United in Purpose, Unique in Practice...CONFERENCE PROGRAM October 16–19, 2017 I Tampa Convention...

CONFERENCE PROGRAMOctober 16–19, 2017 I Tampa Convention Center | Tampa, Florida

2017 ANNUALCONFERENCE

United in Purpose, Unique in Practice

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www.cal.org/[email protected]

CAL PROFESSIONAL DEVELOPMENT

INSTITUTESFeaturing 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.

FEATURED CAL INSTITUTE TOPICS Participants receive a CAL Certifi cate of Completion that often can be used for continuing education credits.

� SIOP Training of Trainers*

� Teaching Reading to Students Learning English*

� Developing Academic Literacy and Language in the Content Areas

� English Learners and Effective Response to Intervention (RTI) Strategies

� Fostering Spanish Language and Literacy Development

� Newcomers in Your School: Cultural Connections and Instructional Strategies

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

� Foundations of Dual Language Education

* Graduate credit options are available for selected institutes.

Work with a proven

leader in the fi eld of

language education

to get the most out

of your professional

development activities.

CAL Institutes are held in

Washington DC and can

also be offered onsite at

your location.

209361_CAL WIDA_Ad_8.5x11.indd 1 8/8/17 5:18 PMWIDA_program_2017 Conference.indd 2 9/19/17 2:48 PM

w i d a . u s / c o n f e r e n c e | # W I D A 2 0 1 7 | @ W I D A C o n s o r t i u m 3

W I D A 2 0 1 7 A N N U A L C O N F E R E N C E : U N I T E D I N P U R P O S E , U N I Q U E I N P R A C T I C E

Table of ContentsWelcome Letter ........................................................................................................................................................................................................................... 4

Get Connected ............................................................................................................................................................................................................................ 5

General Information .................................................................................................................................................................................................................. 5

Conference At-A-Glance .......................................................................................................................................................................................................... 6

Keynote Speakers ....................................................................................................................................................................................................................... 7

Spotlight Sessions ...................................................................................................................................................................................................................... 8

Special Events .............................................................................................................................................................................................................................. 9

Standing Sessions ....................................................................................................................................................................................................................10

Exhibit Hall Schedule ..............................................................................................................................................................................................................11

Sponsor Sessions ......................................................................................................................................................................................................................12

Pre-Conference At-A-Glance ................................................................................................................................................................................................14

Pre-Conference Institutes ......................................................................................................................................................................................................15

Session Type Descriptions and Tracks Key ......................................................................................................................................................................16

Tuesday Sessions ......................................................................................................................................................................................................................18

Session Schedule Overview..................................................................................................................................................................................................30

Wednesday Sessions ...............................................................................................................................................................................................................36

Thursday Sessions ....................................................................................................................................................................................................................50

Post-Conference Institutes ....................................................................................................................................................................................................53

Tampa Convention Center Maps ........................................................................................................................................................................................54

Exhibit Hall Map and List of Exhibitors .............................................................................................................................................................................55

Evaluation and Evidence of Completion..........................................................................................................................................................................56

Index by Presenter ...................................................................................................................................................................................................................57

Thank You ....................................................................................................................................................................................................................................58

www.cal.org/[email protected]

CAL PROFESSIONALDEVELOPMENT

INSTITUTESFeaturing research-based principles and practical toolsto 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.

FEATURED CAL INSTITUTE TOPICSParticipants receive a CAL Certificate of Completion thatoften can be used for continuing education credits.

� SIOP Training of Trainers*

� Teaching Reading to Students Learning English*

� Developing Academic Literacy and Language in theContent Areas

� English Learners and Effective Response to Intervention(RTI) Strategies

� Fostering Spanish Language and Literacy Development

� Newcomers in Your School: Cultural Connections andInstructional Strategies

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

� Foundations of Dual Language Education

* Graduate credit options are available for selected institutes.

Work with a proven

leader in the field of

language education

to get the most out

of your professional

development activities.

CAL Institutes are held in

Washington DC and can

also be offered onsite at

your location.

209361_CAL WIDA_Ad_8.5x11.indd 1 8/8/17 5:18 PM

4 w i d a . u s / c o n f e r e n c e | # W I D A 2 0 1 7 | @ W I D A C o n s o r t i u m


Dear Conference Participants,

Welcome to the fifth annual WIDA Conference in beautiful Tampa, Florida. The growth of this conference over the past five years is truly a testament to the dedication all of you have to serving this very important student population of PreK – Grade 12 language learners. Our theme this year, “United in Purpose, Unique in Practice” speaks to the power of our shared mission, as well as the individual approaches and strengths we each bring to this critical work.

Over the next few days, I encourage you to soak up everything you can from your fellow colleagues, whose work and presentations make this conference the rich experience that it has become. Also, take time to connect with each other, share ideas, support each other’s efforts, post a message or two on social media, and enjoy this beautiful location. With any luck, you might see a dolphin swimming through the channel right outside the convention center. And enjoy lunch! You told us loud and clear that lunch needed to be included with the conference, and we listened. Your feedback helps us to make this conference stronger each year, so keep it coming!

Next year’s WIDA Annual Conference, “Schools and Communities Empowering One Another” will be held in the vibrant downtown and beautiful new convention center of Detroit, Michigan, October 23-26, 2018. Please plan on attending!

Finally, thank you. Thank you for carving out time to be here, and thank you for the important work you do every day to serve our student language learners.

Best,

Tim Boals, Ph.D.WIDA Founder and Director




Get Connected!

WIDA Events Mobile App• Available on Google Play, App Store, or Online• Organize Your Conference Experience• Give Immediate Session Feedback

WIDA on Twitter:Follow us @WIDAConsortium or tag your thoughts, photos, or impressions using #WIDA2017

WIDA on Facebook:Like us @WIDAatWCER or share your conference experiences with us via #WIDA2017

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

• Wear your name badge at all conference functions, including meals and the evening receptions.

• Free Wi-Fi is available throughout the conference center. Network Name: WIDAConference Password: wida2017

• Help us make next year’s event even better by filling out the electronic survey, accessed through the mobile app, for each breakout session after you attend , and complete the overall conference survey you will receive a few days after the conference ends.

• The conference is providing the following meals and refreshments: coffee and tea, breaks, lunch (Tuesday and Wednesday only), reception hors d’oeuvres.

• The conference has designated a mother’s room in the convention center—please see a WIDA event staff to use this room.

• The presenter check-in room is located in Meeting Room 6 in the convention center.



Monday, October 16, 20179:00 am - 4:00 pm Full-Day Pre-Conference Institute ★ Various Locations

9:00 am - 12:00 pm Half-Day Pre-Conference Institute ★ .......Mtg Rm 24-25

1:00 pm - 4:00 pm Half-Day Pre-Conference Institute ★ ......Mtg Rm 24-25

5:00 pm - 7:00 pm Exhibit Hall Grand Opening .........................Ballroom B-C

Tuesday, October 17, 20178:00 am - 9:15 am Opening Keynote Speaker: .............................. West Hall Alberto Carvalho

9:45 am–5:15 pm Workshops ................................... Various Times/Locations

10:00 am–5:30 pm Concurrent Sessions ................. Various Times/Locations

10:00 am–4:00 pm Spotlight Sessions .................Various Times/Ballroom A

11:30 am–1:15 pm Lunch ........................................................................... West Hall

6:30 pm–8:00 pm Welcome Reception .. Grand Ballroom–Tampa Marriott

Wednesday, October 18, 20178:00 am–9:15 am Keynote Speaker: ................................................. West Hall Dr. Okhee Lee

9:45 am–5:15 pm Workshops .................................... Various Times/Locations

10:00 am–5:30 pm Concurrent Sessions ................. Various Times/Locations

10:00 am–4:00 pm Spotlight Sessions .................Various Times/Ballroom A

11:30 am–1:15 pm Lunch ............................................................................ West Hall

Thursday, October 19, 20178:00 am–9:15 am Keynote Speaker: .................................................. West Hall Dr. Annela Teemant

9:30 am–10:45 am Concurrent Sessions ...............................Various Locations

11:00 am–12:00 pm Closing Session & Prize Giveaways .............. West Hall

1:00 pm–5:00 pm Post-Conference Institutes ★ ..............Various Locations

★ Pre-Registration Required

WIDA Annual Conference At-A-Glance

Registration HoursSunday...........5:00 pm–8:00 pmMonday ......... 7:00 am–7:00 pmTuesday ......... 7:00 am–4:00 pmWednesday .. 7:00 am–1:00 pm

Exhibit Hall HoursMonday ........ 5:00 pm–7:00 pmTuesday ......... 7:30 am–3:00 pmWednesday .. 7:30 am–3:00 pm

Social Media

#WIDA2017

A more inclusive schedule of concurrent sessions, workshops, and spotlight sessions can be found on our mobile app, found here: event.crowdcompass.com/wida2017



Keynote Speakers

Alberto M. Carvalho

Tuesday, October 17, 8:00 am - 9:15 am

Alberto M. Carvalho has served as superintendent of Miami-Dade County Public Schools since September 2008. He is a nationally recognized expert on education transformation, finance, and leadership development. During his tenure, M-DCPS has become one of the nation’s highest performing urban school systems. As a staunch believer in school choice, he has expanded choice options in Miami-Dade to include over 500 offerings.

Okhee Lee

Wednesday, October 18, 8:00 am - 9:15 am

Okhee Lee is a professor in the Steinhardt School of Culture, Education, and Human Development at New York University. Her research areas include science education, language and culture, and teacher education. She is currently leading collaborative research between New York University and Stanford University to develop NGSS-aligned instructional materials to support the language development of elementary students, including English learners.

Annela Teemant

Thursday, October 19, 8:00 am - 9:15 am

Annela Teemant is an Associate Professor of Second Language Education at Indiana University-Purdue University Indianapolis. Her scholarship focuses on developing, implementing, and researching applications of critical sociocultural theory and practices to the preparation of general education teachers of English language learners. She has been awarded grants focused on ESL teacher quality and published numerous articles, curricula, and multimedia products targeting teachers of English language learners.



Spotlight SessionsTuesday, October 17, 2017

10:00 am–11:00 am What Student Conversations Can Show Us Ballroom A Dr. Jeff Zwiers – Stanford Graduate School of Education

1:15 pm–2:15 pm Engaging & Empowering Families of Language Learners: A Panel Ballroom A Discussion with Family Advocates Discussant: Dr. Lorena Mancilla – WIDA Discussant: Dr. Kathy Escamilla – University of Colorado Boulder Discussant: Claudia Medina – Latino Community Foundation Discussant: Raisa Perez Sifonte – Seminole County Public Schools Moderator: Dr. Alissa Blair – WIDA

3:00 pm–4:00 pm Co-assessment as, for, and of Learning: The Power of Collaboration Ballroom A Dr. Margo Gottlieb – WIDA Dr. Andrea Honigsfeld – Malloy College

Wednesday, October 18, 201710:00 am–11:00 am Understanding ESSA: A Panel Discussion Ballroom A Discussant: Dr. Tim Boals – WIDA Discussant: Dr. Ngoc-Diep Nguyen – WIDA Discussant: Dr. David Holbrook – TransACT Discussant: Dr. Wayne E. Wright - Purdue University Moderator: Dr. Kris Stewart – WIDA

1:15 pm–2:15 pm Equity & Excellence for All: The Journey of a Midwestern Suburban Ballroom A School District’s Efforts to Create an Equitable System & Close Opportunity Gaps Percy Brown, Jr. – Middleton-Cross Plains School District

3:00 pm–4:00 pm Children’s Multilingual Development and Education: Fostering Ballroom A Linguistic Resources in Home and School Contexts Dr. Alison Bailey – Education Department at UCLA

Thursday, October 19, 201711:00 am–12:00 pm Moving Forward in Purpose and Practice, United yet Unique West Hall Dr. Mariana Castro – WIDA



Special EventsMonday, October 16, 2017

Exhibit Hall Grand Opening5:00 pm–7:00 pm Ballrooms B-C

Join WIDA 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. The event will provide light refreshments.

Tuesday, October 17, 2017

Opening Keynote Session8:00 am–9:15 am West Hall

The conference kicks off with a keynote presentation by Alberto M. Carvalho, superintendent for Miami-Dade County Public Schools. He has served as superintendent of the nation’s fourth largest school system since September, 2009 and is a nationally recognized expert on education transformation, finance, and leadership development. During his tenure, Miami-Dade County Public Schools has become one of the nation’s highest-performing urban school systems, receiving system-wide accreditation from AdvancEd in 2014.

Welcome Reception6:30 pm–8:00 pm Grand Ballroom–Tampa Marriott Waterside

The opening reception for the conference takes place in the Grand Ballroom at the Tampa Marriott Waterside, just steps from the Tampa Convention Center. With expansive windows, the views of the Riverwalk and Channel are both energizing and calming. Join us as we unwind and dance the night away with a live Latin band! Sponsored by Ellevation, the reception offers opportunities for meeting new people and enjoying hors d’oeuvres, light refreshments, and a cash bar.

Thursday, October 19, 2017

Closing Session & Prize Giveaways11:00 am–12:00 pm West Hall

Special Session: Moving Forward in Purpose & Practice, United yet Unique Dr. Mariana Castro – Director of Standards, WIDA

Join us to reflect, close, and celebrate the 2017 WIDA Annual Conference! For many, the conference is an opportunity for intense learning and networking. We value the time spent learning together and from each other, so we invite you to help us build on the momentum from the week. This closing session is designed to engage participants in reflecting on moving forward in our purpose and practice to support the success of multilingual children and youth. In addition, participants will learn about upcoming WIDA initiatives and directions in language development. Our goal for this time together is to celebrate the work you do and to provide a space to be informed, renewed, and energized.

Prize Giveaways & Closing RemarksJoin us as we celebrate the completion of a week filled with new connections, best practices, inspiration, and reflection. Stick around to find out the site, date, and theme for next year’s conference and for your chance to win one of our popular prizes!



Standing Sessions Schedule Tuesday, October 17, 2017: Supporting Standards Based Instruction

10:00 am–10:20 am WIDA Performance Definitions, Lori Hanna .................................................................................Ballroom B-C

10:40 am–11:00 am Learner Roles within Disciplinary Practices, Amy King ............................................................Ballroom B-C

1:15 pm–1:35 pm The Essential Actions Handbook, Jessica Costa .........................................................................Ballroom B-C

3:00 pm–3:20 pm What is Scaffolding? Allyson Newton & Jen Daniels .................................................................Ballroom B-C

Wednesday, October 18, 2017: Using WIDA Assessment Tools10:00 am–10:20 am Reflections on ACCESS Testing 2016–17, Stephanie Gibson .................................................Ballroom B-C

10:40 am–11:00 am Scoring WIDA Screener in WIDA AMS, Terri Mossgrove & Lori Hanna ...............................Ballroom B-C

1:15 pm–1:35 pm ACCESS Score Report Interpretation & Resources .....................................................................Ballroom B-C Alicia Kim, Heather Elliott, & Mark Chapman

3:00 pm–3:20 pm WIDA Screener, Mark Chapman & Stephanie Gibson ...............................................................Ballroom B-C

www.datarecognitioncorp.com800-826-2368

DRC is proud to be a WIDA Partner and

sponsor the WIDA 2017 Annual Conference.



Exhibit Hall Schedule Monday, October 16, 2017

5:00 pm - 7:00 pm Exhibit Hall Grand Opening ✚ .........................................................................................................Ballroom B-C

Tuesday, October 17, 20177:30 am - 8:00 am Morning Coffee ✚ .................................................................................................................................Ballroom B-C

7:30 am - 3:00 pm Exhibit Hall Open ...................................................................................................................................Ballroom B-C

9:15 am–9:45 am Morning Break ✚ ................................................................................................................................. Ballroom B-C

2:15 pm - 2:45 pm Afternoon Break ✚ .............................................................................................................................. Ballroom B-C

Wednesday, October 18, 20177:30 am - 8:00 am Morning Coffee ✚ ............................................................................................................................... Ballroom B-C

7:30 am - 3:00 pm Exhibit Hall Open .................................................................................................................................. Ballroom B-C

9:15 am–9:45 am Morning Break ✚ ................................................................................................................................. Ballroom B-C

2:15 pm - 2:45 pm Afternoon Break ✚ ................................................................................................................................Ballroom B-C

✚ Dedicated Exhibit Hall Hours – There are no other conference events taking place at this time.

www.datarecognitioncorp.com800-826-2368

DRC is proud to be a WIDA Partner and

sponsor the WIDA 2017 Annual Conference.

Download the WIDA 2017 Conference App NOW! Benefits include:• Access the event schedule and customize your agenda by

saving your favorite sessions• Learn more about our WIDA 2017 speakers• Check out the exhibitors and locate their booths• Downloadable session documents and handouts (if available)• Share contact information and network with other attendees• Rate each session with a simple 5-question survey• Enhance your conference experience by using our hashtag

#WIDA2017

Go to the App Store or Google Play and search for WIDA Events to download the app. No smartphone? No problem! The app can also be accessed through your web browser at

https://crowd.cc/wida2017



Sponsor SessionsTuesday, October 17, 2017, 11:45am-12:30pm

How to Scale Best-Practice Differentiated Instruction for ELLs ......................................................................................Meeting Room 18

EllevationPresenters: Adam Howard, Lead ELL Teacher, Tulsa Public Schools Teddy Rice, President & Co-Founder, Ellevation Alyssa Jean, Instructional Content Manager, Ellevation

Accelerating Language Development for Els with iLit ELL ................................................................................................Meeting Room 19

PearsonPresenters: Wayne Eichen, Pearson

Tools to Facilitate and DEVELOP Rich Conversation in the Discourse-Driven Math Classroom ........................Meeting Room 20

Curriculum Associates Presenters: Lloyd Jones, Duke Chinn, and Claudia Salinas

Illustrating Key Uses of Academic Language Through Multimedia ...............................................................................Meeting Room 21

BrainPOPPresenters: Beverly Fine, Editorial and Outreach Director, BrainPOP ESL.

