Breakout Sessions

Breakout sessions offered at the 2022 Annual Conference  

*Subject to change.

Biliterate Reading Trajectories: Plotting clear pathways to biliteracy for all students
Friday, April 29, 9:00 am – 10:00 am

Ralph Wisner, Rosa Bushey; Bethel School District

Biliteracy in the target language and English is a goal of every Dual Language Program. In this session, learn how to use Biliterate Reading Trajectories to understand a student’s reading ability in both program languages and to make program decisions

Co-Teaching with the WIDA Standards: An Elementary School’s Approach to Inclusive Language Instruction
Friday, April 29, 9:00 am – 10:00 am

Shannon Lemieux, Meira Lifson, Morgan Hunter, Danielle Eldridge, Jessica Provost, Kanwaljit Gill; Bellingham SD

In this session you will learn about how one elementary school has been working towards coteaching for language. We use the WIDA Collaborative Cycle as the foundation of our work. We co-plan with the WIDA ELD Standards and implement the co-teaching models from Dove and Honigsfeld. We will share our approaches, the tools we use to collaborate, the obstacles we have navigated, and successes we have had.

Counter Stories of an Emergent Bilingual and the Power of Oral Language
Friday, April 29, 9:00 am – 10:00 am

Maya Goodall, Jennifer Hernandez; Lexia Learning

A first-generation Emergent Bilingual student turned Multilingual Education Director to now Account Executive will share her counter story on creating a pathway for academic success for Emergent Bilinguals. In this presentation, participants will learn the power and research behind oral language as it aligns to decreasing Long Term ELs (LTELs) and increasing academic success for all Emergent Bilinguals through academic conversations. Maya Goodall, co-creator of Lexia English, a WIDA aligned oral language program will share the ‘why’ behind the development of Lexia English for Emergent Bilinguals. This will be shared along with how to use informative and timely progress monitoring data to make instructional decisions.

Creating Meaningful Units with All Subject Areas in a Year-Long Plan
Friday, April 29, 9:00 am – 10:00 am

Marianella Rincon-Rector, Heather Byington; North Thurston Public Schools

A Kindergarten Teacher will describe the process used to develop a Year-Long Plan with content integration. The session will feature details on intentionally developing strong routines for daily independent reading and writing and forming small groups based on students’ needs, using strategies to support students’ acquisition of language.

Engaging Spanish Speaking Parents: Leveraging a virtual platform to empower families
Friday, April 29, 9:00 am – 10:00 am

Catherine Carrison, Adriana Garcia; Consultancy

Engagement for our Multilingual and English Learner parents is more important now than ever! Learn about how one Family Liaison engaged her district’s Spanish speaking parents when in-person meeting was not an option. Participants will be inspired and leave with tangible ways to virtually inform and interact with parents.

Inclusionary Tech Tools for ML Students and Families
Friday, April 29, 9:00 am – 10:00 am

Theren Hayes, Pam Schaff; Tukwila SD

Currently, tech tools are widely available to educators, students, and their families. Join us to learn specific tools that will support inclusionary learning spaces. Whether you are an Apple, PC, Chromebook district, you will learn tech tools to increase the comprehensible input, process and output for your multilingual students, all students. In addition, come and learn about tech tools that can be an asset in building and growing partnerships with multilingual families in your district, school, or classroom.

MEAC Student Voice Project: Our Journey to Developing Washington State’s Statewide Strategic Plan for Multilingual Learners
Friday, April 29, 9:00 am – 10:00 am

Stephanie Andler, Kristin Percy Calaff, Kelly Moses

In this session, we will share the Washington State Multilingual Education Advisory Committee’s journey to develop a statewide strategic plan for multilingual learners in Washington with student voice at the center. Come provide feedback on our plans and join us in ensuring success for every multilingual learner in Washington.

PART ONE: Bridging Cultures: Helping Students from Muslim-Majority Countries Succeed in American Education
Friday, April 29, 9:00 am – 10:00 am

David Fenner, UW

This workshop will provide participants with information they can use to assist students from Muslim-majority countries, with special emphasis on Afghanistan, to be more successful in the American public school system.

