Building Capacity to Support English Learners and Your ESL Program: A Look at How PVAAS Can Support Your Work
The Pennsylvania Value-Added Assessment System (PVAAS) is a powerful tool to assist educators in planning instruction as well as developing and allocating resources to best meet the needs of students, including your English Learners. It can also be a valuable tool, when used with other data, in helping to evaluate and assess your ESL services. This session will focus on (1) analyzing the impact of your ESL program with several key PVAAS reports and (2) supporting student-level goal setting and determining supports for your English Learners with PVAAS student-level data.
Jennifer L. Ross, M.A., Educational Specialist II and PVAAS Statewide Team for Pennsylvania Department of Education, Lancaster-Lebanon Intermediate Unit 13, Lancaster, PA
Laurie Kolka, M.A., Assessment Specialist and PVAAS Statewide Team for Pennsylvania Department of Education, Lancaster-Lebanon Intermediate Unit 13, Lancaster, PA
Building Virtual Engagement Across Borders: Benefits to Multilingual Learners
Educators in today’s K-12 classrooms are concerned with the instruction of content and language skills that are shaped by the global mobility of people, ideas, and modes of communication. We will explore virtual exchange as a vehicle to build students’ understanding of ways in which language and culture are intimately a part of their identities in classrooms, communities, and schools. After reviewing an overview of research findings to highlight the value as well as challenges of virtual engagement across boundaries and borders, we will engage in classroom activities that can be integrated into everyday instruction with multilingual learners and can also be a focus of virtual exchange. At the conclusion of the session, we will provide resources to establish your own virtual exchanges to benefit multilingual learners.
Elizabeth Smolcic, Ph.D., Teaching Professor, Second Language Education, The Pennsylvania State University, University Park, PA
Soyoung Sarah Han, Ph.D. Candidate, Department of Curriculum and Instruction, The Pennsylvania State University, University Park, PA
Emphasizing Meaningful Collaboration for Multilingual Learners With Disabilities
We will provide a framework for structuring district-level teams to support multilingual learners (MLs) with disabilities, focusing on the roles of various administrators, ESL specialists, and content teachers. We will highlight academic interventions with a language and literacy focus while addressing the need to differentiate between language and literacy acquisition from disability. We will consider cognition and brain-based strategies as a thread throughout these themes. These formats will lead to a decision-making protocol to determine whether a ML’s academic needs are related to a learning disability or second-language acquisition. Additionally, we will address varying levels of support for dually enrolled students based on an individual student’s dynamic needs.
Joe DiLucente, M.S.Ed., Education Consultant (ESL), English Language Starts, Irwin, PA
Susan McKeever, M.S.Ed., Education Consultant (ESL), English Language Starts, Irwin, PA
Engaging in Critical Teacher Action Research to Advance Educational Equity for Multilingual Learners
This session will begin with an overview of Critical Teacher Action Research (C-TAR) within an educational framework. Then, participants will be asked to select and join a breakout room where they will hear from Pennsylvania teachers who engaged in a semester-long C-TAR project as part of their graduate coursework at Arcadia University.
Breakout Room Topics
All presenters are graduate students at Arcadia University, Glenside, PA
Culturally Responsive Teaching and the Use of Multicultural Literature to Facilitate Dialogue, Engagement, and Belonging in Early Childhood and K-12 Education
Rasheda Muhammad, Jake Adams, and Kathleen Biddle
Implementing Culturally Responsive Behavior Redirection to Reframe and Reduce Disruptive Classroom Behavior in Early Elementary Education
Frances Bass and Dominique Perry
Representations of Immigrant and Refugee Experiences in Children and Adolescent Literature
Allison Haughey and Devon Newman
Using Nonfiction Literature to Support Multilingual Learners
During this session, participants will explore the use of nonfiction literature to support and enhance instruction for multilingual learners and discuss research-based criteria to evaluate nonfiction literature for quality and accuracy. Materials will be provided to assist in making educated material selections. Participants will also identify strategies to incorporate nonfiction literature to augment instruction for multilingual learners’ development of academic language and background knowledge. Participants will collaborate to create an action plan for implementing nonfiction literature that represents a variety of style, type, and representation.
Cindy Barnes, ELD Program Specialist, Springfield School District, Springfield, PA