Wednesday, October 18, 2017, 11:45am-12:30pm

Using Technology for Interactive Support and Informal Assessments ........................................................................Meeting Room 18

Genius PlazaPresenters: Michelle Emirzian, Chief Academic Officer, Genius Plaza

Developing Academic Language with SIOP® .............................................................................................................................Meeting Room 19

PearsonPresenters: Leticia M. Trower, SIOP Product Manager, Pearson

Tools to Facilitate and DEVELOP Rich Conversation in the Discourse-Driven Math Classroom .......................Meeting Room 20

Curriculum Associates Presenters: Lloyd Jones, Duke Chinn, and Claudia Salinas

Tearing Down the Walls: What We Must All Do to Help Our ELs Succeed .....................................................................Meeting Room 21

CorwinPresenters: Mariana Castro, WIDAMaria Dove, Molloy CollegeDiane Staehr Fenner, SupportEdMargo Gottlieb, WIDAAndrea Honigsfeld, Molloy CollegeTonya Ward Singer, Language and Literacy Consultant



We would like to thank the following Sponsors and Exhibitors for their generous support:

Reception Sponsor:

Lunch Sponsor – October 17:

Lunch Sponsor – October 18:

Name Badge Sponsor:

Conference Bag Sponsor:

Exhibitors:



Half-Day Pre-Conference Institutes Introduction to the WIDA English Language Development Framework October 16, 9:00 am–12:00 pm Meeting Rooms 24-25Lori Hanna, WIDA

This session is designed to introduce newcomers to the components of the Framework and learn about WIDA’s theoretical foundations and student-centered focus. During this session, participants will make connections between the Guiding Principles of Language development and the Can Do Philosophy and examine academic language in relation to sociocultural influences on language use. Participants will also identify the language expectations at different proficiency levels using the Performance Definitions. Finally, the Standards matrices will be explored and connected to classroom planning and instruction.

Multiple Uses of the WIDA Performance Definitions October 16, 1:00 pm–4:00 pm Meeting Rooms 24-25Lori Hanna, WIDA

The Performance Definitions are one of the most valuable but underutilized of the WIDA tools. With a deeper understanding of their possible uses, educators can target students’ development by identifying language demands and exemplar responses in classroom tasks. Utilized in everyday instructional practices like objectives and rubrics, the Performance Definitions can explicitly match students’ levels with appropriate supports and demonstrate what English learners Can Do with both content and language.

MONDAYOctober 16, 2017

Pre-Conference Schedule Highlights

7:00 am–7:00 pm Registration Open ...........................................................................2Nd Level West Registration

9:00 am–4:00 pm Full-Day Pre-Conference Institutes ★ ............................................................Various Locations

9:00 am–12:00 pm Half-Day Pre-Conference Institute ★ ....................................................................Mtg Rm 24-25

1:00 pm–4:00 pm Half-Day Pre-Conference Institute ★ .....................................................................Mtg Rm 24-25

5:00 pm–7:00 pm Exhibit Hall Grand Opening ...................................................................................... Ballroom B-C

★ Pre-Registration Required


W I D A 2 0 1 7 A N N U A L C O N F E R E N C E : U N I T E D I N P U R P O S E , U N I Q U E I N P R A C T I C EM

ONDAY

Full-Day Pre-Conference Institutes Administering WIDA Screener Online October 16, 9:00 am–4:00 pm Meeting Room 19Terri Mossgrove, WIDAJustine Kolb, WIDA

This workshop is designed for test administrators of WIDA Screener Online. During this training, the participants learn the purpose and background of the screener and identify its connection to the WIDA ELD Standards Framework. During the training we will use the scoring scales to score Speaking and Writing samples, examine the administration procedures for all four domains, and discover available accommodations on the Screener. We will also explore and practice using WIDA AMS to set up for test administration, entering scores, and generating score reports. All participants must bring a laptop or tablet.

Introduction to WIDA Early YearsOctober 16, 9:00 am–4:00 pm Meeting Room 18Maya Martinez Hart, WIDADr. Lorena Mancilla, WIDA

This workshop will introduce participants to the WIDA core values, mission and approaches to supporting, instructing and assessing dual language learners (DLLs) as well as partnering with families. Participants will get an overview of the WIDA Early English Language Development (E-ELD) Standards Framework and learn how to contextualize it to their early learning environments

Harnessing the Power of Conversations to Foster Language, Content, and Critical Thinking Across DisciplinesOctober 16, 9:00 am–4:00 pm Ballroom ADr. Jeff Zwiers, Stanford Graduate School of Education

This workshop focuses on ways to develop key academic conversation skills in students across grade levels and content areas. Through video clips, transcript analysis, and actually doing the activities, participants will gain theory and practices that support the use of conversations to teach content as well as the use of content to develop conversation skills. We will reflect on how to improve: how we prepare students for effective conversations; our design of conversation prompts; how we use activities to focus on specific conversation skills; how we scaffold both quantity and quality of classroom talk; and our conversation observation and feedback skills. Participants will walk away with practical tools and the motivation to use and adapt them to meet the varying needs of their students.



Types of SessionsConcurrent sessionsThese sessions examine research-based strategies, practices, or topics that align to the conference theme and one of the topic strands. They are designed and facilitated by educators.

Workshops These are extended hands-on professional learning sessions that allow for in-depth exploration of a topic, strategy, or practice. Participants will leave these sessions with concrete ideas, tools, or resources to use in their contexts.

Spotlight SessionsThese sessions focus on current research that impacts the teaching and learning of linguistically and culturally diverse students. They explore high-interest or emerging topics in an engaging format.

Standing SessionsStanding sessions are brief, focused learning opportunities that explore components of the WIDA Standards and Assessment System and related resources.

Sponsored SessionsThese sessions are educational in nature yet may showcase the products and services of conference exhibitors.

Session Track IconsBilingual/Multilingual Education

Early Years

Effective Instructional Practices

Equity & Social Justice

Family Engagement

Language Assessment

Language Learners with Disabilities

Leadership

Newcomers, Migrant, & SLIFE

Professional Learning

Science & STEM

BME LLD

EY LP

EIP NMS

ESJ PL

FE SS

LA


W I D A 2 0 1 7 A N N U A L C O N F E R E N C E : U N I T E D I N P U R P O S E , U N I Q U E I N P R A C T I C ETUESDAY

TUESDAYOctober 17, 2017

Schedule Highlights

7:00 am–4:00 pm Registration Open ............................................................................ 2nd Level West Registration

7:30 am–8:00 am Coffee ..................................................................................................................................Ballroom B-C

7:30 am–3:00 pm Exhibit Hall Open ............................................................................................................Ballroom B-C

8:00 am–8:05 am Welcome & Opening Remarks: Dr. Tim Boals ............................................................. West Hall

8:05 am–9:15 am Keynote Speaker: Alberto Carvalho ............................................................................. West Hall

9:15 am–9:45 am Morning Break .................................................................................................................Ballroom B-C

9:45 am–12:15 pm Workshops................................................................................................................Various Locations

10:00 am–10:20 am Standing Session.............................................................................................................Ballroom B-C

10:00 am–11:00 am Spotlight Session ................................................................................................................Ballroom A

10:00 am–11:15 am Concurrent Sessions .............................................................................................Various Locations

10:40 am–11:00 am Standing Session.............................................................................................................Ballroom B-C

11:30 am–1:15 pm Lunch ......................................................................................................................................... West Hall

11:45 am–12:30 pm Sponsor Sessions ...................................................................................................Various Locations

1:00 pm–2:15 pm Concurrent Sessions .............................................................................................Various Locations

1:15 pm–1:35 pm Standing Session.............................................................................................................Ballroom B-C

1:15 pm–2:15 pm Spotlight Session ................................................................................................................Ballroom A

2:15 pm–2:45 pm Afternoon Break ..............................................................................................................Ballroom B-C


2:45 pm–5:15 pm Workshops................................................................................................................Various Locations

3:00 pm–3:20 pm Standing Session.............................................................................................................Ballroom B-C

3:00 pm–4:00 pm Spotlight Session ................................................................................................................Ballroom A


6:30 pm–8:00 pm Welcome Reception ..............................................................Grand Ballroom – Tampa Marriott

All sessions will take place in meeting rooms on level 1 of the convention center.

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W I D A 2 0 1 7 A N N U A L C O N F E R E N C E : U N I T E D I N P U R P O S E , U N I Q U E I N P R A C T I C ETU

ESDA

Y

Concurrent sessions Workshops Spotlight Sessions Standing Sessions Sponsored Sessions

Tuesday, October 17 Sessions9:45 am–12:15 pm Meeting Room 25

Understanding Accessibility and Accommodations for ALL English Learners This workshop will help attendees learn how to make more effective decisions about accessibility features and accommodations for English learners and English learners with disabilities. Presenters will describe a decision-making framework for optimizing instructional and assessment approaches to accessibility and provide an overview of accessibility features and accommodations that are used on ACCESS for ELLs 2.0. There will be time for participants to practice applying the decision-making framework and share their own examples.

Laurene Christensen, WIDAVitaliy Shyyan, Smarter Balanced

9:45 am–12:15 pmMeeting Room 24

The Next Generation Science Standards Through a Language LensParticipants will gain an understanding of all the components of the Next Generation Science Standards (NGSS) and the key integration of making the academic language of the NGSS comprehensible for ELs using the WIDA Standards Framework. Participants will explore the 5E model, the Claims, Evidence, and Reasoning (CER) model, and the three dimensional aspect of the NGSS that integrates "doing" science while learning language.

Dr. David T. Crowther, National Science Teachers AssociationJulie Lucas, Washoe County School District

9:45 am–12:15 pm Meeting Room 23

Supporting Up—Scaffolding Rigorous Curriculum for Language LearnersHow does scaffolding learning for language learners within rigorous curriculum happen intentionally in the classroom? This 3-hour session is based on the WIDA Scaffolding Academy (June 2017). Participants will experience and explore scaffolding as a teaching and learning partnership that balances rigor and support in the classroom. When

planned purposefully, this partnership guides students toward independent expertise in the academic disciplines.

Dr. Jennifer Daniels, WIDAAllyson Newton, WIDAKira Cunningham, WIDA

9:45 am–12:15 pm Ballroom D

Seeing is Believing: Successful Co-Teaching for ELLsThis workshop closely examines co-teaching in integrated ELD/ESL classes by presenting video case studies that represent both novice and experienced K–12 co-teaching partnerships across several core content areas. Utilizing two different protocols, participants will view short, well-selected video clips and analyze them for teaching effectiveness and impact on student learning. Participants will be able to determine how specific collaborative instructional practices can offer effective support to accommodate the needs of diverse English learners and apply new knowledge and skills to their own co-teaching.

Dr. Andrea Honigsfeld, Malloy CollegeMaria Dove, Malloy College

10:00 am–11:00 am Ballroom A

What Student Conversations Can Show UsThis presentation focuses on formative assessment of student–student conversations. We will use a Conversation Observation & Analysis Tool to analyze conversation samples across content areas and grade levels. One goal of the session is to build the key skills of observing student language abilities, content understandings, thinking skills, and nonverbal skills—at the same time—while listening in on one of many student conversations happening during a lesson. Another goal is to quickly figure out what feedback to provide and how to provide it so that students are appropriately supported and pushed to improve how they converse in academic settings and tasks.

Dr. Jeff Zwiers, Stanford Graduate School of Education




10:00 am–11:15 am Meeting Room 20

Early Literacy Strategies for Elementary English LearnersThis session is designed for teachers who work with students developing literacy skills. Early literacy essentials—oral language development, concepts of print, phonological awareness, and alphabet awareness and how they relate to EL emergent readers will be covered. Over 15 activities will be demonstrated that teachers can use in the classroom to facilitate literacy development. This will be a fast-paced, hands-on workshop. Materials provided for the first 50 participants.

Intended Audience: Elementary SchoolLevel of Familiarity: Level 1: Awareness-buildingMegan Moore, Manassas City Public Schools


Pedagogía casera: Understanding Latino parent engagement in K–12 language educationThis bilingual session presents the findings of a study that explored Latino parents’ perspectives and experiences in supporting their children’s K–12 language education. Participants will be introduced to the concept of pedagogía casera and explore examples of how Latino parents engage in pedagogía casera to support children’s Spanish language development. Through interactive activities, participants will discuss implications of this research to family engagement practices used within K–12 language education programs.

Intended Audience: Elementary School, Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingLorena Mancilla, WIDA


Los Podemos: Tools for Supporting Spanish Language DevelopmentThis bilingual session enables participants to become familiar with Los Podemos, a resource developed by WIDA for emergent bilinguals in Grades K–12. Los Podemos are grounded within the WIDA Standards Framework for Spanish language development. Participants will have opportunities

to practice using Los Podemos to analyze examples of student-produced texts and discuss how to differentiate instruction for emergent bilinguals.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingAlissa Blair, WIDA


The Immigrant Newcomer Student Center at Atlantic City High SchoolThe Immigrant Newcomer Center at Atlantic City High School, now in its ninth year, serves the needs of newly arrived secondary students with interrupted formal education (SIFE). This session will detail the development, implementation, assessment, and continued modification of this NJDOE recognized model program. Those districts that are planning to establish or enhance a similar program will find this session to be quite beneficial.

Intended Audience: Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingMark Deebold, Atlantic City High SchoolMary Ann Mena, Atlantic City School DistrictBeatrice Corvitto, Atlantic City High School


Creating Opportunities for Authentic Discourse through EngineeringExperience how engineering can provide engaging opportunities for authentic discourse to support English learners (EL) at the elementary level. Participants will engage in a hands-on design challenge inspired by Engineering is Elementary (EiE) to explore how collaborative problem solving promotes language development. Participants will leave with resources to support authentic discourse during the implementation of engineering activities in their classrooms.

Intended Audience: Elementary SchoolLevel of Familiarity: Level 1: Awareness-buildingKaty Hutchinson, Museum of Science

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Know Your Rights!: Immigration and Justice

An examination of Supreme Court Cases, Appellate Cases and laws regarding immigrant, refugee and English as a Second Language learners. A wide variety of educational law cases used to better inform ELL Coordinators, district personnel and teachers about the rights of immigrant students in their classroom.

Intended Audience: Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingKelly Owens, Hinsdale Township D86


Supporting Young Dual Language Learners: Standards-Based Language InstructionParticipants will be able to explore practical ways to utilize the WIDA Early Language Development Standards Framework in conjunction with Early Learning Standards as they plan for supporting language development for dual language learners. Collaboration and reflection time will be built in throughout the presentation to allow participants opportunities to share and interact with each other, synthesize their learning, and plan for application within their early care and education settings.

Intended Audience: Early Care & EducationLevel of Familiarity: Level 1: Awareness-buildingTricia Blanco, WIDADelis Cuellar, WIDA

10:00 am–11:15 amMeeting Room 14

Leveraging and Developing Your Leadership Skills to Support English LearnersDid your teacher education program also develop your leadership skills? In this interactive session, participants will learn about the importance of leadership skills when collaborating professionally to improve their ELs’ academic outcomes. They will use a research-based EL leadership framework to assess their own leadership skills, apply strategies to leverage their leadership skills, and leave with a leadership action plan to better support their ELs.

Intended Audience: Early Care & Education, Elementary School, Middle School & High School, Higher Education, Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingDiane Staehr Fenner, SupportEdSydney Snyder, SupportEd


Lifting the Language in Content Area ClassesAcademic language development through the content area standards is essential for English Learners’ success, both in the classroom and within their community. Together, participants will identify opportunities to strategically infuse academic language instruction through the deconstruction and analysis of content-specific standards. Through strategic academic language development, students will learn rigorous academic content and language in tandem, deepening their understanding and engagement in content area classrooms.

Intended Audience: Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingAmber Schmittdiel, Pinellas County SchoolsEmine Ouzoun-Ash, Pinellas County Schools


Implementing the Academic Language and Content Achievement Model in CCSDLearn about the large-scale professional learning initiative at Clark County School District. The initiative focuses on blended learning for site-based personnel and school leaders to facilitate and sustain implementation of professional learning at school sites tied to the ELL Master Plan for English Language Learner Success. The on-going professional learning sessions are organized around Understanding Language’s Six Effective Practices for ELL instruction and CCSD’s Language Development Approach. The session will model specific professional learning activities and instructional practices that engaged CCSD participants in learning how to teach language and content simultaneously.

Intended Audience: Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingJessica Costa, WIDALaura Lyke, English Language Learner Division

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Identifying ELLs with Specific Language ImpairmentsIdentifying students who are learning a second language with a Specific Language Impairment (SLI) can be difficult. Strategies for identifying these students will be discussed, as well as helpful questions and scenarios that will guide educators through identifying whether the cause of the concern is related to second language acquisition or SLI. Educators can expect to develop a better understanding of the symptoms and impacts so that they can better identify ELLs with SLI.

Intended Audience: Elementary SchoolLevel of Familiarity: Level 1: Awareness-buildingChelseann Christopher, Montgomery County Public Schools


Using the New WIDA Screener In 2016 WIDA launched the new WIDA Screener assessment as a replacement for the W-APT. WIDA Screener is designed to help identify newly incoming students who would benefit from receiving English language support services. The presenter will explain the design and content of the WIDA Screener, how the test is administered and scored, and how the test scores may be used to support the decision to identify students as ELLs. There will be multiple opportunities to ask questions about WIDA Screener.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingMark Chapman, WIDA


How to Scale Best-Practice Differentiated Instruction for ELLs All teachers can, and must, be teachers of language. But with so many competing priorities, and the lack of appropriate training, it can be a challenging undertaking. Learn from one high performing ELL program that has successfully managed the complexity of compliance while simultaneously improving instruction within the mainstream classroom for ELLs. Participants will have the opportunity to see Ellevation

Strategies in action and complete a classroom activity that was designed to support the instruction of language and content.

Adam Howard, Lead ELL Teacher, Tulsa Public SchoolsTeddy Rice, President & Co-Founder, EllevationAlyssa Jean, Instructional Content Manager, Ellevation


Accelerating Language Development for Els with iLit ELLDevelop language through reading, writing, speaking, and listening for all English learners—newcomers to long-term ELs. With 180 lessons for English learners, 45 newcomer specific lessons, more than 200 printed texts, and 3,000 etexts, iLit meets English learners where they are and builds language and literacy from there. Developed by a world class authorship team, including Jim Cummins and with the SIOP frameworks integrated into the program, teachers can be sure they are using best practices every day.

Wayne Eichen, Pearson


Tools to Facilitate and DEVELOP Rich Conversation in the Discourse-Driven Math ClassroomDiscourse-driven classrooms become a reality when all students are enabled to Explore the mathematics, Develop conceptual understanding, and Apply their learning with the support of practical teacher habits that transfer ownership of learning. This workshop will focus on ways to develop conceptual understanding through enhanced mathematical discussions in the classroom. Participants will practice questioning strategies, equipping attendees with tools and techniques they can immediately use to manage conversations, sequence student responses, and evaluate the rigor of discourse in the math classroom.

Lloyd Jones, Curriculum AssociatesDuke Chinn, Curriculum AssociatesClaudia Salinas, Curriculum Associates

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11:45 am–12:30 pm Meeting Room 21

Illustrating Key Uses of Academic Language Through MultimediaDoes teaching idioms have you in a pickle? Using Idioms as the sample topic, the presenter will demonstrate this online platform that engages students with animated movies, games, concept maps, and more. Take the bull by the horns and come see how to teach language and content with fun, creative tools and resources.