Your Diversity May Not Be My Diversity: Policy and Practices for EL Engagement
Friday, April 29, 9:00 am – 10:00 am

Dr. David Samore, CEO

Ensuring DEI (Diversity, Equity, Inclusion) is integral to the life-changing education districts provide their learners. The interpretation of diversity is itself diverse: is diversity addressed by more than race and culture only? This session focuses on how “diversity” is understood and interpreted and how policy and practice incorporate that definition.

Asset-Based Scaffolding to Accelerate, Not Remediate
Friday, April 29, 10:30 am – 11:30 am

Tonya Ward Singer

How do you effectively scaffold intellectually rich learning without watering down expectations? Join us in analyzing videos and reflecting on when scaffolds accelerate learning and when they hold students back. Learn how to choose and lose scaffolds strategically to build on students’ assets while fostering increased academic success, student risk-taking, and self-directed learning.

Best Practices in Spanish Literacy and Accelerated Student Learning
Friday, April 29, 10:30 am – 11:30 am

Nancy Herrera, Pacific Learning

This workshop begins with a review of the key features of an authentic early Spanish reading curriculum. Provides a background for understanding how early literacy skills are developed in both English and Spanish, but also gives participants insight into transferable and nontransferable language skills.

Empower Your Students with Project GLAD® Strategies
Friday, April 29, 10:30 am – 11:30 am

Tabitha Aragon, Jessica Anderson, Candice McGregor, Rachael Woodcock; Puyallup SD

Are you looking for a reliable set of teaching tools to make every lesson more engaging and comprehensible for your students? In this interactive workshop, participants will experience and take away a toolbox of award-winning, research-based and field-tested Project GLAD® (Guided Language Acquisition Design) strategies that have been proven effective in differentiating instruction for the needs of all multilingual learners and in all types of classrooms from PreK-12. Join us for an energizing session that will empower you and your students to succeed!

Equity Issues in Western Washington DLBE Programs
Friday, April 29, 10:30 am – 11:30 am

Rachel Snyder Bhansari; PSU, Yaneli Iman; Highline School District

This session reports on research completed with five DLBE teachers in two districts near Seattle. Over the course of a year, we observed and analyzed existing equity issues in DLBE programs including the marginalization of BIPOC students. In this presentation, we describe key issues observed and their impact on teachers.

Fostering collective and solidarity–driven co-design principles leading towards educational justice 
Friday, April 29, 10:30 am – 11:30 am

Omar Escalera, Pasco SD

Exploraremos el concepto de Diseño Cooperativo (Codesign) impulsado por la solidaridad y cómo facilita la transformación de los eventos “tradicionales” de participación familiar al diseño cooperativo auténtico impulsado por la comunidad. Discutiremos el desarrollo de liderazgo de comunidades y familias marginadas y como incluir sus voces en planes escolares.

We will explore the concept of Solidarity Driven Co-design and how it facilitates the transformation of “traditional” parent engagement events in our schools into authentic, community driven Co-design. We will discuss building leadership capacity of marginalized communities and families and including their voices in SIP plans.

Language Ideologies that Harm African American Students and What Bilingual Educators Can Do to Help
Friday, April 29, 10:30 am – 11:30 am

Shajaira López, Ed.D., Highline SD

The home language African American students bring to the classroom is rarely framed as a resource to be celebrated. In a society that was founded on anti-Blackness and continues to perpetuate anti-Blackness through its institutions, it is time for bilingual educators to recognize it and then explicitly confront it in order to dismantle it.

This session is a call to action for bilingual educators to examine their own language ideologies and implement practices that enhance students’ linguistic repertoires and consciousness.

Metalinguistic Awareness & Language Routines in ELA
Friday, April 29, 10:30 am – 11:30 am

Katelynn Brown, Evergreen PS

Participants will learn the purpose and design of metalinguistic analysis in the elementary setting. The workshop will include an overview of the development of unit planning and the intentional integration of language routines to increase students’ transfer of language application.

PART TWO: Bridging Cultures: Helping Students from Muslim-Majority Countries Succeed in American Education
Friday, April 29, 10:30 am – 11:30 am

David Fenner, UW

This workshop will provide participants with information they can use to assist students from Muslim-majority countries, with special emphasis on Afghanistan, to be more successful in the American public school system.

