Breakout Sessions

We are excited to announce the 2021 WABE Annual Conference breakout sessions! 

*Subject to change.

Classroom Management online or 6-feet apart
Thursday, April 29, 6:00 pm – 7:00 pm

Sara Martinez, Jody Bader

In this workshop, we’ll explore classroom management ideas for a cooperative learning environment, whether online or 6 feet apart. We’ll cover transferring classroom management routines to an online setting, tips for setting up the physical space, ideas for student to student interactions, and ideas for managing interactive whole class instruction.

Inclusion and Access for Multilingual Students and Academic Language Learners
Thursday, April 29, 6:00 pm – 7:00 pm

Liliya Stefoglo, Pam Schaff

Are you a teacher or administrator who works hard to meet the needs of your language learners? You’ve tried all you know and it still isn’t yielding the results you expected. The purpose of this session is to position participants as learners and help them unpack input, process, and output strategies that create access to rigor.

Integrating Content, Language and Literacy for Multilingual Learners
Thursday, April 29, 6:00 pm – 7:00 pm

Kristin Percy-Calaff

Multilingual learners need a meaningful context for learning language and literacy in dual language and all classrooms. In this workshop, we’ll share our process for designing lessons and units that provide rich contextual experiences (even in remote learning) and engage students in developing strong language and literacy skills to meet rigorous standards. We will demonstrate practical strategies that can be implemented virtually or in person to scaffold and support language learners in this work.

Planning for Learner Variability in DL Programs
Thursday, April 29, 6:00 pm – 7:00 pm

Heidi LaMare, Jennifer Johnson

Have you ever looked at your class data and wondered if you needed to provide intervention for some students? What if you flipped that thought and provided intervention to your program? This session will focus on how to establish a program outline that focuses on asset based and holistic practices within your assessment structures to ensure an equitable bilingualism focused learning environment for each student in your classroom. Discussion groups will be differentiated for job alike participation.

Using Argument as Conversation to Uplift Student Voice
Thursday, April 29, 6:00 pm – 7:00 pm

Cec Carmack, CharRe Burnum, Jon McClintick

Have you ever looked at your class data and wondered if you needed to provide intervention for some students? What if you flipped that thought and provided intervention to your program? This session will focus on how to establish a program outline that focuses on asset based and holistic practices within your assessment structures to ensure an equitable bilingualism focused learning environment for each student in your classroom. Discussion groups will be differentiated for job alike participation.

Assessment Considerations for Multilingual Students
Friday, April 30, 11:00 am – 12:00 pm

Lily Martin, Hannah Hwang, Dunya Gasimova, and Chitra Bhardwaj

In this workshop, participants will identify the purpose of education assessments and unpack the effects of cultural and linguistic bias in data and the referral process. We will discuss questions to ask during the MTSS process and/or Special Education referrals to ensure more equitable outcomes for multilingual students.

Cómo usar Istation y la prueba ISIP para apoyar nuestros alumnos bilingües
Friday, April 30, 11:00 am – 12:00 pm

Viviana Hall

Este taller interactivo ayuda a descubrir nuevos métodos para el desarrollo de la lectura y de los idiomas; trabajando en programas duales con alumnos que presentan niveles desiguales de desempeño. Usando los recursos descargables de Istation, los participantes van a diseñar centros de aprendizaje de acuerdo a las necesidades específicas para el progreso óptimo de la lectura en español.

Designing a Linguistically Appropriate Intervention for Multilingual Students

Friday, April 30, 11:00 am – 12:00 pm

Katelynn Brown

Using data to inform the intervention is a great first step! An essential next step must include understanding the language needs of the student for whom the intervention is being designed. By layering intentional language supports into the intervention design, we can anticipate a richer student focused outcome. This process could also be a complimentary component of the Critical Data Process.

Engagement and Language Development Strategies for Remote and In-Person Learning
Friday, April 30, 11:00 am – 12:00 pm

Reham Shehata

In this session, teachers will learn engagement and language development strategies that can be used across content areas as well as in both remote and in-person learning settings. The strategies are adopted from different sources such as EL Excellence Everyday, Jeff Zwiers’, as well as GLAD. They are modified to suit different students’ levels.

Equipping and Empowering Student Voice through the use of Conversation Protocols
Friday, April 30, 11:00 am – 12:00 pm

Melissa Van Straten, Melissa Ramkissoon, Adán Rodríguez, Amanda Rodriquez

During this session, participants will hear and experience how educators at Madison Elementary foster sociocultural competence through the use of conversation protocols. Come and learn how conversation protocols are used with students, in hybrid and remote learning settings, to facilitate instructional interactions that support language development and empower student voice.