Beverly Fine, Editorial and Outreach Director, BrainPOP ESL

1:00 pm–2:15 pm Meeting Room 13

Promoting Engagement with Dual Language Learners, Families, and CommunitiesParticipants will have an opportunity to explore promising practices focused on strengthening child, family, and community engagement within culturally and linguistically responsive early care and education settings. Collaboration and reflection time will be built in throughout the presentation so participants can share and interact with each other, synthesize their learning, and plan for application within their early care and education settings.

Intended Audience: Early Care & EducationLevel of Familiarity: Level 1: Awareness-buildingTricia Blanco, WIDAMaya Martinez-Hart, WIDA


Developing a District Protocol to Identify ELs with DisabilitiesIdentifying English learners with disabilities is a challenging issue in every school district. This session is designed for ELL and special education professionals who want to develop a district protocol detailing procedures used when an EL is having learning difficulties. Presenters will share protocols from their districts and attendees will leave the session knowing what steps need to be taken to begin developing district protocols of their own.

Intended Audience: Elementary School, Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingKallee Iverson, Walled Lake Consolidated School DistrictChristin Silagy, Troy School District


Learning Curves in the First Year Bilingual ProgramThis session will explore the learning curves during the first year implementing a dual immersion program at the elementary level. Participates will be able to hear testimonies from teachers, administrators, and parents. The presenters will share glows and grows of what happens within the first year implementing a dual immersion program.

Intended Audience: Elementary SchoolLevel of Familiarity: Level 2: Deepening UnderstandingCarrie Madden, Cobb CountyLindsey Hamburg, Cobb County


Taking It to Heart: Culturally Responsive Teaching in ActionAttendees will learn how two science teachers have employed a culturally responsive approach to teaching ELLs in sheltered and mainstream science classrooms. They will learn how their collaboration contributed to a well-aligned course sequence, one that prepares newcomer ELLs in sheltered contexts to progress to mainstream contexts. Attendees will see how these teachers employed a “can do” approach in planning, instructional delivery, and assessment, differentiating instruction based on students’ assets.

Intended Audience: Middle School & High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingGretchen Oliver, University at Albany

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1:00 pm–2:15 pmMeeting Room 14

Race, Language and Leadership for Emergent BilingualsAn Emergent Bilingual (or English Learner) Leader is a new and emerging leadership role in the US. Some states require the institution of a leader once a district reaches a specific density of students, but few are WIDA states. While leaders are principally focused on language learning conditions for their emergent bilinguals, tackling race and its intersections with language is seldom addressed, invoking a specific color-blindness within our profession. This session presents a racially and linguistically responsive leadership framework that includes the various identity markers that our emergent bilinguals claim.

Intended Audience: Early Care & Education, Elementary School, Middle School & High School, Higher Education, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingTrish Morita-Mullaney, Purdue UniversityDiep Nguyen, WIDANancy Commins, University of Colorado Denver


Discuss: Explicit Strategies for Increasing Oral Interaction in the ClassroomThis session presents three aspects of the Key Use Discuss – classroom cues, group rapport, and reflexive, criticaldiscussion. Learn explicit strategies to help you increaseinteraction in your classroom and the quantity, quality, andbreadth of your students’ discussion skills.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingCynthia Lundgren, WIDABingjie Zheng, UW-Madison


Community Based Partnerships and Schools. Parent Engagement in an Equity FrameworkThis session will cover one suburban elementary school's efforts and practices to re-tool parent and school engagement via the creation of TAREA and community

based partnership work. We will walk through the steps taken towards relationship building in an equity framework context, specific to the emergent bilingual population and school personnel. The successes and failures will be chronicled from the beginning to current day (10 years later) and look to future goals as well.

Intended Audience: Elementary School, Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingJennifer Schultz, Verona Area School DistrictLaurie Burgos, Verona Area School District


Action Research: Developing a Sense of Inquiry to Improve Outcomes In this interactive session, participants will understand the distinguishing characteristics of action research and how it can lead to increased professional growth and satisfaction and improved EL outcomes. Participants will identify problems of student achievement they are experiencing in the classroom, focus in on the underlying issue, and develop an initial question of inquiry. Participants will leave with a plan and useful tools for the next step of their research.

Intended Audience: Early Care & Education, Elementary School, Middle School & High School, Higher Education, Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingJill Kester, SupportEd


Writing Success For Long-Term ELLsLong-term ELLs are often overlooked in the classroom and this session will focus on strengthening their writing skills. Join us to learn about teaching students to write with academic language and how to use writing to show learning. Participants will be able to implement the information in their classrooms and leave with strategies that can be shared with content area teachers who teach ELLs.

Intended Audience: Middle School & High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingMindy Hutchins, Cabarrus County SchoolsDelette Brown, Cabarrus County Schools

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Collaborative Data Collection: A Case Study at Carol Morgan SchoolDoes your school collect data from summative and formative assessments, but struggle with locating and communicating that information? Participants in this session will learn how the Optimal Learning Center at CMS created a collaborative data collection document and how we use it to ensure ELL and other students’ needs are being met. There will be opportunities to brainstorm and create your own collaborative data collection document to take back with you to your department or school.

Intended Audience: Elementary School, Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingKristi Leitch, Carol Morgan SchoolPaula Cline, Carol Morgan School


Adapting HS Curriculum to Meet the Needs of EL NewcomersParticipants will explore high school language arts and social studies appropriate resources for students new to the country. Ideas will be given on how to develop an appropriate curriculum that meets the diverse needs of newcomer students. Participants will collaborate on how to add to their existing curriculum and see examples of lessons and activities that have been successful with EL students.

Intended Audience: Middle School & High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingSarah Hough, Proviso West High SchoolDiana Medina, Proviso West High School


Collaborating to Build a Culturally Responsive School Climate for ELsIn this session, participants will receive tools and strategies to support the development of a culturally responsive school climate that supports the academic and social needs of English learners (ELs) and their families. Participants will practice strategies to work collaborative with colleagues and administrators in order to foster a more equitable academic

environment for ELs. Participants will develop an action plan to support their work moving forward

Intended Audience: Early Care & Education, Elementary School, Middle School & High School, Higher Education, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingSydney Snyder, SupportEd

1:15 pm–2:15 pmBallroom A

Engaging and Empowering Families of Language Learners: A Panel Discussion with Family AdvocatesThis lively and informative panel brings together researchers and parent liaisons to discuss considerations to promote family engagement specific to families of language learners. With their varied perspectives and experiences in research, policy, and school life, the panelists will explore questions about challenges and approaches to family engagement that are sensitive to families’ experiences and needs, and that engage families and educators in shared decision-making about students’ language learning and academic development. This panel will interest PreK–12 educators and administrators who want to improve communication and partnerships with families of language learners.

Dr. Lorena Mancilla, WIDADr. Kathy Escamilla, University of Colorado BoulderDr. Alissa Blair, WIDAClaudia Medina, Latino Community FoundationRaisa Perez Sifonte, Seminole County Public Schools

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Affirming Linguistic Diversity in Early Care and EducationThis session explores issues of equity that impact the early learning and care experiences of dual language learners and their families. Participants will engage in activities around language ideologies, assets children and families bring, and practices that challenge deficit-thinking and stereotypes. Through the use of guiding questions, participants will be able to identify practical action steps for their own practice and/or setting.

Intended Audience: Early Care and Education, AdministrativeLevel of Familiarity: Level 1: Awareness-buildingLorena Mancilla, WIDAMaya Martinez Hart, WIDA


Co-Teaching and English Learners: Making it WorkParticipants will create an action plan for making co-teaching work in their particular school or district. By participating in the session, they will learn how to establish a clear and specific rationale for co-teaching and ensure that they have a common definition of co-teaching. The session will also focus on the the similarities and differences between the role of the co-teachers and the role of the administrators in a co-taught program.

Intended Audience: Elementary School, Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 3: Analyzing Based on Existing KnowledgeHolly Porter, Cherry Creek School District #5Julie Ignacz, Cherry Creek School District #5Meg Lucero, Cherry Creek School District #5


Creating Classroom-based Events to Support Family Engagement and Student Learning There are four types of classroom-based events that can enhance school-family partnerships on behalf of student learning. These include: community building events for

social purposes; showcasing the curriculum for making learning transparent; drawing on the rich resources of families; and building a home school culture of learning.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingDebbie Zacarian, Zacarian and Associates


Developing Vocabulary through Art, Music and Physical Education ClassesThe presentation will focus on how art, music, and physical education classes can foster academic language development. The content and vocabulary developed during art, music, and physical education are essential to bridge the cultural gap in a dual language program. These classes expose the students to a unique set of vocabulary. We will share vocabulary strategies that can help other programs utilize these classes to their full potential.

Intended Audience: Elementary SchoolLevel of Familiarity: Level 1: Awareness-buildingLiliane Vannoy, Tulsa Public SchoolsLaura Grisso , Tulsa Public SchoolsHannah Jimenez, Tulsa Public Schools


Doing and Talking Math and Science: Strengthening Reasoning, Strengthening LanguageLearn to facilitate classroom discourse that strengthens students’ math and science reasoning, engages students in important disciplinary practices, and strengthens the language of complex thinking. Check out the new website and watch videos of teachers and students using a small set of discourse facilitation moves developed during a 3-year NSF project. Learn how teachers began to use these resources, and plan ways to implement this approach in your classroom.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingRita MacDonald, WIDA

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Language Development for Every Lesson, Every Day: Content-based Measurable Language ObjectivesBuilding on Seidlitz’ and Castillo’s framework (2013) and incorporating scaffolds exemplified in WIDA’s MPIs, regional Co-teaching for ELLs teams from twelve districts are fine-tuning a system for writing clear language learning targets. Participants will practice writing language objectives using our template developed to answer the question, “How are {co-teachers} able to … move their ELLs faster … than they would move in stand-alone programs?” (Honigsfeld and Dove, 2015)

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingDebra Cole, Missouri Migrant & English Language LearningElena Okanovic, St. Louis Public SchoolsJacqui Schilling, Mehlville Public Schools


Project-Based Learning with Level 1s to Support Critical ThinkingThis session will demonstrate how Project-Based Learning can be utilized with Level 1 ELs in a secondary school setting to support higher order thinking and cultivate creative and critical thinkers with acquiring academic English. Examples from middle and high school content area PBLs will be examined and discussed for differentiation, scaffolding, and anticipated outcomes. Participants will feel empowered to implement PBLs for Level 1 ELs in their own districts. Bring your device to this session.

Intended Audience: Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingJennifer Santiago, Fairfax County Public SchoolCaitlyn Saxton, Fairfax County Public Schools


Raising EL Achievement through Peer Observation InquiryLearn to lead peer observation inquiry—a collaborative protocol for deep professional learning. Engage in an interactive simulation to hone your observation superpowers and learn a trust-building protocol you can use to deepen teacher collaboration to elevate EL achievement. Collaborate with job-alike colleagues to plan action steps to leverage the power of peer observation in your setting.

Intended Audience: Elementary School, Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingTonya Ward Singer, www.tonyasinger.com


Reaching ELLs with Culturally Relevant Resources from Teaching ToleranceIn this session, we will explore the culturally relevant, adaptable and free resources that Teaching Tolerance has to offer educators. Using the Teaching Tolerance Anti-Bias Framework as a road map for our session, we will examine various lessons, strategies, and texts from Teaching Tolerance organized by domains of Identity, Diversity, Justice and Action. Teachers at all grade levels will walk away reenergized and armed with lessons to incorporate into their curriculum immediately that will give a voice to every single student in their classroom.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingAmy Melik, Nicolet Union High School District


Taking it VirtuEL—Innovative Online and Blended Instructional StrategiesThe session will address cutting edge instructional strategies for a fully cyber or blended K–12 EL classroom. Participants will be introduced to effective online teaching techniques, learning management systems, and classroom content

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resources. Participants will walk away with a variety of online supplemental academic learning tools to enhance instruction for all English language proficiency levels.

Intended Audience: Elementary School, Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingAndrew Kalahanis, Commonwealth Charter AcademyKelly Ospina, Commonwealth Charter AcademySarah Rothermel, Commonwealth Charter Academy


The Power of Protocols for Formative Writing AssessmentExperience the power of following facilitated protocols during a PLC or team planning session to collaboratively and formatively assess students' written work with the Performance Definitions. The protocol encourages participants to share insights and ideas within a safe space and keeps the focus on what students "Can Do", as well as next steps for instruction. Participants will be able to adapt the protocol for collaborative assessment of classroom written or oral work during PLCs, team meetings, or content planning sessions.

Intended Audience: Elementary School, Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingElizabeth Skelton, Beth Skelton Consulting


Understanding Accessibility and Accommodations for ALL English LearnersThis workshop will help attendees learn how to make more effective decisions about accessibility features and accommodations for English learners and English learners with disabilities. Presenters will describe a decision-making framework for optimizing instructional and assessment approaches to accessibility and provide an overview of accessibility features and accommodations that are used in ACCESS for ELLs 2.0. There will be time for participants to practice applying the decision-making framework and share their own examples.

Intended Audience: Elementary School, Middle School & High School, Higher Education

Level of Familiarity: Level 1: Awareness-buildingLaurene Christensen, WIDAVitaliy Shyyan, Smarter Balanced

2:45 pm–5:15 pmBallroom D

ACCESS for ELLs 2.0 Writing Test & ScoringIn this workshop, assessment specialists from WIDA and CAL will explain how academic writing skills are assessed on ACCESS for ELLs 2.0. The presenters will explain the design of the Writing test and how students’ responses are scored. Participants will practice scoring student responses and engage in a discussion of how higher scored responses are distinguished from lower scored responses. Finally, participants and presenters will discuss how classroom activities may be designed to address the writing skills that are assessed on the ACCESS Writing test.

Mark Chapman, WIDA


Language in the Driver’s SeatThis session examines the interdependency of content, literacy and language with explicit focus on how language choice and features reflect various academic genres to better support language learners.

Cynthia Lundgren, WIDAMargaret Churchill, Tenakill Middle School


Data Literacy in PracticeData Analysis should be an integral part of school improvement and classroom instructional practices. This two and a half-hour session will provide participants with information and time for discussion and reflection focusing on data literacy principles, practices, and processes with a focus on culturally and linguitsically diverse students. Participants will leave with materials that support data anaylsis in their own contexts.

Dr. Jessica Costa, WIDAKira Cunningham, WIDAAmy King, WIDA

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Creating Contexts for Academic Talk through Instructional ConversationThrough video and demonstration, this workshop showcases how to use biography-driven instructional strategies to engage students in authentic academic talk through Instructional Conversation. Participants learn key instructional moves to elicit academic talk, and how to utilize student language production to support connections between students’ background knowledge and new material.

Dr. Socorro Herrera, Kansas State University

3:00 pm–4:00 pmBallroom A

Co-assessment as, for, and of Learning: The Power of CollaborationCo-assessment, integral to the collaborative instructional cycle, underscores the important roles co-teachers of multilingual students play in planning, documenting, interpreting, and sharing data. It centers on a series of mutually agreed upon answers to some key questions, including, “What are our shared goals for teaching and learning?” “How can every student demonstrate success?” and “How can assessment and instruction be crafted to maximize each student’s potential to succeed?” Armed with assessment as, for, and of learning, participants will come to envision how stakeholders working together- namely, students, teachers, and school leaders- hold decision-making powers in regard to data use and explore ways to apply this collaborative assessment frame to their own context.

Dr. Margo Gottlieb, WIDADr. Andrea Honigsfeld, Malloy College


A WIDA Job-Embedded Teacher Professional Development Program in Rural SettingsThis presentation describes a university-school district collaborative, job-embedded teacher professional development

program designed for rural educators of ELs. We describe the structure, scope, and sequence of the program and how WIDA content was embedded throughout the program in a six-course sequence. We offer suggestions for rural educators who seek guidance in implementing WIDA and for higher education faculty who modify course content with WIDA.

Intended Audience: Higher Education, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingMaria Coady, University of FloridaValerie Boughanem, Levy County School Board


Assessment Adaptations in the Dual Language ClassroomThis presentation will provide teachers with tools to enhance teacher-created formative and summative assessments in the dual language classroom by making the language of assessment more accessible to emergent bilinguals. Presenters will guide teachers through the process of analyzing the language demands of various assessment formats. Ideas for designing assessment items that contain language supports for emergent bilinguals will be provided and examples of adapted assessments in both English and Spanish, at various grade levels, will be shared.

Intended Audience: Elementary School, Middle School & High School, Higher EducationLevel of Familiarity: Level 1: Awareness-buildingTatyana Vdovina, Center for Applied LinguisticsJosé Medina, Center for Applied Linguistics


Boosting Achievement of Students with Interrupted or Minimal Education (SIFE)Newcomers can be a challenge but there are ways to accelerate language acquisition, master grade-level standards and honor the gifts all students bring. Even our under schooled students can contribute and enrich the learning of all. The session will focus on practical techniques and easy to use, free technology to support all students.

Intended Audience: Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingCarol Salva, Spring Branch ISD

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Creating a Biliteracy UnitAttendees will understand the process in creating a bilingual unit framework; differentiate between big ideas, objectives and standards to decide on a summative goal; observe classroom examples and strategies for each stage of the unit.

Intended Audience: Elementary SchoolLevel of Familiarity: Level 2: Deepening UnderstandingElizabeth Gonzalez, Mannheim District 83Jacqueline Juliano, Mannheim School District 83Lee Jimenez, Mannheim School District 83


Creating a Pre-Engineering Program at a Linguistically Diverse High SchoolThis session will cover the development of a Pre-Engineering program committed to preparing linguistically and culturally diverse students for the global workforce. By modifying a curriculum developed by faculty in engineering, we created a translanguaging classroom where the full linguistic repertoire of students, teachers, and their communities is leveraged to engage in the engineering design process. Participants will receive tools for implementing a similar program in other contexts.

Intended Audience: Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingErin Papa, Mount Pleasant High SchoolWilliam Tejada, Mount Pleasant High SchoolOscar Paz, Mount Pleasant High School


Creating a Rich Language Environment for the Right WordsThis interactive presentation will increase understanding of the research-based components that comprise strategic vocabulary instruction and provide practical resources for educators working with linguistically diverse students. The focus will be on fostering a motivating content and language learning environment that is rich in words, delivering strategic instruction of high-utility vocabulary, and encouraging approaches to promote students’ independent word-learning

skills, such as cognate awareness and structural analysis.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingIgone Arteagoitia, Center for Applied LiguisticsAnnie Duguay, Center for Applied Linguistics


Effective, Sustained Partnerships with ELL Families: Research into PracticeBuilding and sustaining effective partnerships with families of linguistically and culturally diverse students is critical for students' academic success and school improvement. In this interactive session, the presenter will share the work she has been doing with school districts and ELL families around the country, preK to grade 12, which puts research-based principles into practice. Participants will learn, share, and engage using an asset-based "Learn Together Workshop" model used in our work to build teams, trust, and two-way communication and knowledge-sharing; they will take away strategies and tools for developing a family engagement action plan.