Pre-mortem Autopsy: Dual Language Programming
Friday, April 29, 10:30 am – 11:30 am

Dr. Rob Darling, Yakima SD

Yes, pre-mortem. We are going to execute a pre-mortem on an imaginary (yet very real) dual language program to scientifically (-ish) determine the future cause of death. We will systematically analyze what led to the demise and who was responsible. We will use this information to prevent and avoid a possible failure of any dual language program. It may sound dark and dreary but you’ll have fun, learn a lot, and leave with a powerful exercise you can redo with your district or school.

Assessing emergent bilinguals: !Celebra lo que saben!
Saturday, April 30, 8:00 am – 9:00 am

Doris Chávez-Linville, M.S.Ed; Renaissance

In the US, we’ve traditionally looked at emerging bilingual students through the lens of “What don’t they know yet?” and “What do they need?” which places a lot of emphasis on deficits. In this session we discuss the benefits of taking an asset-based approach instead, where we seek to understand what these students know and can do in both languages—and how we can build on this. We will focus particularly on students who are learning in Spanish and English, and we explain how you can use Star Assessments to support strong biliteracy. We will discuss when is the right time to use what assessments and what questions to ask before you do in fact use an assessment in English, Spanish, both or none.

Be GLAD! Guided Language Acquisition Design Strategies to Support Multilingual Learners
Saturday, April 30, 8:00 am – 9:00 am

Christine D’Aquanni, Be GLAD®

Award-winning Be GLAD® (Guided Language Acquisition Design) strategies promote language acquisition, high academic achievement and 21st century skills with phenomenal proven results. In this session, participants experience and take away a handful of research-based and field-tested instructional techniques for supporting multilingual learners in any language across the disciplines.

Engagement and ELs in the Tier I Classroom: Supporting an MTSS Framework
Saturday, April 30, 8:00 am – 9:00 am

Effie Triol; ESD 112

All students should have access to strong core instruction. Let’s think about how we can support EL students in a Multi-Tiered System of Support (MTSS) framework, focusing on Tier I and thinking about Tier 2. What does this look like? What does it sound like?

Equity for ALL in Dual Language: Empowering Black students and families to become leaders and experience success in Dual Language
Saturday, April 30, 8:00 am – 9:00 am

Adina Thea, Zanovia Clark, Delila Leber; Highline Public Schools

Equity for ALL in Dual Language will focus on Mount View Elementary’s journey to improve the Dual Language educational experience for our Black students and families. We will share how we researched and implemented specific educational strategies that enhance Black student achievement, with a focus on how they intersect with dual language instructional best practices. We will also discuss strategies that we used to positively connect with our Black parents and student community, building an authentic and diverse Black identity, and empower Black parents to be active members of our Dual Language school community.

Guided Language Acquisition and Math Stories (GLAMS)
Saturday, April 30, 8:00 am – 9:00 am

David Buitenveld, Heather Byington; North Thurston Public Schools

As a Middle School Math Teacher and ELL Coach, we’ve been developing GLAMS to support development of math understanding and language acquisition simultaneously. The session will feature inquiry-based discussion, video examples and artifacts, and small group interaction for a collaborative approach to applying session content to diverse teaching contexts.

HELP! Bilingual Teachers and Accelerated Instruction
Saturday, April 30, 8:00 am – 9:00 am

Viviana Hall, Istation

This workshop provides effective activities and strategies that address students’ specific linguistic and literacy needs. Bilingual instruction using Istation’s resources is designed with a vertical alignment approach, thus promoting accelerated instruction tailored to learning and teaching success with true equity for emergent bilinguals. (Session presented in Spanish)

How do verbs narrate, inform, explain, and argue? The language features of verbs in WIDA
Saturday, April 30, 8:00 am – 9:00 am

Jennifer Green, WWU

The decision to use doing, relating, thinking, feeling, and saying verbs along with modal verbs and the passive voice is dependent on the purpose for communication. We will review the different types of verbs outlined in the WIDA standards and share ways to help students understand and use them.

