Dr Julie Esparza Brown was interviewed in Univision Television in an attempt to provide Spanish speaking viewers with information about the program she is leading at Portland State University called Multicultural Special Education. Julie explains that many students in our schools who are learning English are often confused with having a learning or intellectual disability and parents should be better supported. She created this program to train teachers to teach bilingual students learning English and know how to differentiate between a cultural and linguistic difference versus a disability. This issue has been critical for decades but it is critical to expand professional development across the country and Julie’s program at Portland State University is fully online. For more information please
This latest infographic on Assistive Technology and Learning Disabilities is a great place to start as you begin to look at what is available to support your students. Check it out.
CEC will be supporting a number of pre-conference workshops at the 2014 conference Philadelphia so mark your calendars for April 9. Julie and I have been invited to present on the following multi-tiered instruction, supports, and assessment for English Language Learners (ELLs). For more information and registration please visit their website at www.cec.sped.org
WORKSHOP 6: Multi-Tiered Instruction, Support, and Assessment for English Learners: Making Appropriate Decisions
Leaders: Julie Esparza Brown, Portland State University, OR; Claudia Rinaldi, Education Development Center, Newton, MA
Since the passage of NCLB, schools are charged with educating all groups of students to achieve at high levels. Given the varying backgrounds and diversity of English learner students, schools are challenged to provide appropriate and effective instruction that leads to grade level achievement. Using interactive presentations and case studies, review the critical student characteristics that must guide instruction and interventions in all bilingual program models (from ELD only to dual language models). Learn about progress monitoring tools that are effective with ELs, a unique framework for enhancing interventions, and a framework for least biased Tier 3 assessment.
At the end of this workshop, participants will be able to:
- Consider the unique factors in EL students’ background and make appropriate adjustments to instruction and interventions.
- Choose progress monitoring tools with demonstrated reliability and validity for ELs.
- Make decisions on appropriate growth for each EL student in consideration of their unique context.
- Determine appropriate language of intervention in all bilingual program models (early-exit to dual language).
- Apply a framework for least biased assessment in Tier 3 that systematically considers the cultural loading and linguistic demand of assessments.
Who Should Attend?
Special and General Educators (all levels), Administrators and Supervisors, Team Leaders