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
Professor Claudia Rinaldi is the Chair of the Education Program at Lasell University. Her areas of research are the implementation of the Multi-Tier System of Supports (MTSS) framework in urban settings with English learners, teacher education in bilingual special education, and diversifying the teacher pipeline. Claudia has authored peer-reviewed publications and a book for educators called Practical Ways to Engage All Struggling Readers. She lead and developed a graduate certificate program in Teaching Bilingual Students with Disabilities for general, ESL and special education teachers geared towards applying research-informed practices to the questions and processes of identifying whether it is a language difference or a learning disability. Claudia developed a college mentoring program called Pathways to Teacher Diversity for districts and teacher education programs to partner in identifying and supporting underrepresented high school students interested in teaching careers to successfully access and persist in college. She serves in various boards including the National Center for Learning Disabilities and serves as an expert for Understood.org and the National Center for Intensive Interventions.
Professor Claudia Rinaldi believes that it is critical to prepare teacher leaders who may serve as advocates and allies and who will respond to the belief that all students can learn and succeed beyond barriers like culture, language, disability poverty, and marginalization in our country and globally.