Intended Audience: Early Care & Education, Elementary School, Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingLise Ragan, Course Crafters, Inc.


En casa se habla español: Supporting Bilingualism in Early Learning SettingsThis bilingual session will engage participants in discussions about the linguistic repertoires of Spanish-speaking dual language learners (DLLs) and how educators can expand these repertoires by supporting bilingualism through an asset-based approach. Participants will explore tools designed to support Spanish language development and have opportunities to share and interact with each other, synthesize their learning, and plan for application within early learning settings.

Intended Audience: Early Care and EducationLevel of Familiarity: Level 1: Awareness-buildingMaya Martinez Hart, WIDALorena Mancilla, WIDA

Tuesday Sessions

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FE

EIP

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BME

CANCELLED

34


ONDA

YTU

ESDA

YW

EDNE

SDAY

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SDAY



Genre-Based Approaches to Developing and Assessing Writing for Multilingual WritersMultilingual learners develop as writers through years of schooling and beyond. Writing complexity increases following students’ developmental trajectory of writers as thinkers. Much of writing development focuses on development of sentences, spelling, and punctuation. Accomplished writers know that different purposes of writing require different organizational features and language choices that match their text purpose and audience. Genre-based approach to writing views writing as the development of the whole text with sentences, words, and punctuation following the purpose, audience, and topic of text. The presenter will share genre-based approach to developing and assessing writing, including examples of different school genres (e.g. explanations of ecosystems, historical accounts, arguments, explanations of life cycles, etc.). The presenter will also share a framework for assessing writing starting from whole text down to punctuation. This framework helps teachers prioritize what to address in writing to support their writing skills and not just correct errors. Participants will network and discuss with each other their approaches to developing and assessing writing and explore how the genre-based framework might meet their needs. The intent of the presenter is for the participants to expand their practices as they support the writing of their multilingual students for a variety of purposes.

Intended Audience: Elementary School, Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingRuslana Westerlund, WIDA


How to Become and Create Allies for Social JusticeHow often do you think about the way you think? Join us as we take a look at how our beliefs are shaped and how they may affect our efforts for equity and inclusion. In order to truly support our diverse student populations, we must be willing to consider a variety of perspectives, beliefs and norms. Education professionals hold the power to influence infinite generations through their work. Come learn how you can be an even greater contributor to our future shared world. Gain awareness and skills that you can share with

others, including your students, to support being allies for social justice. This session will prove to be one that you will not regret or forget!

Intended Audience: Early Care & Education, Elementary School, Middle School & High School, Higher Education, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingHuda Essa, Culture Links, LLC


Meaningful Participation in the IEP Process—ESOL Teacher RoleThis session is for all teachers of ELs who may/will have students going through any special education process from child study to the development of an Individualized Education Plan (IEP). Topics covered include disability versus language acquisition, ESOL teachers’ roles and responsibilities in the child study/IEP process and how to document and deliver ESOL services and accommodations once the student is eligible for special education services. Documents created for the child study process for ELs will be shared.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingMegan Moore, Manassas City Public SchoolsRebecca Stone, Manassas City Public Schools


What Gets Monitored Gets Done: A Protocol for Classroom ObservationsThe goal of this session is to provide an overview of the observation protocol used in Prince William County Public Schools which has been successful in supporting teachers as they transfer their EL professional learning into practice. Participants will utilize the tools in mock observations with an emphasis on evidence-based feedback.

Intended Audience: Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingChristina Lo, Prince William County Public SchoolsLisa Manikas, Prince William County Public SchoolsChelsea Northman, Prince William County Public Schools

Tuesday Sessions

LP

LLD

ESJ

EIP


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MARGO GOTTLIEB & MARIANA CASTROOn key uses for building our students’ academic language power

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DEBBIE ZACARIAN & MICHAEL SILVERSTONEOn how to harness teacher, peer, family, and community partnerships

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DIANE STAEHR FENNER & SYDNEY SNYDEROn helping our ELs meet today’s challenging content standards

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JEFF ZWIERS & SARA HAMERLAOn core communication strategies for building our students’ oral language skills

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Available November!

N17886_WIDA Conference_Ad.indd 1 8/15/2017 9:55:50 AM




Conf

eren

ce Se

ssio

nsTu

esda

yW

edne

sday

Thur

sday

Track

10:00

a-11

:15a

1:00p

-2:15

p2:4

5p-4

:00p

4:15p

-5:30

p10

:00a-

11:15

a1:0

0p-2

:15p

2:45p

-4:00

p4:1

5p-5

:30p

9:30a

-10:4

5aBi

lingu

al/

Mul

tilin

gual

Ed

ucat

ion

Room

10

Los P

odem

os: T

ools

for S

uppo

rting

SLD

Lear

ning C

urve

s in

the F

irst Y

ear

Bilin

gual

Prog

ram

Deve

loping

Vo

cabu

lary t

hrou

gh

Art,

Mus

ic, &

Ph

ysica

l Edu

catio

n Cla

sses

Crea

ting a

Bilit

erac

y Un

itM

ore B

ang f

or

your

Buck

! Dict

ado

w/Bi

lingu

al/EL

St

uden

ts

Cultu

rally

&

Lingu

istica

lly

Relev

ant

Liter

atur

e

Little

Roja

Ridin

g Ho

od: C

apita

lizing

on

Stud

ents’

Lin

guist

ic Re

sour

ces

Mult

ilingu

alism

for

All: A

Stat

e Ado

ption

of

Span

ish St

anda

rds

Early

Year

sRo

om 13

Supp

ortin

g You

ng

DLLs

: Sta

ndar

ds-

Base

d Lan

guag

e

Instr

uctio

n

Prom

oting

Enga

gem

ent w

/DL

Ls, F

amilie

s &

Com

mun

ities

Affirm

ing

Lin

guist

ic

Di

versi

ty in

Early

Ca

re &

Educ

ation

En ca

sa se

habla

es

paño

l: Sup

porti

ng

biling

ualis

m in

early

lea

rning

setti

ngs

Culti

vatin

g Ora

l La

ngua

ge &

Lite

racy

Ta

lent i

n Stu

dent

s (CO

LLTS

)

Lead

ing fo

r Eq

uity:

Su

ppor

ting Y

oung

La

ngua

ge Le

arne

rs to

Thriv

e

Prom

oting

Early

La

ng D

evelo

pmen

t fo

r You

ng La

ngua

ge

Lear

ners

Partn

ersh

ips to

Su

ppor

t DLL

s: Im

plem

entin

g WID

A Ea

rly Ye

ars

Effec

tive

In

stru

ctio

nal

Prac

tices

Ro

om 20

Early

Lite

racy

St

rate

gies f

or

Elem

enta

ry EL

s

Disc

uss:

Expli

cit

Stra

tegie

s for

In

creas

ing O

ral

Inte

racti

on in

the

Classr

oom

Lang

uage

De

velop

men

t for

Ev

ery L

esso

n, Ev

ery

Day:

Cont

ent-

base

d Mea

sura

ble

Lang

uage

Obje

ctive

s

Crea

ting a

Ri

ch La

ngua

ge

Envir

onm

ent f

or th

e Ri

ght W

ords

Expli

cit Vo

cabu

lary

Instr

uctio

n for

Te

ache

rs of

ELs

Enga

ging E

LL

Stud

ents

with

Te

amwo

rk &

Te

chno

logica

l St

rate

gies

A Visu

al

Ap

proa

ch to

Co

nten

t-Bas

ed

Lang

uage

De

velop

men

t

Beyo

nd Fr

agm

ents

& Ru

n-On

s: Em

powe

ring E

Ls w

/Se

nten

ce Se

nse

The K

ey U

ses

& Di

scipli

nary

Pr

actic

es in

MA

Mod

el

Curri

culum

Effec

tive

In

stru

ctio

nal

Prac

tices

Ro

om 21

Liftin

g the

Lang

uage

in Co

nten

t Ar

ea Cl

asse

s

Writ

ing Su

ccess

for

Long

-Term

ELLs

Takin

g it V

irtuE

L-In

nova

tive

Onlin

e & Bl

ende

d

Instr

uctio

nal

Stra

tegie

s

Genr

e-Ba

sed

Appr

oach

es to

De

velop

ing &

As

sessi

ng W

riting

for

Mult

ilingu

al W

riter

s

From

Who

le to

Part:

Ea

rly

Lite

racy

In

struc

tion f

or EL

s

Plann

ing &

Im

plem

entin

g the

KE

Y USE

S in E

very

Cla

ssroo

m

The M

ultipl

e Us

es of

the W

IDA

Perfo

rman

ce

Defin

ition

s

Helpi

ng EL

s Ac

quire

La

ngua

ge St

ructu

res

in Co

ntex

t of

Auth

entic

Lite

racy

Ex

perie

nces

Digit

al In

tera

ctive

No

tebo

oks-

Scaff

olding

Cont

ent

for E

L Aca

dem

ic Su

ccess

Equi

ty &

Socia

l Ju

stice

Ro

om 22

Know

Your

Righ

ts!

Im

migr

ation

&

Justi

ce

Colla

bora

ting t

o Bu

ild a

Cultu

rally

Re

spon

sive S

choo

l Cli

mat

e for

ELs

Reac

hing E

LLs w

ith

Cultu

rally

Relev

ant

Reso

urce

s fro

m

Teac

hing T

olera

nce

How

to Be

com

e &

Crea

te Al

lies f

or

Socia

l Jus

tice

Uniqu

e Voic

es of

Bl

ack E

LsM

irror,

Mirr

or on

the

Wall

: Ado

lesce

nt

Imm

igran

ts &

Iden

tity

Deve

lopm

ent

Inte

rcultu

ral

Com

mun

icatio

n at

the H

eart

of O

ur

Purp

ose &

Prac

tice

Iden

tifica

tion:

En

surin

g Equ

ity

Acro

ss Ed

ucat

ion

Sy

stem

s

Build

ing Ed

ucat

ional

Com

mun

ities

of

Inclu

sion:

Cultu

ral

Profi

cienc

y & Eq

uity

Fam

ily

Enga

gem

ent

Room

11

Peda

gogía

case

ra:

Unde

rstan

ding

Latin

o Par

ent

Enga

gem

ent

Com

mun

ity Ba

sed

Pa

rtner

ships

&

Scho

ols

Crea

ting C

lassro

om-

base

d Eve

nts t

o Su

ppor

t Fam

ily

Enga

gem

ent &

St

uden

t Lea

rning

Effec

tive,

Susta

ined

Partn

ersh

ips w

ith

ELL F

amilie

s: Re

sear

ch in

to

Prac

tice

Fam

ily

Enga

gem

ent F

oste

rs Un

ity in

Dive

rsity

Mea

ningf

ul Tw

o-wa

y Com

mun

icatio

n Be

twee

n Edu

cato

rs &

Fam

ilies o

f LLs

Using

Cultu

re

to En

gage

EL

St

uden

ts, Pa

rent

s &

Fam

ilies

Build

ing

(Stru

ctura

lly

Soun

d) Br

idges

in

a Cult

urall

y Dive

rse

Com

mun

ity

Equi

ty &

Socia

l Ju

stice

:Pr

edict

ing Cu

ltura

l Di

ssona

ce in

WID

A La

ngua

ge Le

arnin

g En

viron

men

tLa

ngua

ge

Asse

ssm

ent

Room

18

Usi

ng th

e ne

w

WID

A S

cree

ner

asse

ssm

ent

Colla

bora

tive D

ata

Colle

ction

: Cas

e St

udy a

t Car

ol M

orga

n Sch

ool

Powe

r of P

roto

cols

for F

orm

ative

W

riting

Asse

ssmen

t

Asse

ssmen

t Ad

apta

tions

in th

e Du

al La

ngua

ge

Classr

oom

Raisi

ng Aw

aren

ess

of Cu

ltura

l Re

spon

siven

ess

in As

sessm

ent

Mat

erial

s

Imple

men

ting

Dyna

mic

Lang

uage

Le

arnin

g Pr

ogre

ssion

s fo

r For

mat

ive

Asse

ssmen

t

Recip

e for

a Ru

bric:

W

IDA P

erfo

rman

ce

Defin

ition

s in

Writ

ing A

ssessm

ent

Diffe

rent

iated

Gr

ading

:

Stan

dard

s-bas

ed

Rubr

ics

Lear

ning G

oals

and

Succe

ss Cr

iteria

Lang

uage

Le

arne

rs w

ith

Disa

bilit

ies

Room

12

Iden

tifyin

g ELL

s w/

Spec

ific L

angu

age

Impa

irmen

ts

Deve

loping

a Di

strict

Pr

otoc

ol to

Iden

tify

ELs w

ith D

isabil

ities

Unde

rstan

ding

Acce

ssibil

ity &

Ac

com

mod

ation

s for

AL

L ELs

Mea

ningf

ul

Parti

cipat

ion in

the

IEP Pr

oces

s-ESO

L Te

ache

r Role

Onlin

e

Acce

ssibil

ity To

ols in

AC

CESS

for E

LLs 2

.0

Conn

ectin

g SPE

D W

orld,

ELL L

and,

& Fa

milie

s Dur

ing

Disa

biliti

es Re

ferra

l

Shift

ing O

nline

Te

st Pr

ep fr

om

Acco

mm

odat

ions t

o Ac

cessi

bility

Addr

essin

g the

Re

ading

Nee

ds of

a Ra

nge o

f Le

aner

s: EL

SWD

Lead

ersh

ip

Room

14Le

vera

ging &

De

velop

ing Yo

ur

Lead

ersh

ip Sk

ills to

Su

ppor

t ELs

Race

, Lan

guag

e &

Lead

ersh

ip fo

r Em

erge

nt

Bi

lingu

als

Co-Te

achin

g &

Engli

sh Le

arne

rs:

Mak

ing it

Wor

k

Wha

t Get

s

Mon

itore

d Get

s Do

ne: A

Prot

ocol

for C

lassro

om

Obse

rvat

ion

Refu

gee E

xper

ience

: Em

brac

ing D

iversi

ty

& Ca

pitali

zing

on Co

mm

unity

In

volve

men

t

CCSD

’s Mas

ter

Plan f

or En

glish

La

ngua

ge Le

arne

r Su

ccess

A CAN

DO

Coac

hing

Fram

ewor

k to

Supp

ort T

each

ers

of EL

s

Crea

ting a

Com

plian

t & Q

ualit

y Cy

ber E

SL Pr

ogra

m

Co-Te

achin

g: H

ow

to Fo

rm a

Succe

ssful

Team

Newc

omer

s, M

igra

nt, &

SLIF

E

Room

15

The I

mm

igran

t Ne

wcom

er St

uden

t Ce

nter

at At

lantic

Cit

y HS

Adap

ting H

S Cu

rricu

lum to

Mee

t th

e Nee

ds of

EL

Newc

omer

s

Proje

ct Ba

sed

Lear

ning w

ith Le

vel

1s to

Supp

ort C

ritica

l Th

inking

Boos

ting

Achie

vem

ent o

f St

uden

ts wi

th

Inte

rrupt

ed or

M

inim

al Ed

ucat

ion

Syste

mat

ic &

Expli

cit

Instr

uctio

n fo

r S

tude

nts

with

Inte

rrupt

ed

Educ

ation

Cultu

rally

Resp

onsiv

e Lea

rning

to

Supp

ort Y

our

Refu

gee S

tude

nts

Supp

ortin

g

Stud

ents

with

In

terru

pted

For

mal

Educ

ation

Newc

omer

s at H

igh

Scho

ol: a

Non-

freak

ou

t App

roac

h

Stra

tegie

s for

Su

ppor

ting &

In

struc

ting K

-12

Newc

omer

EL

Stud

ents

Prof

essio

nal

Lear

ning

Ro

om 16

Imple

men

ting

the A

cade

mic

Lang

uage

& Co

nten

t Ac

hieve

men

t Mod

el in

CCSD

Actio

n Res

earch

: De

velop

ing Se

nse o

f In

quiry

to Im

prov

e Ou

tcom

e

Raisi

ng EL

Ac

hieve

men

t th

roug

h Pee

r Ob

serv

ation

Inqu

iry

A WID

A Job

-Em

bedd

ed Te

ache

r Pr

ofes

siona

l De

velop

men

t Pr

ogra

m in

Rura

l Se

tting

s

Deve

loping

a C

oher

ent

Distr

ict-W

ide

EL In

struc

tiona

l Fo

cus t

hrou

gh

Colla

bora

tion

They

’re al

l OUR

St

uden

ts:

Bridg

ing

the

Lingu

istic

Divid

e

ESL C

oach

es:

Build

ing Ca

pacit

y &

Ensu

ring E

quity

Teac

hers

as Le

arne

rs:

Utiliz

ing W

IDA’s

Fra

mew

ork

Unite

d in

Purp

ose:

WID

A Al

igned

Prof

essio

nal

Deve

lopm

ent &

Co

achin

g

Scie

nce &

STEM

Room

19Cr

eatin

g Op

portu

nities

fo

r Aut

hent

ic

Di

scour

se th

ru

Engin

eerin

g

Takin

g It t

o He

art:

Cultu

rally

Re

spon

sive T

each

ing

in Ac

tion

Doing

& Ta

lking

M

ath &

Scien

ce:

Stre

ngth

ening

Re

ason

, St

reng

then

ing

Lang

uage

Crea

ting a

Pr

e-En

ginee

ring

Prog

ram

at a

Lingu

istica

lly

Dive

rse H

S

STEM

Lang

uage

Le

arnin

g in

Se

mino

le Co

unty

Pu

blic S

choo

ls

Using

the

Natio

nal S

tock

M

arke

t Gam

e w/

ELLs

Solvi

ng CC

SS W

ord

Prob

lems U

sing

Prob

lem So

lving

Fra

mew

ork

Enga

ging A

LL

Stud

ents

in Sc

ience

Ph

enom

ena &

La

ngua

ge Ri

ch

Instr

uctio

n

Enga

ging B

i/M

ultilin

gual

Lear

ners

in M

athe

mat

ics

Instr

uctio

n

Spot

light

Sess

ions

10:00

a-11

:00a

1:15p

-2:15

p3:0

0p-4

:00p

10:00

a-11

:00a

1:15p

-2:15

p3:0

0p-4

:00p

11:00

a-12

:00p

Spot

light

Sess

ion

Ballr

oom

A

Wha

t Stu

dent

Co

nver

satio

ns Ca

n Sh

ow U

S

Enga

ging

& E

mpo

werin

g

Fam

ilies o

f LLs

Co-a

ssessm

ent a

s, fo

r, & of

Lear

ning

Unde

rstan

ding

ESSA

—Pa

nel

Disc

ussio

n

Equit

y &

Ex

celle

nce f

or Al

lCh

ildre

n’s

M

ultilin

gual

Dev &

Ed

ucat

ion

Closin

g Ses

sion

& Pr

ize G

iveaw

ay

(Wes

t Hall

)

