In this two-day institute, classroom teachers, administrators, and support personnel will learn about the research and unique needs of English learners, students with disabilities, and dual-identified students (ELSWD) and how to better incorporate effective instructional strategies into their daily grade level/content area classroom instructional planning.
During the institute, participants will examine and apply researched-based instructional strategies and techniques that address the diverse language development and learning needs of these unique populations. Participants will gain practical knowledge on how to collaborate in order to “tune” or plan lessons to increase accessibility to grade level content for students with disabilities and English learners and dual-identified students at all levels of language proficiency.
- Identify misconceptions for ELSWDs and differentiate learning and behavioral characteristics of English learners and students with high incidence disabilities;
- Understand the role of MTSS in the identification and instructional planning for ELSWD;
- Articulate the importance of collaboration in the continuum of services for ELSWD;
- Identify and discuss elements of good instruction for diverse learners including the UDL instructional framework and research-based practices for ELSWD;
- Utilize a lesson tuning protocol to apply strategies for teaching diverse learners; and
- Plan and apply new learning to professional practice.
For the fee of $850 which includes the cost of the two-days of the institute, participants will receive rich learning opportunities with their peers, opportunities to problem solve and practice using their new skills through collaborative lesson planning.
The fee includes morning coffee, lunch and afternoon snacks for both days and a copy of the book, English Language Learners: Differentiating Between Language Acquisition and Learning Disabilities by Janette Klinger and Amy Eppolito.
In addition to the resources provided at the meeting, participants will have access to a Padlet wall filled with shelves of online resources to support their instructional practices once they return to school in the fall.
In order to extend the learning beyond the summer institute, two additional recorded content specific webinars will be made accessible to attendees with access to additional “shelves” of resources provided on the Padlet wall throughout the fall.
Participants will also have the opportunity to obtain one unit of graduate level credit through Brandman University for an additional $70-dollar fee paid to Brandman for this two-day summer institute.
“I learned how to recognize the different learning needs of students with disabilities and English language learners. The strategies shared will help both groups.” – Institute participant
For more information, contact Silvia De Ruvo at sderuvo@WestEd.org.