Family Engagement Guerrerx en Acción
Friday, April 30, 11:00 am – 12:00 pm

Megan Mauro, Elia Solis, Azucena Rodriguez, Elizabeth Churape-Garciá

This session offers educators an opportunity to learn about LaVenture Middle School’s family engagement task force and vision. Participants will learn about our school’s journey, the critical role of our school liaison, and a movement to family engagement being a school-wide effort. Participants will also learn about our school’s family engagement team efforts to connect, engage and support our families during COVID by bringing information and resources directly to our neighborhoods. Participants will leave with the tools needed to begin, strengthen and continue their family engagement efforts.

Growing Readers through the Power of Collaboration
Friday, April 30, 11:00 am – 12:00 pm

April M Nissen, Stephanie Tran

Learn how we purposefully used a multi-tiered system to accelerate literacy growth. Our tools included systems for sharing data, using grade-level text in meaningful, scaffolded ways, providing targeted literacy instruction and an intentional focus on transfer across contexts.

Integrating Language, Literacy and Content: Modeling and Practice of Key Instructional Strategies
Friday, April 30, 11:00 am – 12:00 pm

Dr. Margarita Calderón

In this highly interactive workshop, participants will learn a process for integrating vocabulary, reading comprehension, and writing with core content subjects in a virtual or hybrid learning environment. These strategies are ideal for content teachers and co-teaching instruction in secondary schools. Notwithstanding, these strategies are also being used in Dual Language schools. Margarita will demonstrate instructional strategies using a text for participants to practice how to:
• Select academic language using different types of words, phrases, and language structures to address core standards and classroom discourse.
• Teach vocabulary expeditiously before reading, during close reading, and for text-based writing.
• Delve deeper into reading comprehension and overview of follow up close reading strategies.
• Learn about writing after reading and student editing and revising
• Integrate SEL competencies and strategies into the academic framework
**Participants will have copies of handout, and online access to lesson templates, and other teacher and student tools.

OSPI and Bilingual Education Advisory Committee (BEAC) Engagement and Listening Session
Friday, April 30, 11:00 am – 12:00 pm

Will Williams, Stephanie Andler

This session will provide the opportunity to share feedback and have conversations with OSPI and Bilingual Education Advisory Committee (BEAC) members about effective systems, supports, and instruction of multilingual learners/English learners.

Using Technology Tools to Teach Reading Comprehension Strategies
Friday, April 30, 11:00 am – 12:00 pm

Liz Magnus

In this session, we will pair tried-and-true reading comprehension strategies with digital tools that can be used in both traditional and remote environments, so you can get some fresh reading lesson ideas. The digital tools we will discuss are free or low-cost and appropriate for all grade levels.

Welcome to WIDA English Language Development Standards Framework, 2020 Edition!
Friday, April 30, 3:45 pm – 4:45 pm

Fernanda Marinho Kray, Margo Gottlieb

The WIDA English Language Development Standards Framework, 2020 Edition, brings new and concrete ways for educators to conceptualize the simultaneous development of content and language through asset-based, equitable, and rigorous approaches. The presenters will provide an overview of four Big Ideas that anchor the Framework, highlighting the ways it a) promotes an expanded, more inclusive approach to the education of multilingual learners and b) provides a foundation for systems that foster engaged, interactive student learning.

C6 Biliteracy Instructional Framework: Connect
Saturday, May 1, 9:45 am – 10:45 am

Dr. José Medina

Regardless of instructional setting, all PK-12 students deserve participation in a learning process that is inclusive of their identities. By connecting learning experiences to students’ lives and linguistic repertoires, participants in this session will be able to better plan for instruction that leverages metalinguistic awareness and translanguaging capabilities.

Clarify the Learning Needs of Spanish Speakers
Saturday, May 1, 9:45 am – 10:45 am

Chelsea Lane

Do your assessments reveal the learning needs of all students—including Spanish speakers? With MAP® Spanish, you can get an even more complete picture of student learning. Join NWEA for a breakout session, Clarify the Learning Needs of Spanish Speakers.
During your time with NWEA, they will share more on the Spanish assessments that are included as part of MAP® Growth™ and MAP® Reading Fluency™ and how they help you understand where Spanish-speaking students are and what they’re ready to learn next. In this session you will:
· Learn about NWEA’s latest research around EL and Dual Language students’ growth and achievement
· Get an overview of MAP Growth and MAP Reading Fluency assessments in Spanish
· Hear from school district leaders in Illinois on how they’re utilizing MAP Growth in English and Spanish to inform decisions with their students and learn about their dual language program model.