2.5 H

our W

orks

hops

9:45a

-12:1

5p2:4

5p-5

:15p

9:45a

-12:1

5p2:4

5p-5

:15p

2.5 H

our

W

orks

hop

Ballr

oom

D

Seein

g is B

eliev

ing: S

ucce

ssful

Co-Te

achin

g fo

r ELL

s AC

CESS

for E

LLs 2

.0 W

riting

Test

& Sc

oring

ACCE

SS fo

r ELL

s 2.0

Spea

king T

est &

Scor

ingSe

eing i

s Beli

eving

: Suc

cessf

ul Co

-Teac

hing

for E

LLs

2.5 H

our

W

orks

hop

Room

23

Supp

ortin

g Up-

Scaff

olding

Rigo

rous

Cu

rricu

lum fo

r LLs

Lang

uage

in th

e Driv

er’s S

eat

Supp

ortin

g Up-

Scaff

olding

Rigo

rous

Cu

rricu

lum fo

r LLs

Colla

bora

tive I

nstru

ction

al Cy

cles t

o Im

prov

e Out

com

es fo

r ELL

s

2.5 H

our

W

orks

hop

Room

24

Next

Gen

Scien

ce St

anda

rds T

hrou

gh a

Lang

uage

Lens

Data

Lite

racy

in Pr

actic

eLe

ading

Scho

ols fo

r Lan

guag

e Lea

rner

Ac

hieve

men

tA C

ompr

ehen

sive A

ppro

ach t

o Tra

nsiti

on,

Supp

ort,

& In

struc

t K-1

2 New

com

er EL

St

uden

ts

2.5 H

our

W

orks

hop

Room

25

Unde

rstan

ding A

ccessi

bility

&

Ac

com

mod

ation

s for

ALL E

LsCr

eatin

g Con

text

s for

Acad

emic

Talk

thro

ugh I

nstru

ction

al Co

nver

satio

nFo

ur Co

mm

on Cl

assro

om Pr

actic

es:

Impr

oving

ELL I

nstru

ction

acro

ss all

Cla

ssroo

ms

Resp

onsiv

e Lea

rning

Envir

onm

ents

that

Su

ppor

t For

mat

ive La

ngua

ge A

ssessm

ent

Prac

tices

BME

EY EIP

EIP

ESJ

FE LA LLD




Conf

eren

ce Se

ssio

nsTu

esda

yW

edne

sday

Thur

sday

Track

10:00

a-11

:15a

1:00p

-2:15

p2:4

5p-4

:00p

4:15p

-5:30

p10

:00a-

11:15

a1:0

0p-2

:15p

2:45p

-4:00

p4:1

5p-5

:30p

9:30a

-10:4

5aBi

lingu

al/

Mul

tilin

gual

Ed

ucat

ion

Room

10

Los P

odem

os: T

ools

for S

uppo

rting

SLD

Lear

ning C

urve

s in

the F

irst Y

ear

Bilin

gual

Prog

ram

Deve

loping

Vo

cabu

lary t

hrou

gh

Art,

Mus

ic, &

Ph

ysica

l Edu

catio

n Cla

sses

Crea

ting a

Bilit

erac

y Un

itM

ore B

ang f

or

your

Buck

! Dict

ado

w/Bi

lingu

al/EL

St

uden

ts

Cultu

rally

&

Lingu

istica

lly

Relev

ant

Liter

atur

e

Little

Roja

Ridin

g Ho

od: C

apita

lizing

on

Stud

ents’

Lingu

istic

Reso

urce

s

Mult

ilingu

alism

for

All: A

Stat

e Ado

ption

of

Span

ish St

anda

rds

Early

Year

sRo

om 13

Supp

ortin

g You

ng

DLLs

: Sta

ndar

ds-

Base

d Lan

guag

e

Instr

uctio

n

Prom

oting

Enga

gem

ent w

/DL

Ls, F

amilie

s &

Com

mun

ities

Affirm

ing

Lin

guist

ic

Di

versi

ty in

Early

Ca

re &

Educ

ation

En ca

sa se

habla

es

paño

l: Sup

porti

ng

biling

ualis

m in

early

lea

rning

setti

ngs

Culti

vatin

g Ora

l La

ngua

ge &

Lite

racy

Ta

lent i

n Stu

dent

s (CO

LLTS

)

Lead

ing fo

r Eq

uity:

Su

ppor

ting Y

oung

La

ngua

ge Le

arne

rs to

Thriv

e

Prom

oting

Early

La

ng D

evelo

pmen

t fo

r You

ng La

ngua

ge

Lear

ners

Partn

ersh

ips to

Su

ppor

t DLL

s: Im

plem

entin

g WID

A Ea

rly Ye

ars

Effec

tive

In

stru

ctio

nal

Prac

tices

Ro

om 20

Early

Lite

racy

St

rate

gies f

or

Elem

enta

ry EL

s

Disc

uss:

Expli

cit

Stra

tegie

s for

In

creas

ing O

ral

Inte

racti

on in

the

Classr

oom

Lang

uage

De

velop

men

t for

Ev

ery L

esso

n, Ev

ery

Day:

Cont

ent-

base

d Mea

sura

ble

Lang

uage

Obje

ctive

s

Crea

ting a

Ri

ch La

ngua

ge

Envir

onm

ent f

or th

e Ri

ght W

ords

Expli

cit Vo

cabu

lary

Instr

uctio

n for

Te

ache

rs of

ELs

Enga

ging E

LL

Stud

ents

with

Te

amwo

rk &

Te

chno

logica

l St

rate

gies

A Visu

al

Ap

proa

ch to

Co

nten

t-Bas

ed

Lang

uage

De

velop

men

t

Beyo

nd Fr

agm

ents

& Ru

n-On

s: Em

powe

ring E

Ls w

/Se

nten

ce Se

nse

The K

ey U

ses

& Di

scipli

nary

Pr

actic

es in

MA

Mod

el

Curri

culum

Effec

tive

In

stru

ctio

nal

Prac

tices

Ro

om 21

Liftin

g the

Lang

uage

in Co

nten

t Ar

ea Cl

asse

s

Writ

ing Su

ccess

for

Long

-Term

ELLs

Takin

g it V

irtuE

L-In

nova

tive

Onlin

e & Bl

ende

d

Instr

uctio

nal

Stra

tegie

s

Genr

e-Ba

sed

Appr

oach

es to

De

velop

ing &

As

sessi

ng W

riting

for

Mult

ilingu

al W

riter

s

From

Who

le to

Part:

Ea

rly

Lite

racy

In

struc

tion f

or EL

s

Plann

ing &

Im

plem

entin

g the

KE

Y USE

S in E

very

Cla

ssroo

m

The M

ultipl

e Us

es of

the W

IDA

Perfo

rman

ce

Defin

ition

s

Helpi

ng EL

s Ac

quire

La

ngua

ge St

ructu

res

in Co

ntex

t of

Auth

entic

Lite

racy

Ex

perie

nces

Digit

al In

tera

ctive

No

tebo

oks-

Scaff

olding

Cont

ent

for E

L Aca

dem

ic Su

ccess

Equi

ty &

Socia

l Ju

stice

Room

22

Know

Your

Righ

ts!

Im

migr

ation

&

Justi

ce

Colla

bora

ting t

o Bu

ild a

Cultu

rally

Re

spon

sive S

choo

l Cli

mat

e for

ELs

Reac

hing E

LLs w

ith

Cultu

rally

Relev

ant

Reso

urce

s fro

m

Teac

hing T

olera

nce

How

to Be

com

e &

Crea

te Al

lies f

or

Socia

l Jus

tice

Uniqu

e Voic

es of

Bl

ack E

LsM

irror,

Mirr

or on

the

Wall

: Ado

lesce

nt

Imm

igran

ts &

Iden

tity

Deve

lopm

ent

Inte

rcultu

ral

Com

mun

icatio

n at

the H

eart

of O

ur

Purp

ose &

Prac

tice

Iden

tifica

tion:

En

surin

g Equ

ity

Acro

ss Ed

ucat

ion

Sy

stem

s

Build

ing Ed

ucat

ional

Com

mun

ities

of

Inclu

sion:

Cultu

ral

Profi

cienc

y & Eq

uity

Fam

ily

Enga

gem

ent

Room

11

Peda

gogía

case

ra:

Unde

rstan

ding

Latin

o Par

ent

Enga

gem

ent

Com

mun

ity Ba

sed

Partn

ersh

ips &

Sc

hools

Crea

ting C

lassro

om-

base

d Eve

nts t

o Su

ppor

t Fam

ily

Enga

gem

ent &

St

uden

t Lea

rning

Effec

tive,

Susta

ined

Partn

ersh

ips w

ith

ELL F

amilie

s: Re

sear

ch in

to

Prac

tice

Fam

ily

Enga

gem

ent F

oste

rs Un

ity in

Dive

rsity

Mea

ningf

ul Tw

o-wa

y Com

mun

icatio

n Be

twee

n Edu

cato

rs &

Fam

ilies o

f LLs

Using

Cultu

re

to En

gage

EL

St

uden

ts, Pa

rent

s &

Fam

ilies

Build

ing

(Stru

ctura

lly

Soun

d) Br

idges

in

a Cult

urall

y Dive

rse

Com

mun

ity

Equi

ty &

Socia

l Ju

stice

:Pr

edict

ing Cu

ltura

l Di

ssona

ce in

WID

A La

ngua

ge Le

arnin

g En

viron

men

tLa

ngua

ge

Asse

ssm

ent

Room

18

Usi

ng th

e ne

w

WID

A S

cree

ner

asse

ssm

ent

Colla

bora

tive D

ata

Colle

ction

: Cas

e St

udy a

t Car

ol M

orga

n Sch

ool

Powe

r of P

roto

cols

for F

orm

ative

W

riting

Asse

ssmen

t

Asse

ssmen

t Ad

apta

tions

in th

e Du

al La

ngua

ge

Classr

oom

Raisi

ng Aw

aren

ess

of Cu

ltura

l Re

spon

siven

ess

in As

sessm

ent

Mat

erial

s

Imple

men

ting

Dyna

mic

Lang

uage

Le

arnin

g Pr

ogre

ssion

s fo

r For

mat

ive

Asse

ssmen

t

Recip

e for

a Ru

bric:

W

IDA P

erfo

rman

ce

Defin

ition

s in

Writ

ing A

ssessm

ent

Diffe

rent

iated

Gr

ading

:

Stan

dard

s-bas

ed

Rubr

ics

Lear

ning G

oals

and

Succe

ss Cr

iteria

Lang

uage

Le

arne

rs w

ith

Disa

bilit

ies

Room

12

Iden

tifyin

g ELL

s w/

Spec

ific L

angu

age

Impa

irmen

ts

Deve

loping

a Di

strict

Pr

otoc

ol to

Iden

tify

ELs w

ith D

isabil

ities

Unde

rstan

ding

Acce

ssibil

ity &

Ac

com

mod

ation

s for

AL

L ELs

Mea

ningf

ul

Parti

cipat

ion in

the

IEP Pr

oces

s-ESO

L Te

ache

r Role

Onlin

e

Acce

ssibil

ity To

ols in

AC

CESS

for E

LLs 2

.0

Conn

ectin

g SPE

D W

orld,

ELL L

and,

& Fa

milie

s Dur

ing

Disa

biliti

es Re

ferra

l

Shift

ing O

nline

Te

st Pr

ep fr

om

Acco

mm

odat

ions t

o Ac

cessi

bility

Addr

essin

g the

Re

ading

Nee

ds of

a Ra

nge o

f Le

aner

s: EL

SWD

Lead

ersh

ip

Room

14Le

vera

ging &

De

velop

ing Yo

ur

Lead

ersh

ip Sk

ills to

Su

ppor

t ELs

Race

, Lan

guag

e &

Lead

ersh

ip fo

r Em

erge

nt

Bi

lingu

als

Co-Te

achin

g &

Engli

sh Le

arne

rs:

Mak

ing it

Wor

k

Wha

t Get

s

Mon

itore

d Get

s Do

ne: A

Prot

ocol

for C

lassro

om

Obse

rvat

ion

Refu

gee E

xper

ience

: Em

brac

ing D

iversi

ty

& Ca

pitali

zing

on Co

mm

unity

In

volve

men

t

CCSD

’s Mas

ter

Plan f

or En

glish

La

ngua

ge Le

arne

r Su

ccess

A CAN

DO

Coac

hing

Fram

ewor

k to

Supp

ort T

each

ers

of EL

s

Crea

ting a

Com

plian

t & Q

ualit

y Cy

ber E

SL Pr

ogra

m

Co-Te

achin

g: H

ow

to Fo

rm a

Succe

ssful

Team

Newc

omer

s, M

igra

nt, &

SLIF

E

Room

15

The I

mm

igran

t Ne

wcom

er St

uden

t Ce

nter

at At

lantic

Cit

y HS

Adap

ting H

S Cu

rricu

lum to

Mee

t th

e Nee

ds of

EL

Newc

omer

s

Proje

ct Ba

sed

Lear

ning w

ith Le

vel

1s to

Supp

ort C

ritica

l Th

inking

Boos

ting

Achie

vem

ent o

f St

uden

ts wi

th

Inte

rrupt

ed or

M

inim

al Ed

ucat

ion

Syste

mat

ic &

Expli

cit

Instr

uctio

n fo

r S

tude

nts

with

Inte

rrupt

ed

Educ

ation

Cultu

rally

Resp

onsiv

e Lea

rning

to

Supp

ort Y

our

Refu

gee S

tude

nts

Supp

ortin

g

Stud

ents

with

In

terru

pted

For

mal

Educ

ation

Newc

omer

s at H

igh

Scho

ol: a

Non-

freak

ou

t App

roac

h

Stra

tegie

s for

Su

ppor

ting &

In

struc

ting K

-12

Newc

omer

EL

Stud

ents

Prof

essio

nal

Lear

ning

Ro

om 16

Imple

men

ting

the A

cade

mic

Lang

uage

& Co

nten

t Ac

hieve

men

t Mod

el in

CCSD

Actio

n Res

earch

: De

velop

ing Se

nse o

f In

quiry

to Im

prov

e Ou

tcom

e

Raisi

ng EL

Ac

hieve

men

t th

roug

h Pee

r Ob

serv

ation

Inqu

iry

A WID

A Job

-Em

bedd

ed Te

ache

r Pr

ofes

siona

l De

velop

men

t Pr

ogra

m in

Rura

l Se

tting

s

Deve

loping

a C

oher

ent

Distr

ict-W

ide

EL In

struc

tiona

l Fo

cus t

hrou

gh

Colla

bora

tion

They

’re al

l OUR

St

uden

ts:

Bridg

ing

the

Lingu

istic

Divid

e

ESL C

oach

es:

Build

ing Ca

pacit

y &

Ensu

ring E

quity

Teac

hers

as Le

arne

rs:

Utiliz

ing W

IDA’s

Fra

mew

ork

Unite

d in

Purp

ose:

WID

A Al

igned

Prof

essio

nal

Deve

lopm

ent &

Co

achin

g

Scie

nce &

STEM

Room

19Cr

eatin

g Op

portu

nities

fo

r Aut

hent

ic

Di

scour

se th

ru

Engin

eerin

g

Takin

g It t

o He

art:

Cultu

rally

Re

spon

sive T

each

ing

in Ac

tion

Doing

& Ta

lking

M

ath &

Scien

ce:

Stre

ngth

ening

Re

ason

, St

reng

then

ing

Lang

uage

Crea

ting a

Pr

e-En

ginee

ring

Prog

ram

at a

Lingu

istica

lly

Dive

rse H

S

STEM

Lang

uage

Le

arnin

g in

Se

mino

le Co

unty

Pu

blic S

choo

ls

Using

the

Natio

nal S

tock

M

arke

t Gam

e w/

ELLs

Solvi

ng CC

SS W

ord

Prob

lems U

sing

Prob

lem So

lving

Fra

mew

ork

Enga

ging A

LL

Stud

ents

in Sc

ience

Ph

enom

ena &

La

ngua

ge Ri

ch

Instr

uctio

n

Enga

ging B

i/M

ultilin

gual

Lear

ners

in M

athe

mat

ics

Instr

uctio

n

Spot

light

Sess

ions

10:00

a-11

:00a

1:15p

-2:15

p3:0

0p-4

:00p

10:00

a-11

:00a

1:15p

-2:15

p3:0

0p-4

:00p

11:00

a-12

:00p

Spot

light

Sess

ion

Ballr

oom

A

Wha

t Stu

dent

Co

nver

satio

ns Ca

n Sh

ow U

S

Enga

ging

& E

mpo

werin

g

Fam

ilies o

f LLs

Co-a

ssessm

ent a

s, fo

r, & of

Lear

ning

Unde

rstan

ding

ESSA

—Pa

nel

Disc

ussio

n

Equit

y &

Ex

celle

nce f

or Al

lCh

ildre

n’s

M

ultilin

gual

Dev &

Ed

ucat

ion

Closin

g Ses

sion

& Pr

ize G

iveaw

ay

(Wes

t Hall

)