The Power of Relationships in the Academic Success of Mexican Descent Students
Saturday, April 30, 8:00 am – 9:00 am

Craig A. Hughes, CWU

Qualitative metasynthesis has provided a route for qualitative research becoming more generalizable. This study implements such procedures to develop an understanding of what conditions lead to Mexican-descent students successfully completing high school. The development of relationships with school personnel (teachers in particular) and peers was the most prevalent characteristic found.

Accessibility Tools to support English Language Learners (4)
Saturday, April 30, 9:30 am – 10:30 am

Dr. George Zhao; WWU, Dr. Yan Yan; Illinois College

Did you know that there are ELL accessibility features already built-in to many of the tools that you already use to teach? In this session we will share and demonstrate free and simple ways to incorporate technology to support your bilingual class.

Bilingual Education and Educational Justice: Mirrors, Windows, and Bridges
Saturday, April 30, 9:30 am – 10:30 am

Dr. Sabrina Wesley-Nero

As an extension of the keynote, workshop participants will interrogate their roles in fostering schools and language education programs that function as mirrors, windows, and bridges and conduct an equity self-assessment. From the vantage points of what is under their control (versus what is their concern) and what they will do now (versus what they will do next), workshop participants will identify their sphere of influence as administrators, educators, advocates, and community members and craft responses to an equity self-assessment of their classrooms, programs, and schools.

Emergent Bilinguals and Dropout Reengagement: Current Reality, Challenges, and Future Directions
Saturday, April 30, 9:30 am – 10:30 am

Jeremy Hurdus, Arlington SD

Given that emergent bilinguals graduate at a lower rate than their peers, Washington’s dropout reengagement program, Open Doors, must continually evaluate its role in how best to serve this population. In this presentation, I outline some of the advantages, challenges, and opportunities within Open Doors as it relates to EL’s.

Nominalizations, relating verbs, given/new patterns oh my!: The language features of “Explain” in Science 
Saturday, April 30, 9:30 am – 10:30 am

Jennifer Green, WWU

The language of the WIDA language functions and features is exciting and a bit overwhelming. Come to this session to review the language functions and features of “Explain.” We will engage in activities that you can use with your students to help everyone feel more confident in the metalangage!

Multilingualism is a Superpower: Advocating for Emerging Bilingual Students
Saturday, April 30, 9:30 am – 10:30 am

Dr. Adam Withycombe, Cecilia Sena; NWEA

Who are the emergent bilingual students in our K-12 schools? What are we doing to address their needs? We will first discuss the growing population of multilingual learners, the importance of advocating for multilingual services and assessments, and current trends and best practices in multilingual education. Then, with Spanish and English Reading as an example, we will explore the different layers of culture that shape the processes and criteria we use to select rich, authentic, grade-level texts. Come engage with us and share your experiences at home and in the classroom to help understand the future of assessment.

Design with Intention: Develop a Strong District Dual Language Program Framework
Saturday, April 30, 9:30 am – 10:30 am

Catherine Carrison, Consultancy

A sustainable dual language program begins with intentional planning. Developing a district “Dual Language Program Framework” is an essential step in program implementation. Participants will learn about the process and key components for creating a DL framework and receive resources and guidance to aid in the development of their framework.

People, Resources and the Environment: Bilingual Lessons for Global Citizenship
Saturday, April 30, 9:30 am – 10:30 am

Mark Roddy, Seattle University

Engage in activities (simulations, interactive stories, and more) that use environmental principles and stewardship as an organizing theme to build disciplinary content and skills in language arts, mathematics, science and social studies. Receive lesson plans in English and Spanish that motivate and engage students in real-world issues.

Reading Comprehension Activities to Develop Spanish Language and Literacy in Kindergarten
Saturday, April 30, 9:30 am – 10:30 am

Heather Byington, NBCT

This session shares materials developed by a Spanish Kindergarten Teacher and bilingual Instructional Specialist to supplement Cancionero reading comprehension materials and engage students in shared writing experiences. Featured strategies will be engaging cloze activities that elicit students’ ideas and voices and teacher-created songs accompanied by interactive visuals.