in answering a sequenced
set of questions designed to elicit ideas and recommendations for best practices for using WIDA and
ACCESS. Resulting principles and recommendations will be shared with participants on the Web and
with WIDA for use in continuous development of the model.
Making Content Accessible through Co-Teaching – Georgia 5
Amy Melik, Linsey Scharfenberger, Jennifer Schultz
Strand: Effective Instructional Practices
Participants attending this session will actively experience five different approaches to co-teaching.
Ready-to-use strategies and activities that complement each approach will be incorporated as presenters
co-lead this session. Participants will walk away with proven research that supports the benefits of coteaching will learn how to build co-teaching relationships and will get ideas on how to successfully
implement this inclusive service delivery option in their school/district.
Co-Teaching a Scaffolded Flipped Novel in the ELL Classroom – Georgia 6
Asha Chana, Jennifer Bellavance
Strand: Effective Instructional Practices
ELLs of all proficiency levels read excerpts from the young readers edition of Three Cups of Tea. Key
points included: annotations plotline literary terms presentation/audience etiquette and open-response
writing. The culminating project was to utilize iPads to create a video that explained one chapter using all
language domains.
I have their ACCESS scores now what? – Georgia 7
Anne Zdrojewski, Alicia Reid
Strand: Academic Language Development
This session will discuss the areas assessed by the WiDA ACCESS test as it connects to recent
academic initiatives and CCSS. By working collaboratively and reflecting with fellow educators
participants will create and contribute ideas activities strategies that are either handmade or found
through technology. Our linguistically diverse students deserve experiences where they can grow
academically and linguistically and that we can all say “I can!” on a daily basis.
WIDA Standard Framework...Culturally Responsive Strategies...Pedagogy to Practice – Georgia 8
Claustina Mahon-Reynolds
Strand: Effective Instructional Practices
Session foci include using culturally responsive strategies to implement the WIDA Standard Framework.
Participants will view video footage that uses the WIDA framework with ELs grades 9th-12th in an urban
district that is comprised of 36% (n=9500) non-English speakers that speak over 100 languages. In
Addition participants will be able extrapolate compile and synthesize what they observed to create a plan
to be utilized within their school district.
Math: Teach more by talking less! – Georgia 9
Rose Glasser, Stacey Dunn
Strand: Effective Instructional Practices
In this session we use the context of numerical literacy and pre-algebraic concepts to illustrate how to
introduce language support. Our session will include specific examples of strategies to teach concepts
such as fractions/ratios expressions and components of plane geometry. We will connect “big ideas” of
language and math development and offer examples of pragmatic instructional strategies for teacher
application in the classroom.
Enhancing Interaction throughout the School Day in P-12 Classrooms – Georgia 10
Jennifer Green
Strand: Effective Instructional Practices
In this session attendees will learn about three tried and true strategies for boosting interaction & social
and instructional language in the P-12 classroom. Morning News Show Book Chats and Problem-Based
Learning all derive from research-based models and are applicable to any grade level. Come learn how to
adapt these strategies to your classroom and the needs of your diverse learners.
Workshop: Using WIDA Resources to Support Job-Embedded Professional Learning – Georgia 11
Amy King
Strand: Program Management
Participants in this session will receive an overview of new WIDA resources (Essential Actions handbook
Focus Bulletins Lesson Plan Sharespace RTI2 webinar/guidebook others) and a framework to collect
recommendations for uses that support job-embedded professional learning in their local context. In
teams they will explore at least one of the resources using a protocol brainstorm possible applications for
these resources and share suggestions and recommendations with their colleagues.
Critical Socio-Cultural Coaching: What defines quality coaching? – Georgia 13
Serena Tyra, Annela Teemant
Strand: Program Management
This session examines the nature and quality of coaching conversations in the imperfect everyday
teaching world. Participants will be introduced to a critical socio-cultural coaching rubric that helps
coaches examine their own practices. Through personal experiences of teachers and coaches video clips
of coaching conversations and classroom instruction participants discuss and analyze the efficacy of
coaching conversations and the impact coaching has in classrooms of ELL and mainstream students.
Focus on Families: Engaging Families of Language Learners – Capitol Ballroom South
Lorena Mancilla, Maya Martinez-Hart
Strand: Program Management
This session highlights research and practices centered on engaging families of language learners.
Participants will learn about new initiatives and resources developed at WIDA to help educators and
families communicate about students' language development and language proficiency. Through
interactive activities participants will have the opportunity to examine and reflect upon local family
engagement initiatives and identify opportunities for change. Information shared will span from early
childhood through 12th grade.