2.5 H

our W

orks

hops

9:45a

-12:1

5p2:4

5p-5

:15p

9:45a

-12:1

5p2:4

5p-5

:15p

2.5 H

our

W

orks

hop

Ballr

oom

D

Seein

g is B

eliev

ing: S

ucce

ssful

Co-Te

achin

g fo

r ELL

s AC

CESS

for E

LLs 2

.0 W

riting

Test

& Sc

oring

ACCE

SS fo

r ELL

s 2.0

Spea

king T

est &

Scor

ingSe

eing i

s Beli

eving

: Suc

cessf

ul Co

-Teac

hing

for E

LLs

2.5 H

our

W

orks

hop

Room

23

Supp

ortin

g Up-

Scaff

olding

Rigo

rous

Cu

rricu

lum fo

r LLs

Lang

uage

in th

e Driv

er’s S

eat

Supp

ortin

g Up-

Scaff

olding

Rigo

rous

Cu

rricu

lum fo

r LLs

Colla

bora

tive I

nstru

ction

al Cy

cles t

o Im

prov

e Out

com

es fo

r ELL

s

2.5 H

our

W

orks

hop

Room

24

Next

Gen

Scien

ce St

anda

rds T

hrou

gh a

Lang

uage

Lens

Data

Lite

racy

in Pr

actic

eLe

ading

Scho

ols fo

r Lan

guag

e Lea

rner

Ac

hieve

men

tA C

ompr

ehen

sive A

ppro

ach t

o Tra

nsiti

on,

Supp

ort,

& In

struc

t K-1

2 New

com

er EL

St

uden

ts

2.5 H

our

W

orks

hop

Room

25

Unde

rstan

ding A

ccessi

bility

&

Ac

com

mod

ation

s for

ALL E

LsCr

eatin

g Con

text

s for

Acad

emic

Talk

thro

ugh I

nstru

ction

al Co

nver

satio

nFo

ur Co

mm

on Cl

assro

om Pr

actic

es:

Impr

oving

ELL I

nstru

ction

acro

ss all

Cla

ssroo

ms

Resp

onsiv

e Lea

rning

Envir

onm

ents

that

Su

ppor

t For

mat

ive La

ngua

ge A

ssessm

ent

Prac

tices

LLD LP NMS

PL SS




W I D A 2 0 1 7 A N N U A L C O N F E R E N C E : U N I T E D I N P U R P O S E , U N I Q U E I N P R A C T I C EW

EDNESDAY


WEDNESDAYOctober 18, 2017

Schedule Highlights

7:00 am – 1:00 pm Registration Open ............................................................................ 2nd Level West Registration

7:30 am – 8:00 am Coffee ..................................................................................................................................Ballroom B-C

7:30 am – 3:00 pm Exhibit Hall Open ............................................................................................................Ballroom B-C

8:00 am – 9:15 am Keynote Speaker: Dr. Okhee Lee .................................................................................... West Hall

9:15 am – 9:45 am Morning Break .................................................................................................................Ballroom B-C

9:45 am – 12:15 pm Workshops................................................................................................................Various Locations

10:00 am – 10:20 am Standing Session.............................................................................................................Ballroom B-C

10:00 am – 11:00 am Spotlight Session ................................................................................................................Ballroom A

10:00 am – 11:15 am Concurrent Sessions .............................................................................................Various Locations

10:40 am – 11:00 am Standing Session.............................................................................................................Ballroom B-C

11:30 am – 1:15 pm Lunch ......................................................................................................................................... West Hall

11:45 am – 12:30 pm Sponsor Sessions ...................................................................................................Various Locations

1:00 pm – 2:15 pm Concurrent Sessions .............................................................................................Various Locations

1:15 pm – 1:35 pm Standing Session.............................................................................................................Ballroom B-C

1:15 pm – 2:15 pm Spotlight Session ................................................................................................................Ballroom A

2:15 pm – 2:45 pm Afternoon Break .............................................................................................................Ballroom B-C


2:45 pm – 5:15 pm Workshops................................................................................................................Various Locations

3:00 pm – 3:20 pm Standing Session.............................................................................................................Ballroom B-C

3:00 pm – 4:00 pm Spotlight Session ................................................................................................................Ballroom A


All sessions will take place in meeting rooms on level 1 of the convention center.

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Wednesday, October 18 Sessions9:45 am–12:15 pm

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ACCESS for ELLS 2.0 Speaking Test & ScoringIn this workshop, assessment specialists from WIDA and CAL will explain how academic speaking skills are assessed on ACCESS for ELLs 2.0. The presenters will explain the design of the Speaking test and how students’ responses are scored. Participants will practice scoring student responses and engage in a discussion of how higher scored responses are distinguished from lower scored responses. Finally, participants and presenters will discuss how classroom activities may be designed to address the speaking skills that are assessed on the ACCESS Speaking test.

Mark Chapman, WIDA


Supporting Up—Scaffolding Rigorous Curriculum for Language LearnersHow does scaffolding learning for language learners within rigorous curriculum happen intentionally in the classroom? This 3-hour session is based on the WIDA Scaffolding Academy (June 2017). Participants will experience and explore scaffolding as a teaching and learning partnership that balances rigor and support in the classroom. When planned purposefully, this partnership guides students toward independent expertise in the academic disciplines.

Dr. Jennifer Daniels, WIDAAllyson Newton, WIDAKira Cunningham, WIDA


Leading Schools for Language Learner AchievementEducational leaders are key to improving academic language development and academic achievement for linguistically and culturally diverse children and youth. Leading schools with a focus on language learner achievement means that the entire school community shares a commitment to creating equitable opportunities to learn and for academic

language development. This conference session will emphasize topics that are necessary for language learners to thrive.

Dr. Jessica Costa, WIDALeslie Grimm, WIDA


Four Common Classroom Practices: Improving ELL Instruction Across all ClassroomsThe workshop will focus on improving and coordinating instruction using common language and common practices. Participants will receive templates and suggestions to initiate collaboration among the general education and content teachers who share the responsibility of teaching the same ELLs. 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.

Suzanne Wagner, Illinois Resource CenterTamara King, Illinois Resource Center

10:00 am–11:00 amBallroom A

Understanding ESSA - Panel DiscussionThe Every Student Succeeds Act (ESSA) greatly expanded states' flexibility in developing and designing state accountability systems. However, several new requirements have been added to state accountability systems, especially as it relates to English learners. With these new requirements come many technical challenges in developing accountability systems for states. In this panel, we will share emerging ideas in how to address these new technical challenges.

Dr. Kris Stewart, WIDADr. Ngoc-Diep T. Nguyen, WIDADr. David Holbrook, TransACTDr. Tim Boals, WIDA



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Cultivating Oral Language and Literacy Talent in Students (COLLTS)Cultivating Oral Language and Literacy Talent in Students (COLLTS) is a bilingual preschool program promoting pre-reading, oral language, and background knowledge through interactive readings of high-quality children’s literature. Participants will understand the research base for COLLTS and will receive an overview of the curriculum. Attendees will be able to implement COLLTS strategies with preschool language learners as well as find out more information about using the full COLLTS curriculum.

Intended Audience: Early Care & EducationLevel of Familiarity: Level 1: Awareness-buildingLisa Tabaku, American Institutes for ResearchAshley Simpson Baird, American Institutes for Research


Developing a Coherent District-Wide EL Instructional Focus Through CollaborationProfessional learning can be frustrating if it isn’t transparent, coherent, collaborative, engaging, and strategic. This session will address how a group of secondary ESL Instructional coaches of the Jefferson County Public Schools' ESL Department, collaborated to ensure a cohesive district-wide, research-based EL instructional focus. Attendees will learn how this department supports their rapidly growing EL population through a coherent approach to providing engaging professional learning to support teachers of ELs and increase the proficiency of ELs in all content areas.

Intended Audience: Middle School & High SchoolLevel of Familiarity: Level 3: Analyzing Based on Existing KnowledgeMichell Shory, Jefferson County Public SchoolsJennifer Miescke, Jefferson County Public SchoolsAshley Ogden, Jefferson County Public Schools


Explicit Vocabulary Instruction for Teachers of English LearnersThis session will examine how explicit vocabulary instruction correlates to academic language acquisition. Every

participant will walk away with a packet that contains tools, structures and example lessons. This session is intended for middle school teachers, high school teachers, administrators, coaches, and ELPTS.

Intended Audience: Middle School & High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingAndrea Mear, CPSJessica Doneske, CPS


Family Engagement Fosters Unity in DiversityShare the wonder and excitement of interactive bilingual parent workshops. Learn how to engage culturally and linguistically diverse families in order to close achievement gaps for ELL students. Leave with strategies and samples that will help your school and district leverage its resources to meet the needs of English language learners and their families.

Intended Audience: Early Care & Education, Elementary School, Middle School & High School, Higher Education, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingMaria Cieslak, Clark County School DistrictDonna Williams, Clark County School District


From Whole to Part: Early Literacy Instruction for English LearnersExplore Anne Arundel County Public Schools’ Elementary Reading and English Language Acquisition Offices’ collaboration in creating guiding documents and training sessions for an effective early literacy program for English learners. By aligning text gradients to WIDA Performance Definitions, schools determine appropriate instruction and growth targets. A “Whole to Part” instructional approach uses oral language as a foundation to build literacy in a way that is comprehensible to our youngest learners.

Intended Audience: Elementary SchoolLevel of Familiarity: Level 2: Deepening UnderstandingKelly Reider, Anne Arundel County Public SchoolsMeghan Gregoire-Smith, Anne Arundel County Public SchoolsLindsay O'Keefe, Anne Arundel County Public Schools

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More Bang for Your Buck! Dictado with Bilingual/EL StudentsAre you tired of using decontextualized word lists in your classroom and not seeing carry over to writing? Do you find it hard to fit in spelling or word study in your day but know that your students need it? Have you looked for alternatives, but are not able to find something that meets your students’ needs? This session will explain an effective alternative to word study called the Dictado. The presenters will explain what it is, the research supporting it, how to implement the Dictado, and how it can be adapted. The presenters will share their experiences and research in replacing a traditional word study program with the Dictado. Videos, sample dictados, and resources from multiple grade levels in both English and Spanish will be provided.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingChristine Castro, Mannheim School District 83Celia Marquez, Mannheim School District 83Angelica Degante, Mannheim School District 83


Online Accessibility Tools in ACCESS for ELLs 2.0Online ACCESS for ELLs 2.0 contains a number of embedded accessibility tools, such as highlighter (used to highlight texts) and sticky note (used to organize and plan ideas), which are intended to support ELLs’ test taking experience. Presenters will share findings from a study that examined how K–12 ELL educators perceive online accessibility tools in general and tools embedded in ACCESS for ELLs specifically. Attendees will explore ways to utilize and instruct online accessibility tools.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingAlicia Kim, WIDACarsten Wilmes, WIDA


Raising awareness of Cultural Responsiveness in Assessment MaterialsRepresenting students’ diverse perspectives and experiences in assessments helps give students fair and appropriate opportunities to demonstrate their abilities. In this session, you will learn how ACCESS 2.0 addresses the diversity of the English learners who take the test across the WIDA Consortium. Through reflective activities, you will connect the principles of fairness underpinning ACCESS 2.0 to your classroom assessment practices.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingCaitlin Gdowski, Center for Applied LinguisticsJennifer Norton, Center for Applied Linguistics


STEM Language Learning in Seminole County Public SchoolsELL student success in Science/STEM has been and continues to be a focus in Seminole County, with a recent grant allowing us to address ESOL gaps in proficiency on the FSA with a focus on Academic Language Learning in Science. This session will address new learning gains in SCPS with our English Language Learners while implementing lessons focused on Florida Sunshine State Science Standards, proficiency on the Science portion of Florida State Assessment, and preparing engaging and rigorous science lessons to increase student knowledge and use of domain specific vocabulary. SCPS will share our success data, our challenges and outline plans for future STEM/Science goals district wide.

Intended Audience: Elementary School, Middle/High School and Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingMinnie Cardona, Seminole County Public Schools

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Systematic and Explicit Instruction for Students with Interrupted EducationStudents entering American schools from other countries, whether refugees or immigrants, bring with them an array of skills and experiences that contribute to their drive and desire to learn in the academic environments we provide. Literacy may or may not be one of those skills; however, literacy is imperative for the student entering American schools, as timing for language and content level reading acclimation is short in the realm of ESL learning environments. Some students come to age appropriate classes having experienced interrupted formal education. In order to succeed in regular classrooms, these students need systematic and explicit reading instruction that moves the students quickly through the emergent and pre-alphabetic stages into comprehension based reading experiences.

Intended Audience: Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingKimberly Kelly, Guilford County SchoolsGregory Bowman, Guilford County Schools


The Refugee Experience: Embracing Diversity and Capitalizing on Community InvolvementThe session will explore ways to support refugee students in their schools and communities. Presenters will share strategies for developing positive relationships with refugee students to promote academic achievement. Presenters will also share how their district’s Refugee Resource Center has impacted students and families and built awareness within the community.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingBrenda Morales, School District of LancasterJennifer Stum, School District of Lancaster


Unique Voices of Black ELsLearning about the diverse backgrounds and unique experiences of ELs who identify as Black / African American will be the focus of this session. Ways to support their academic and social development will be shown and practiced throughout this interactive presentation. At the conclusion of the session, participants will have a better understanding of this population of ELs.

Intended Audience: Middle School & High School, Higher EducationLevel of Familiarity: Level 1: Awareness-buildingBabatunji Ifarinu, Dekalb County Schools


Using Technology for Interactive Support and Informal Assessments Interactive support is a helpful tool for all users, especially language learners. During this session, Genius Plaza will present about using technology to help engage learners. Students become excited about learning and teaching. Our goal is for students to become protagonists in their learning.

Michelle Emirzian - Genius Plaza, Chief Academic Officer


Developing Academic Language with SIOP®SIOP is the only empirically-validated model of sheltered instruction. Come learn a few fun teaching techniques that meet the dual goal of SIOP: developing students' content knowledge and academic language at the same time. Find out why SIOP is considered essential for English learners - and beneficial for ALL students! This session will be engaging, hands-on, and interactive - just like SIOP lessons.

Leticia M. Trower, SIOP Product Manager, Pearson

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Tools to Facilitate and DEVELOP Rich Conversation in the Discourse-Driven Math Classroom Discourse-driven classrooms become a reality when all students are enabled to Explore the mathematics, Develop conceptual understanding, and Apply their learning with the support of practical teacher habits that transfer ownership of learning. This workshop will focus on ways to develop conceptual understanding through enhanced mathematical discussions in the classroom. Participants will practice questioning strategies, equipping attendees with tools and techniques they can immediately use to manage conversations, sequence student responses, and evaluate the rigor of discourse in the math classroom.

Lloyd Jones, Curriculum AssociatesDuke Chinn, Curriculum AssociatesClaudia Salinas, Curriculum Associates


Tearing Down the Walls: What We Must All Do to Help Our ELs Succeed Our multilingual learners bring many talents and strengths to our nation’s classrooms, and educators have a collective responsibility to build on these assets. Gone are the days when English learners are the sole responsibility of the EL Specialist. Every teacher must be a language teacher, with an expert grasp of the conditions and strategies to maximize the achievement of multilingual learners. Join this panel discussion of the essential shifts we must make to change the narrative.

Mariana Castro, WIDAMaria Dove, Molloy CollegeDiane Staehr Fenner, SupportEdMargo Gottlieb, WIDAAndrea Honigsfeld, Molloy CollegeTonya Ward Singer, Language and Literacy Consultant


CCSD’s Master Plan for English Language Learner SuccessThe Clark County School District Board of Trustees voted unanimously in spring 2016 to support and fund the Master Plan for English Language Learner Success. The vote affirms our District’s pledge to graduate all students college and career ready. The ELL Master Plan outlines a comprehensive theory of action and strategic objectives that serve as a roadmap for system wide change leading to success for all students.

Intended Audience: Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingIgnacio Ruiz, English Language Learner Division


Connecting SPED World, ELL Land, and Families During Disabilities ReferralThe disabilities referral process can be a highly rule-bound process. Learn how to apply community dialogue techniques to foster respectful sharing, connection, and collaboration—not only with colleagues, but also with families. We will explore perspectives and questions that are commonly voiced during this process and explore facilitation moves to open dialogue.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingLynn Shafer Willner, WIDAMira Monroe, WIDALori Hanna, WIDA


Culturally and Linguistically Relevant LiteratureOur educational system includes a growing number of dual language learners. Thus it is crucial that we include culturally and linguistically relevant literature into our planning and instruction for the bilingual classroom. During this presentation I will share with you ways to identify culturally relevant literature and how to make it possible for every student to be included with learning as we accommodate instruction to make lessons linguistically relevant for all dual language learners. Emphasis will be placed on how to select

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books and activities that you can immediately incorporate into your own instruction.

Intended Audience: Elementary School, Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingVeronica Zamora, Naperville School District 203Rosario Santana, Naperville School District 203


Culturally Responsive Learning to Support Your Refugee StudentsRefugees continue to arrive in our school communities seeking the quality education every child deserves. Their challenges heighten as the debate of whether or not they should be accepted continues in both private and widely public conversation. In order to best serve these students, education professionals must gain information and perspectives into their cultural background and experiences. This engaging and timely session will help you to increase your understanding and intercultural consciousness so as to support your entire school community.

Intended Audience: Early Care & Education, Elementary School, Middle School & High School, Higher Education, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingHuda Essa, Culture Links, LLC


Engaging ELL Students with Teamwork and Technological Strategies.Audience will be engage in the use of teamwork and technological strategies successfully used in Kissimmee Middle School to engage ELL students. Participant will be introduce to an overview of students' teamwork introducing the technology integration matrix to support language enrichment in the classroom. The participants will be introduce to student's work samples and videos of different teamwork activities to enhance students' engagement and promote multiple approaches to support second language development and emergent bilinguals.

Intended Audience: Middle School & High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingLydia Escobar, Kissimmee Middle School


Implementing Dynamic Language Learning Progressions for Formative AssessmentParticipants will learn about the implementation of Dynamic Language Learning Progressions (DLLPs) with English learners from teacher-educators working first-hand with teachers using the DLLP approach for formative assessment. Participants will apply this new formative language assessment tool to support academic language development, specifically in relation to oral and written explanations across the curriculum. After assessing language for learning, participants will determine next steps for instruction to develop students’ academic language.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingElizabeth Skelton, Beth Skelton ConsultingLaureen Avery, UCLA’s Center X Northeast RegionAlison Bailey, Education Department at UCLA


Leading for Equity: Supporting Young Language Learners to ThriveEducational leaders are key to creating and sustaining collaborative relationships, systems and structures necessary for the social and academic well-being for linguistically and culturally diverse children and their families. Leading early care and education programs with a focus on language learner participation and achievement means that the entire early childhood community shares a commitment to creating equitable opportunities to learn and for developmentally appropriate academic language development. This session will emphasize the importance of cultivating the collaborative relationships between teachers, children, families, and communities that are necessary for language learners to thrive.

Intended Audience: Early Care and EducationLevel of Familiarity: Level 1: Awareness-buildingTricia Blanco, WIDAJessica Costa, WIDA

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Meaningful Two-way Communication Between Educators and Families of Language LeanersThis session engages participants in considerations for establishing meaningful two-way communication between PreK–12 educators and family members of language learners. The presenters will use portraits of real families to springboard inquiry into communication issues and strategies at the early childhood, elementary, and secondary school levels. Participants will leave the session with concrete ideas for getting to know families and sustaining communication with parents from diverse cultural and linguistic backgrounds.