Diseño Muto- Elevando las voces de nuestras familias para incrementar la colaboración auténtica
Saturday, May 1, 9:45 am – 10:45 am

Omar Escalera

El taller explorará la noción del diseño mutuo (Co-design) como estrategia principal para involucrar a nuestras familias en el sistema educativo. Se discutirán las inequidades sistémicas que impiden la participación de minorías en el sistema. Por último, crearemos un plan para inicar el proceso de ser parte de los equipos de liderazgo de su distrito o de sus escuelas.

Diving into Dual- 80:20 in Early Learning
Saturday, May 1, 9:45 am – 10:45 am

Stacey Beasley, Melissa Singletary, Brenda Silva, Stephanie Flores

New to DL, shifting your program model, or wishing to explore DL practices in early learning? We will share our journey implementing 80:20 Spanish dual immersion in Kindergarten and Spanish language preschool. We will explore program planning, staff support, curriculum, instructional inclusionary practices, assessment, and family/community engagement.

Dual Language Education in Washington State: Making the Dream Happen
Saturday, May 1, 9:45 am – 10:45 am

Patty Finnegan, Rosa Bushey, Kaori Strunk

State Superintendent Reykdal wants all students to have access to dual language education by 2030. We will share about the vision, scaffold of support, and how districts are building gap-closing dual language programs designed for multilingual/English learners and Native American students.

Early Spanish Literacy Skills
Saturday, May 1, 9:45 am – 10:45 am

Melina Rios, Nancy Gonzales

Developing reading and writing activities for early Spanish literacy skills. This session will include information on how basic foundations of reading are taught with writing activities that offer a transdisciplinary approach. We will provide scaffolding strategies and offer suggestions on differentiation to reach students. We will share with the audience our weeklong plan and teach it in Spanish.

Forging Lasting Connections for Multilingual Learners Through Building Background with the SIOP® Model
Saturday, May 1, 9:45 am – 10:45 am

Dr. MaryEllen Vogt

Creating connections between content lessons and students’ previous learning, past experiences, and vocabulary knowledge can be especially challenging—now more than ever. Dr. Vogt will suggest culturally responsive and highly effective ways to activate and build on what students know and can do. The webinar will help you encourage students to connect the content and academic language you’re teaching whether via Zoom or face-to-face.

Imagine Learning around Washington State Panel
Saturday, May 1, 9:45 am – 10:45 am

Andrew Brandt, Various WA School Districts

Engaging your language learners virtually: a five district panel talks about how they use Imagine Learning and the difference it is making for students.

Project-Based Learning: Enhancing Language Learning through Rich Conversations and Dramatic Play to Foster Civic Action
Saturday, May 1, 9:45 am – 10:45 am

Margit McGuire

Language learners benefit from hands-on, minds-on explorations into real world challenges. Using drama to create a story about mountain gorillas builds on Zwiers’ research on the academic benefits of teaching students how to have rich conversations about content. Curriculum will be shared. Bring colored markers and paper to the session.

The Journey from Serving 30 Multilingual Learners to 300
Saturday, May 1, 9:45 am – 10:45 am

Jennifer Hammer, Galina Shaporda, Shane Kincaid

Three years ago, we made a plan to support long-term multilingual learners. After collaboration with our administration and SIP team, we now offer Beginning and Advanced ELD, EL Academic Language for LTELS, and support more advanced students by placing them in core ELA classes taught by teachers trained in ELD.

Using Boundary-Spanning Teacher Leadership to Advocate for ELL and Refugee Students
Saturday, May 1, 9:45 am – 10:45 am

Marissa Ricamara Winmill

Are you a teacher rebel or a teacher leader? What is the difference? In this presentation, Marissa will be presenting her boundary-spanning teacher leadership and how teachers can develop it to advocate for ELL and refugee students.