Intended Audience: Early Care & Education, Elementary School, Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingAlissa Blair, WIDADelis Cuéllar, WIDALorena Mancilla, WIDA


Mirror, Mirror on the Wall: Adolescent Immigrants and Identity DevelopmentELLs are often left to sink or swim when it comes to the task of figuring out the complex new set of behaviors, expectations, and values that characterize the host culture and may conflict with their home cultures. At the same time they struggle with the developmental task of defining their own personal identities. We will identify principles of social-emotional learning and wrap-around services that support positive self-image, self-efficacy and resilience, which promote personal achievement.

Intended Audience: Elementary School, Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingMarina Dewees, Fairfax County PSSigne Nelson, Disctic of Columbia Public Schools


Planning and Implementing the Key Uses in Every ClassroomCome and learn about the new Key Uses of academic language and help your ELs advance along the ELP continuum. This interactive workshop will introduce you to the language functions of Recount, Explain, Argue, and Discuss, most prevalent in academic language across the curriculum. You will analyze the different ELP levels by focusing on the WIDA Performance Definitions and connecting the Key Uses to authentic student samples aligned to the standards-based content curriculum.

Intended Audience: Elementary SchoolLevel of Familiarity: Level 1: Awareness-buildingNoreen Drucker, NMD Educational Consulting, LLCMichelle Land, Randolf Township Schools


They're all OUR students: Bridging the Linguistic DivideLike many districts, ours reflects the rapidly changing demographic landscape of our country. Join us for a session that explores how we have been working to create a shared instructional culture that moves away from talking about "the bilingual kids" and "the English kids" and toward one that embraces "OUR students." We'll share our still-in-motion learning about how cultural change means working to transform organizations simultaneously at the policy, district, school, grade and classroom levels and engage participants in thinking about what this work looks like in their own contexts.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingAna Arroyo, District U-46Lisa Jackson, District U-46.orgNelly Ramirez, District U-46.org

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Using the National Stock Market Game with English Language LearnersAt the end of this session, teachers will be able to implement the National Stock Market Game to all levels of English Language Learners. Students will explore the history and mechanics of the stock market, how to research stocks, how to develop a diversified stock portfolio, and how to simulate stock trading with $100,000 virtual dollars in a fun, exciting, and collaborative year-long contest!

Intended Audience: Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingKaren Sassetti, Proviso West High School

1:15 pm–2:15 pm

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Equity & Excellence for All: The Journey of a Midwestern Suburban School District’s Efforts to Create an Equitable System & Close Opportunity GapsThe Middleton Cross Plains Area School District is a high performing Midwestern suburban school district in Wisconsin that changed its discourse regarding the race based achievement gap and is tackling the issue by building a foundation of sustainable change through five pillars: Student Engagement/Development; Staff and Board Development; Community Engagement and Partnerships; Family Engagement; and Operations. This breakout session will highlight the positive impact each pillar has had on the district and dig deeper into the change process using a SWOT (strengths, weakness, opportunities, threats) analysis. In this session, participants will leave with practical ideas, useful tools, a list of resources and activities to consider that can postitively change educational outcomes for all students.

Percy Brown, Jr., Middleton-Cross Plains School District


A Can Do Coaching Framework to Support Teachers of ELsParticipants will learn how the principles of an inclusive teacher coaching framework ground inquiry-based discussions to support all teachers of ELs to improve ELs’ outcomes. They will apply the framework by using authentic video clips to analyze how coaches and teachers of ELs communicate during the coaching process and develop suggestions to improve communication. They will create an action plan to improve teacher performance for all educators of ELs.

Intended Audience: Early Care & Education, Elementary School, Middle School & High School, Higher Education, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingDiane Staehr Fenner, SupportEdMegan Moore, Manassas City Public Schools, VAJill Kester, SupportEd


A Visual Approach to Content-Based Language DevelopmentHow do you make academic content accessible while developing language skills for English Language Learners? Learn how a Florida school applied a “visual language for learning” to support development of critical thinking skills, language acquisition and comprehension for students of all language proficiency levels. Participants will learn how Thinking Maps were used to support and enhance existing ELL programs and how they align with WIDA’s English Language Development Standards.

Intended Audience: Elementary School, Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingRebecca Goodman, Hillsborough County Public SchoolsHortencia Piña, Thinking Maps, Inc.

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ESL Coaches: Building Capacity and Ensuring EquityThe task of moving English learners (ELs) to proficiency in both English language development and academic standards achievement is huge, but attainable when supported by appropriate and practical ESL teaching theory and methodology. ESL and content area teachers are seeking direction, guidance and support in their efforts to teach the English learners in their classrooms. In this session participants will gain valuable knowledge on how ESL coaches can help foster quality, effective language instruction and programs. The Every Student Succeeds Act (ESSA) has emphasized increased accountability and teacher effectiveness. Participants will be given a variety of support structures that may be implemented within school districts for providing ongoing sustained support among ESL and content area teachers to enable them to meet the needs of their English learners.

Intended Audience: Elementary School, Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingCarmen Rowe, School District of LancasterShannon Smith, School District of LancasterLinda Long, School District of Lancaster


Intercultural Communication at the Heart of Our Purpose and PracticeThe workshop will highlight culture and intercultural communication as one of the principal leadership attributes in the 21st century. The session will explore main characteristics and metaphors of culture and characteristics of communication in diverse cultural contexts. The interactive aspect of the session will allow its participants to learn about intercultural communication empirically. Additionally, the presenters will discuss tools and approaches that contextualize meaningful instruction and assessment for all English learners.

Intended Audience: Early Care & Education, Elementary School, Middle School & High School, Higher Education, Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingVitaliy Shyyan, Smarter BalancedLaurene Christensen, WIDA


Little Roja Riding Hood: Capitalizing on Students' Linguistic ResourcesThis session will examine translanguaging mentor texts where authors weave home languages into texts that are primarily written in English. For example, in Little Roja Riding Hood (2014), Susan Middleton Elya writes, “Then a large wolf appeared. Look at these flores. Surely your grandma would love los colores.” We will ask ourselves: Why does the author choose to put those particular phrases in Spanish/ Arabic/Navajo, etc.? What message is the author sending by using Spanish/Arabic/Navajo, etc. in their text? When and why do authors choose to include textual markers (eg. bold print, italics) and translations? What can you infer about the intended audience for this text? By studying these pieces of writing closely, we will be showing the way these texts could be used with students in K–8 classrooms as models for writing. Attendees will also learn specific classroom activities that support K–12 students in creating their own translanguaging texts. The intended audience is literacy teachers who wish to incorporate home languages in English literacy in authentic ways.

Intended Audience: Elementary SchoolLevel of Familiarity: Level 2: Deepening UnderstandingElizabeth Mahon, University of Colorado Denver


Promoting Early Language Development for Young Language LearnersThis session presents findings from a pilot study that examined practices to support early language development for young multilingual children. Participants will have the opportunity to explore their current approaches to language learning and discuss a reflective planning and teaching cycle used within the pilot study. Furthermore, participants will identify connections and implications of a purposeful approach to supporting the language development of young multilingual children in their care.

Intended Audience: Early Care and EducationLevel of Familiarity: Level 1: Awareness-buildingTricia Blanco, WIDADelis Cuellar Klitzke, WIDA

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Recipe for a Rubric: WIDA Performance Definitions in Writing AssessmentWhat are the ingredients for balanced and nutritious writing assessments? The WIDA Performance Definitions, of course! Two high school EL specialists share the process of creating rubrics for backwards-designed writing units targeting both short- and long-term ELs, focused on specific academic writing growth at the discourse, sentence, and word/phrase levels. Participants will have a chance to create their own rubrics – seasoned according to taste!

Intended Audience: Middle School & High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingM. Maija Talso, Washoe County School DistrictChristiane Loar, Washoe County School District


Shifting Online Test Preparation from Accommodations to AccessibilityLearn about the types of supports that teachers need to prepare all students, including English language learners, to meaningfully participate in district and state online assessments in light of recent changes in test accommodations. Consider how to integrate active use of accommodations and accessibility into metacognitive strategy work during instruction.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingLynn Shafer Willner, WIDA


Solving CCSS Word Problems Using a Problem Solving FrameworkThe presentation intends to familiarize participants with the different types of word problems used in the Common Core State Standards, how the use of a problem solving framework in the elementary classroom can enhance student understanding by modeling using bar and part-part-whole models.

Intended Audience: Elementary SchoolLevel of Familiarity: Level 2: Deepening UnderstandingJorge Hervas, Mannheim District 83


Supporting Students with Interrupted Formal EducationThe session will explore the most common causes of interrupted education and offer a survey designed to enable schools to screen students for effective placement. The creation of culturally and linguistically appropriate classroom strategies to address the academic and non-academic needs of these students will be the focus of the presentation.

Intended Audience: Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingBrenda Custodio, Newcomer and ELL ServicesJudith O'Loughline, Language Matters


The Multiple Uses of the WIDA Performance DefinitionsThe Performance Definitions are one of the most valuable but underutilized of the WIDA tools. With a deeper understanding of their possible uses, educators can target students’ development by identifying language demands and exemplar responses in classroom task. Utilized in everyday instructional practices like objectives and learning goals, the Performance Definitions can explicitly match students’ levels with appropriate supports and demonstrate what English learners Can Do with both content and language.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingLori Hanna, WIDA

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Using Culture to Engage EL Students, Parents, and FamiliesThis interactive presentation provides practical tools educators can use to leverage cultural differences to engage ELs and their families. By applying WIDA's Can Do philosophy not only to students, but also to parents and families, real life examples are provided of how to encourage EL families to contribute to the education of not only their students, but their students' classmates as well. Participants will learn how to engage EL families as assets to the education of all their students, things to avoid that might cause EL families to shy away from engaging with their students' school, and positive behaviors that will promote engagement.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingDavid Holbrook, TransACT Communications


Responsive Learning Environments that Support Formative Language Assessment PracticesThis interactive workshop will lay the foundation for creating responsive learning environments that foster formative language assessment practices designed to promote content learning and academic language development. Participants identify learning goals and success criteria that support content learning and language development within disciplinary practices and determine expected language use. They examine routines for eliciting evidence of learning in order to design practices of their own. Participants also explore principles and methods for providing appropriate feedback.

Amy King, WIDALeslie Grimm, WIDA


Collaborative Instructional Cycles to Improve Outcomes for ELLsLearn how co-teaching teams have built and sustained collaborative models in their schools and walk away with practical tips and tools to support your practice and your

program. We will share how ELL specialists and K–12 content teachers are collaborating to thoughtfully plan, teach and assess their English learners through language-rich and meaningful units of study, supported by customized coursework and embedded coaching and observation cycles. Through hands-on practice, you will experience how to co-assess English language development through student work and co-plan content-based units with specific language goals. Reflection and metacognition is at the heart of our work, both in our professional learning and in our classrooms with students. We will share with you how to use a simple reflection approach to enhance your teaming and professional learning communities. Additionally, our multiple measures of data model informs our work through classroom indicators, teacher logs, surveys and student data. We will discuss successful co-teaching models and share practical tools that help analyze effectiveness of teams. Participants can expect to learn about our partnership in order to reflect upon and to connect to their own practice.

Sarah Ottow, Confianza: Educating for ELL EquityMarisa Nathan, Confianza: Educating for ELL EquityAmy Melik, Nicolet Union High School District


A Comprehensive Approach to Transition, Support, and Instruct K–12 Newcomer EL StudentsParticipants will go on a journey focusing on the emotional, social, cultural, and academic needs of their K–12 EL Newcomer students. This session will provide exciting resources and processes including the Alamance-Burlington Schools (NC) EL Newcomer Transition Meeting, EL Newcomer Support, and our EL Newcomer Toolkit. Through high levels of collaboration, multimedia, and educator engagement, participants will have opportunities to brainstorm and implement these processes and strategies for their own schools and districts.

Carlos Oliveira , Almance-Burlington ESL DepartmentEmily Lewis, Almance-Burlington ESL DepartmentYeny Williams, Almance-Burlington ESL Department

2:45 pm–5:15 pm Ballroom D

Seeing is Believing: Successful Co-Teaching for ELLsThis workshop closely examines co-teaching in integrated ELD/ESL classes by presenting video case studies that

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represent both novice and experienced K–12 coteaching partnerships across several core content areas. Utilizing two different protocols, participants will view short, well-selected video clips and analyze them for teaching effectiveness and impact on student learning. Participants will be able to determine how specific collaborative instructional practices can offer effective support to accommodate the needs of diverse English learners and apply new knowledge and skills to their own co-teaching.

Dr. Andrea Honigsfeld, Malloy CollegeMaria Dove, Malloy College

3:00 pm–4:00 pm Ballroom A

Children’s Multilingual Development and Education: Fostering Linguistic Resources in Home and School ContextsThe presentation examines the beliefs, attitudes and actions of families and educators whose lives and work are centered on raising and educating children to acquire more than one language. Interviews with study participants add first-hand experiences and personal insights into the perceived challenges and rewards of multilingualism. Key connections between the families’ and the educators’ perspectives are made in an attempt to shift from a piecemeal approach to multilingual support in the U.S. to a more systematic or collectivist outlook on multilingualism.

Dr. Alison Bailey, Education Department at UCLA


Identification: Ensuring Equity Across Educational SystemsDistricts often struggle with equitable identification of EL students in special programs. Typically, EL students are over-identified for remedial programs while under-identified for gifted programming. This is a visible indicator of inequity in a system that reinforces misperceptions about student ability. This session outlines a framework using ACCESS scores to make those systems more equitable. Participants will leave with a process and tools to advocate for change.

Intended Audience: Elementary School, Middle School & High School, Higher Education, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingChad Ransom, Teton County School DistrictChristi Roberts, Teton County School District


Addressing the Reading Needs of a Range of Learners: EL SWDIn this session participants discover explicit instructional strategies beneficial to developing the reading skills of diverse learners. With a focus on English learners with a disability (EL SWD) participants engage in practical applications for academic language and vocabulary building, examine reading comprehension strategies, and experience simulations addressing the reading needs of diverse learners. Participants will walk away able to effectively turn-key instruction to colleagues, schools, or school divisions.

Intended Audience: Elementary School, Middle School & High School, Higher EducationLevel of Familiarity: Level 2: Deepening UnderstandingEileen Lockhart, Prince William County Public SchoolsJessica Tra, Prince Williams Country Public Schools


Beyond Fragments and Run-Ons: Empowering ELs with Sentence SenseLearn four proven, practical strategies to teach sentence-level academic language in meaningful ways connected to content-area texts and tasks. Analyze EL writing to identify diverse instructional priorities, and engage in interactive demonstrations to learn effective strategies for teaching the sentence-level language demands of content tasks. Use effective scaffolds and reproducible tools to collaborate to a plan lessons relevant to your teaching context and student needs.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingTonya Ward Singer, www.tonyasinger.com

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Building (Structually Sound) Bridges in A Culturally Diverse CommunityThis interactive workshop will focus on fostering community partnerships in diverse communities. Participants will discover the true intention of partnership and develop strategies to enable them to move from “random acts of community involvement” to meaningful, ongoing community engagement.They will share strategies that assist participants in using community assets mapping to create action steps that will help them lay a foundation for creating partnerships that will be structurally sound and sustainable.

Intended Audience: Early Care & Education, Elementary School, Middle School & High School, Higher Education, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingMaureen Manning, Wareham Public SchoolsDr. Kimberly Shaver-Hood, Wareham Public SchoolsJane Collins-Fondulis, Wareham Public Schools


Creating a Compliant and Quality Cyber ESL ProgramAs public schools, cyber charter schools must deliver compliant, quality ESL education through their virtual teaching platform. Administrators and teachers who think outside of the box provide ESSA-required instruction to English learners in this cutting-edge, nontraditional language learning environment of cyber school. Participants will explore issues of compliance, best practices for cyber ESL, and effective resources in this session.

Intended Audience: Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingEugenia Krimmel, Pennsylvania Department of EducationKelly Noyes, Allegheny Intermediate UnitAudrey Martin, Commonwealth Charter AcademyGina DeMarco Wall, Allegheny Intermediate Unit 3


Differentiated Grading: Standards-based Rubrics that Reflect Linguistically Differentiated ExpectationsBuilding on the imperative of providing ELs access to content

curricula through linguistic differentiation, the presenters demonstrate the process of constructing a linguistically differentiated scoring rubric. Explicit attention is focused on recognizing and rewarding incremental improvements in performance by aligning rubric performance descriptions with task expectations that are differentiated according to both language level and writing quality. This alignment allows student work at each ELD level to be accurately graded.

Intended Audience: Elementary School, Middle School & High School, Higher Education, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingShelley Fairbairn, Drake UniversityStephaney Jones-Vo, Heartland Area Education Agency


Engaging ALL students in Science Phenomena and Language Rich InstructionThis session will teach participants the importance of experiential learning that is used prior to and simultaneously with the development of the language modalities associated with learning science and integrated STEM disciplines. Participants will gain an understanding of how to meet the rigorous demands of the NGSS standards by integrating language scaffolds in a Learning Cycle about the phenomena of abiotic and biotic factors making science content comprehensible for ALL!

Intended Audience: Elementary School and Middle/High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingDr. David T. Crowther, National Science Teachers AssociationJulie Lucas, Washoe County School District


Helping ELs Acquire Language Structures in the Context of Authentic Literacy ExperiencesThis interactive session provides research-based methods and concrete ideas for teachers to successfully support English learners (ELs) in meeting challenging state academic standards in reading and writing. Using “The Voice,” a narrative excerpt about Marian Anderson and the civil rights movement, teachers learn techniques to help ELs acquire language structures in the context of the text they are reading and to use the structures in their writing. All practices

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build on and regard the primary languages and cultural backgrounds of the students as valuable assets.

Intended Audience: Middle School & High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingLisa Tabaku, American Institutes for Research


Multilingualism for All: A State Adoption of Spanish StandardsOn January 18, 2017, the state of New Mexico moved to adopt Spanish Language Arts and Spanish Language Development standards as part of their Public Education Department official standards. Participants will hear about the challenges and successes of this state’s effort to mirror its linguistic and culturally diversity in its education practice and legislature.

Intended Audience: Early Care and Education, Elementary School, Middle School, High School, AdminsitrativeLevel of Familiarity: Level 1: Awareness-buildingDr. Icela Pelayo, New Mexico Public Education DepartmentMayra Valtierrez, New Mexico Public Education Department


Newcomers at High School: a non-freak out approachOne of the biggest challenges for any secondary level school is to accommodate linguistic and academic needs of adolescent newcomer students. This workshop gives an insight on a process of creating school-wide newcomer awareness in a small, rural school district. Participants will gain insights on how to build capacity and confidence for monolingual teachers, create language and content goals for newcomers, and learn practical advice on how not to freak out in the process.

Intended Audience: Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingYelena Walther, Waunakee Community School District


Partnerships to Support Dual Language Learners: Implementing WIDA Early YearsThis session introduces participants to WIDA Early Years and highlights the experiences of three Early Years partner states. WIDA Early Years offers products and services designed to support young dual language learners (DLLs) ages 2.5 – 5.5. Through a panel discussion, participants will learn how each of the three states approached their partnership with Early Years and how they provide state-level support for DLLs in early care and education settings.

Intended Audience: Early Care and Education; Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingLorena Mancilla, WIDAAudrey Lesondak, Wisconsin Department of Public InstructionDemetria Joyce, GA Deprt of Early Care & LearningChristi Moore, GA Depart of Early Care & Learning


Teachers as Learners: Utilizing the WIDA Standards Framework for Differentiating Professional LearningLike students, teachers bring unique experiences and understandings to the classroom and have various levels of understanding about English language development and ELs. This interactive presentation demonstrates a framework used to differentiate professional learning based on the WIDA Standards, the Can Do philosophy, and the Model Performance Indicators (MPIs). Participants will gain insight into how to use the framework to provide professional learning and coaching opportunities as well as empower teachers to set professional learning goals.

Intended Audience: Elementary School, Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingStephanie Cagle, Tulsa Public SchoolsTetyana Roger, Tulsa Public SchoolsLaura Grisso, Tulsa Public Schools

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Building Educational Communities of Inclusion: Cultural Proficiency and EquityLearn effective strategies to create Communities of Inclusion by promoting cultural proficiency in your campus and/or school district. Participants will take part in interactive activities that will prepare them to advocate for equity and social justice as a means to create educational access and opportunity for every student, their family, and the community they live in.

Intended Audience: Early Care & Education, Elementary School, Middle School & High School, Higher Education, Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingJosé Medina, Center for Applied LinguisticsTatyana Vdovina, Center for Applied Linguistics


Co-Teaching: How to Form a Successful TeamIn this session, participants will be guided in forming effective co-teaching teams within their own schools. We will study the 6 most common types of co-teaching and will consider which is most appropriate for each co-teaching team. Attendees will participate in co-teaching scenarios in which we will identify the traits of an effective co-teaching team, as well as those of an ineffective team.

Intended Audience: Elementary School, Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingErin Strack, Carver Dual Language ElementaryDerrik Wiggins, Carver Dual Language ElementaryAndrew Murphy, Carver Dual Language Elementary

THURSDAYOctober 19, 2017

Schedule Highlights

7:30 am – 8:00 am Coffee ......................................................................................................................................... West Hall

8:00 am – 9:15 am Keynote Speaker: Dr. Annela Teemant ........................................................................... West Hall

9:30 am – 10:45 am Concurrent Sessions .............................................................................................Various Locations

11:00 am – 12:00 pm Closing Spotlight Session & Prize Giveaway ................................................................ West Hall

1:00 pm – 5:00 pm Post-Conference Institutes ★ ............................................................................Various Locations

★ Pre-Registration Required All sessions will take place in meeting rooms on level 1 of the convention center.

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Digital Interactive Notebooks—Scaffolding Content for EL Academic SuccessAttendees will have a greater understanding of how traditional interactive notebooks and digital interactive notebooks are beneficial to the English language learner. They will be introduced to a 21st Century teaching platform and how to use a variety of strategies and resources to scaffold academic content within the digital interactive notebook. Finally, they will be able to apply the use this technology when they return to their classrooms.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 2: Deepening UnderstandingLaura Heneghan, Evergreen Park Elementary SchoolSofia Garcia, Evergreen Park Elementary School


Engaging Bi/Multilingual Learners in Mathematics InstructionThis interactive session introduces an asset-oriented approach to mathematics instruction for bi/multilingual learners. Key elements of responsive instruction include: know the content, know the language, know the learner, engage the community and assess meaningfully. Using concrete examples, presenters will define each elements and engage participants in an exploration of how they can easily be put into practice to more effectively support high levels of learning and achievement for all students.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingKara Viesca, University of Nebraska LincolnNancy Commins, University of Colorado Denver


Learning Goals and Success CriteriaParticipants identify learning goals and success criteria within disciplinary practices associated with English Language Arts. They determine expected language related to a Key Use and engage in an academic discussion. Following the discussion, they will engage in feedback and identify expectations for future discussions.

Intended Audience: Elementary School, Middle School & High SchoolLevel of Familiarity: Level 1: Awareness-buildingAmy King, WIDA


Predicting Cultural Dissonance in WIDA Language Learning EnvironmentIn this session, cultural orientation will be examined as a skill-based understanding that guides educators in multilingual learning environments in predicting major areas of cultural mismatch between home and school. By examining the basic tenets and intricacies of individualism and collectivism, participants will leave the session with an action plan that allows schools to prepare for and predict cultural dissonance with action, insight and planning. The WIDA Standards Framework will provide the basic foundation for this new approach to intercultural understanding.

Intended Audience: Elementary School, Middle School & High School, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingJohn Kibler, Edgewood College

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Strategies for Supporting and Instructing K–12 Newcomer EL StudentsHelp! I have a Newcomer EL student…Where do I start? Through an interactive and collaborative format, presenters will ease your fears by sharing strategies to help you adjust to having a non-English speaker in your classroom. Finally, Participants will leave with a toolkit designed specifically to help them meet the needs of Newcomer EL students.

Intended Audience: Early Care and Education, Elementary School, Middle School, High School, AdminsitrativeLevel of Familiarity: Level 1: Awareness-buildingCarlos Oliveira , Almance-Burlington ESL DepartmentEmily Lewis, Almance-Burlington ESL DepartmentYeny Williams, Almance-Burlington ESL Department


The Key Uses & Disciplinary Practices in Massachusetts Model CurriculumParticipants will learn about the Collaboration Tool, the cornerstone of the statewide Massachusetts curriculum project for multilingual learners: “Next Generation ESL: Model Curriculum Units.” By strategically bringing together multiple complex systems into one practical document (the WIDA Key Uses of Academic Language, language functions, the disciplinary practices, the WIDA Performance Definitions, as well as processes and protocols for creating language-driven units of study), the Collaboration Tool helps to ease educators of multilingual learners into designing units and lessons that simultaneous develop language and cross-cutting disciplinary practices. This project represents field-based work that incorporates the latest research on the education of multilingual learners in American K–12 settings, and it also benefited from the input of local, state, and national experts.

Intended Audience: Early Care & Education, Elementary School, Middle School & High School, Higher Education, Administrative/LeadershipLevel of Familiarity: Level 2: Deepening UnderstandingFernanda Kray, Massachusetts Department of EducationCerelle Morrow, WestEdAllison Audet, Worcester Public Schools


United in Purpose: WIDA Aligned Professional Development and CoachingThis interactive session will highlight work NC has done to align WIDA standards with various education initiatives. The presentation highlights the “EL Support Team,” a cadre of EL and mainstream teachers/administrators/retirees who serve the state as professional development leaders and coaches. The EL Support Team offers initial training as well as enhances the strength of implementation and fidelity to the initiatives, which in turn, leads to academic and social gains.

Intended Audience: Administrative/LeadershipLevel of Familiarity: Level 1: Awareness-buildingIvanna Anderson, NCDPIJoan Lachance, UNC Charlotte

11:00 am–12:00 pm

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Moving Forward in Purpose and Practice, United yet UniqueJoin us to reflect, close, and celebrate the 2017 WIDA Annual Conference! For many, the conference is an opportunity for intense learning and networking. We value the time spent learning together and from each other, so we invite you to help us build on the momentum from the week. This closing session is designed to engage participants in reflecting on moving forward in our purpose and practice to support the success of multilingual children and youth. In addition, participants will learn about upcoming WIDA initiatives and directions in language development. Our goal for this time together is to celebrate the work you do and to provide a space to be informed, renewed, and energized. And, of course, don’t miss the opportunity to find out the site, date, and theme for next year's conference!

Dr. Mariana Castro, WIDA

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Thursday, October 19 Post-Conference Institutes


ACCESS for ELLs 2.0 Online Test AdministrationThis workshop is designed for test administrators of the ACCESS for ELLs 2.0 Online in Grades 1–12. During this workshop, test administrators will learn to administer and monitor the online test to students. Participants will be able to follow along in WIDA AMS as we go through possible operations for test administrators.

• Participants should have computers or tablets to access the WIDA Assessment Management System (WIDA -AMS)

• Please bring your WIDA-AMS username and password

• Please bring your WIDA.us username and password as well

Terri Mossgrove, WIDA


ACCESS for ELLs 2.0 Paper Test AdministrationThis workshop is designed for test administrators of ACCESS for ELLs 2.0 Paper in Grades 1–12. During this workshop, participants will explore the four components of the assessment: Speaking, Reading, Listening Writing and will learn how to administer the paper test, handle test materials, and monitor the assessment. Participants will learn how to administer and monitor the group sections of the tests and there will be a focus on building inter-rater reliability for scoring the speaking section of the assessment.

Justine Kolb, WIDAMaya Martinez-Hart, WIDA


Administering WIDA Screener PaperThis workshop is designed for test administrators of the WIDA Screener Paper. During this training, the participants will learn the purpose and background of the screener and identify its connection to the WIDA ELD Standards Framework. We will practice using the scoring scales to score Speaking and Writing samples, examine the administration procedures for all four domains, and discover available accommodations on the WIDA Screener. Finally, we will locate and practice using the score calculator.

Lori Hanna, WIDA



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Phone: (813) 274-8511 • Fax: (813) 274-7430333 South Franklin Street • Tampa, FL 33602

www.TampaConventionCenter.com REV0913



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WIDAOctober 16-19, 2017

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Benchmark Education: 501-502

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Continental: 409-410

Corwin: 407

Curriculum Associates: 504

Data Recognition Corporation (DRC): 303

Dual Language Education New Mexico – La Cosecha: 405

DynEd: 309

Ellevation: 403-404

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Imagine Learning: 406

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National Geographic Learning-Cengage: 310

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Really Good Stuff: 503

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Evaluation & Evidence of Completion for Conference

Evidence 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 2017 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: 2017 WIDA Annual Conference

Description/Nature of the Event: This annual three-day conference (four days with full pre-conference included) 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 16–19, 2017

Location: Tampa Convention Center, Tampa, FL

Duration:q Monday Full-Day Pre-Conference – 6 hoursq Monday Half-Day Pre-Conference – 3 hours q Tuesday Sessions – 8.25 hours q Wednesday Sessions – 8.25 hours q Thursday Sessions – 4 hours q Thursday Half-Day Post-Conference – 4 hours

______TOTAL HOURS

WIDA __________________________________ __________________________________

Name 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



Presenter IndexAnderson, Ivanna 52Arroyo, Ana 42Arteagoitia, Igone 33Audet, Allison 52Avery, Laureen 41Bailey, Alison 8, 41, 47Blair, Alissa 8, 19, 24, 42Blanco, Tricia 20, 22, 41, 44Boals, Tim 8, 36Boughanem, Valerie 28Bowman, Gregory 39Brown, Delette 23Brown, Jr., Percy 8, 43Burgos, Laurie 23Cagle, Stephanie 49Cardona, Minnie38Castro, Christine 38Castro, Mariana 8, 9, 12, 40, 52Chapman, Mark 10, 21, 27, 36 Christensen, Laurene 18, 27, 44Christopher,Chelseann 21Churchill, Margaret 27Cieslak, Maria37Cline, Paula 24Coady, Maria 28Cole, Debra 26Collins-Fondulis, Jane 48Commins, Nancy 23, 51Corvitto, Beatrice 19Costa, Jessica 10, 20, 27, 36, 41Crowther, David T. 18, 48Cuéllar Klitzke, Delis 20, 42, 44Cunningham, Kira 18, 27, 36Custodio, Brenda 45Daniels, Jennifer 18, 36Daniels, Jen 10Deebold, Mark 19Degante, Angelica 38DeMarco Wall, Gina 48Dewees, Marina 42Doneske, Jessica 37Dove, Maria12, 18, 40, 47Drucker, Noreen 42Duguay, Annie 33Elliott, Heather 10Escamilla, Kathy 8, 24Escamilla, ManuelEscobar, Lydia 41Essa, Huda 34, 41Fairbairn, Shelley 48

Garcia, Sofia 51Gdowski, Caitlin 38Gibson, Stephanie 10Gonzalez, Elizabeth 33Goodman, Rebecca 43Gottlieb, Margo 8, 12, 28, 40Gregoire-Smith, Meghan 37Grimm, Leslie 36, 46Grisso, Laura 25, 49Hamburg, Lindsey 22Hanna, Lori 10, 14, 40, 45, 53Heneghan, Laura 51Herrera, Socorro 28Hervas, Jorge 45Holbrook, David 8, 36, 46Honigsfeld, Andrea 8, 12, 18, 28, 40, 47Hough, Sarah 24Hutchins, Mindy 23Hutchinson, Katy 19Ifarinu, Babatunji 39Ignacz, Julie 25Iverson, Kallee 22Jackson, Lisa 24Jimenez, Hannah 25Jimenez, Lee 33Jones-Vo, Stephaney 48Joyce, Demetria 49Juliano, Jacqueline 33Kalahanis, Andrew 27Kelly, Kimberly 39Kester, Jill 23, 43Kibler, John 51Kim, Alicia 10, 38King, Amy 10, 27, 46, 51King, Tamara 36Kolb, Justine 15, 53Kray, Fernanda 52Krimmel, Eugenia 48Lachance, Joan 52Land, Michelle 42Leitch, Kristi 24Lesondak, Audrey 49Lewis, Emily 46, 52Lo, Christina 34Loar, Christiane 45Lockhart, Eileen 47Long, Linda 44Lucas, Julie 18, 48Lucero, Meg 25Lundgren, Cynthia 23, 27Lyke, Laura 20

MacDonald, Rita 25Madden, Carrie 22Mahon, Elizabeth 44Mancilla, Lorena 8, 15, 19, 24, 25, 33, 42, 49Manikas, Lisa 34Manning, Maureen 48Marquez, Celia 38Martin, Audrey 48Martinez Hart, Maya 15, 22, 25, 33, 53Mear, Andrea 37Medina, José 28, 50Medina, Diana 24Medina, Claudia 8, 24Melik, Amy 26, 46Mena, Mary Ann 19Miescke, Jennifer 37Moore, Megan 19, 34, 43Moore, Christi 49Morales, Brenda 39Morita-Mullaney, Trish 23Morrow, Cerelle 52Mossgrove, Terri 10, 15, 53Murphy, Andrew 50Nathan, Marisa 46Newton, Allyson 10, 18, 36Nguyen, Ngoc-Diep T. 8, 23, 36Northman, Chelsea 34Norton, Jennifer 38Noyes, Kelly 48Ogden, Ashley 37Okanovic, Elena 25O'Keefe, Lindsay 37Oliveira , Carlos 46, 52Oliver, Gretchen 22O'Loughline, Judith 47Ospina, Kelly 27Ottow, Sarah 46Ouzoun-Ash, Emine 20Owens, Kelly 20Pelayo, Icela 49Perez Sifonte, Raisa 8, 24Piña, Hortencia 43Porter, Holly 25Ragan, Lise 33Ramirez, Nelly 42Ransom, Chad 47Reider, Kelly 37Roberts, Christi 47Roger, Tetyana 49

Rothermel, Sarah 27Rowe, Carmen 44Ruiz, Ignacio 40Salva, Carol 28Santana, Rosario 41Santiago, Jennifer 26Sassetti, Karen 42Saxton, Caitlyn 26Schilling, Jacqui 26Schmittdiel, Amber 20Schultz, Jennifer 23Shafer Willner, Lynn 40, 45Shaver-Hood, Kimberly 48Shory, Michell 37Shyyan, Vitaliy 18, 27, 44Silagy, Christin 22Simpson Baird, Ashley 3Skelton, Elizabeth 27, 41Smith, Shannon 44Snyder, Sydney 20, 24Staehr Fenner, Diane 12, 20, 40, 43Stewart, Kris 8, 36Stone, Rebecca 34Strack, Erin 50Stum, Jennifer 39Tabaku, Lisa 37, 49Talso, M. Maija 45Tra, Jessica 47Valtierrez, Mayra 49Vannoy, Liliane 25Vdovina, Tatyana 28, 50Viesca, Kara 51Wagner, Suzanne 36Walther, Yelena 49Ward Singer, Tonya 12, 26, 40, 47Westerlund, Ruslana 34Wiggins, Derrik 50Williams, Donna 37Williams, Yeny 46, 52Wilmes, Carsten 38Wright, Wayne 8Zacarian, Debbie 12, 25, 40Zamora, Veronica 41Zheng, Bingjie 23Zwiers, Jeff 8, 15, 18



Thank YouWIDA thanks its esteemed proposal reviewers for the 2017 WIDA Annual 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.

Alec JohnsonAmy CainAndrew Jilani (Dr.)Anna SargentAnnette RamosApril Boyd-NoronhaAshley RabatinAzra TerzichCarol Mullen-O'LearyCassie EatmonClaudia FranksCole DietrichDonna Calloway -HendersonDonna StantonDr. Evangeline AguirreDr. Holly Niemi, PhD

Eileen Lockhart, Ed.D.Elsa JohnsonFrank SheltonGina SearsHalina LluberesJasmine MyalilJennifer NortonJerri HaynesJuan CamachoKimberly KellyLaura De la VegaLindsay ManzellaLisa Rose JohnsonMae WlazlinskiMargaret McKenzieMaritza VillanuevaMartha Loera-Olivas

Mary-Lou DeStefanoMatt PetrickMay HaraMegan MooreMichael BaileyMichael TaylorNathan WilliamsonSarah HoughSophia GrantSusan UtterbackSuzanne NguyenTere MasiarchinTiffany YoungTonya N. JeffersonValerie Beard

Schools and Communities Empowering One AnotherOctober 23-26, 2018 | Cobo Center | Detroit, Michigan

www.wida.us/conference


SAVE THE DATE


Take the Pledge to advocate for ELL success in your community. Help us reach 10,000 pledges.

FOR EVERY PLEDGE

We’ll donate $1 to the Ellevation Scholarship Fund in support of ELLs in higher education.

With over 10 years of experience, Ellevation is used by more than 600 districts across the United States to streamline ELL program management, enhance collaboration and improve instruction. Our mission is to help English language learners achieve their highest aspirations. EllevationEducation.com | [email protected] | 617-307-5755

Stop by our booth at WIDA (#403) or visit www.TakeThePledge.net


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