Achieving Equity with The Mestizo/a Experience of Language Identity in the American English Classroom
Saturday, May 1, 11:30 am – 12:30 pm

Philip Cioppa

Chicana activist Gloria Anzaldúa asserted that there exists 8 different languages among the Mexican-American community, ranging from the North Mexican Spanish Dialect and Chicano Spanish, to Caló. They have arisen from the need for the Mexican-American to identify as a distinct people. Each of these 8 languages presents challenges for the classroom teacher. With continuing transmigration, all of these languages are present in our schools. What happens when these languages come in contact with our perceived understanding of the English language as teachers? How do we interact with “American Spanish” successfully in the classroom? How do we allow the dignity of the languages of the Mexican-American to be incorporated in daily lessons? These and other questions will be addressed in this presentation. The educator will be challenged to reflect upon the diversity of language in their classroom as practitioners, and how to incorporate this diversity into instruction

Closer in Proximity: Distance Learning Tools in a F2F Classroom
Saturday, May 1, 11:30 am – 12:30 pm

Kelly Hume, Jenna Mobley

2020-2021 has been a wild year for teachers and students. As we return to face to face instruction, which innovative virtual practices will we keep in order to transform our in-person instruction? Come learn how to implement the positives tools of distance learning in person.

Cracking the Alphabetic Principle Code for Language Learners
Saturday, May 1, 11:30 am – 12:30 pm

Maggie Evans, Candace Robinson

Understanding the science of reading is complicated and when working with English learners it adds a different dynamic to make students successful in reading. Learn about what happens in the brain when a student learns to become a skilled reader and how developing EL supports/interventions that connect the science of reading to the art of teaching.

Implementing and Integrating Since Time Immemorial
Saturday, May 1, 11:30 am – 12:30 pm

Kayla Guyett, Rachel Hoff

In order to implement the Since Time Immemorial (STI) curriculum in Highline, we have strategically integrated the content into curriculum and instruction practices already in place. Participants in this session will experience lessons from some of the new materials we created, specifically our Tribal Lifeways GLAD Unit and secondary social studies units. We will go over the process Highline went through to develop and vet these units through our Tribal partners and conclude with an opportunity for you to research your local tribal partners and make a plan for integrating this work into your setting.

Project GLAD in a Flipped Classroom
Saturday, May 1, 11:30 am – 12:30 pm

Jody Bader, Dr. Sara Martinez

Project GLAD works great online! Learn how to use selected GLAD strategies that work in an online or hybrid flipped classroom. We’ll model a lesson for you and discuss which parts you would do synchronously, asynchronously, whole-class and in small groups.

Shifting Perspectives Through Strengths-Based Language
Saturday, May 1, 11:30 am – 12:30 pm

Karina Vanderbilt, Carrie Sorensen

In order for educational systems to equitably meet the needs of those they serve, all students and families must be valued and respected for the contributions they bring. Thus, it is important to understand the impact of deficit- based language and the intent driving the shift to asset- based language. In this session, participants will dive into the impact of language on policy and school environments for multilingual students. Participants will also explore the document “Labels or Limitations: Recommendations for Asset-based Language” created to support a shift in mindsets around multilingual learners.

WA State Program Models for Serving Multilingual Learners: Updates, Clarifications, and Guidance
Saturday, May 1, 11:30 am – 12:30 pm

Sue Connolly, Kristin Percy-Calaff

Updated definitions are included with the redesign of the Grant Applications for TBIP and Title III. Presenters will go over the definitions and the essential elements that must be present in each model, with examples and non-examples of appropriate model implementation and services. Session to include time for Q & A.

What Hill(s) Do you Climb? Amanda Gorman-Inspired Collaborative Poetry Workshop for Emerging and Progressing Bi/Multilinguals
Saturday, May 1, 11:30 am – 12:30 pm

Christina Russell

In this workshop, we will explore how to facilitate a scaffolded collaborative writing experience using Amanda Gorman’s 2021 inaugural poem, “The Hill We Climb”. Educators will discover how to amplify the voices of their emerging and progressing bi/multilingual students (including Newcomer/SLIFE populations) in the context of their secondary Language Arts/Humanities classroom and/or English language development class in a remote learning environment.

Why do we always forget about the sociocultural aspect when teaching foreign languages? (en español)
Saturday, May 1, 11:30 am – 12:30 pm

Javier Montero Pozo

When teaching and learning a foreign language, educators are really worried about grammar and vocabulary (which are necessary for communication of course). However, there is an aspect attached to all the skills which is usually forgotten: the sociocultural aspect.
In this session, we will try to point out how important the sociocultural aspect it (as not knowing about culture might lead to misunderstandings) and will explain to teach it in the class of Spanish as a second language. This workshop will have references to the Spanish language and Hispanic culture and will be presented in Spanish.