Enhancing Instruction for Multilingual Learners with Disabilities: Strategies for High-Quality Teaching, Intervention, and Collaboration

IN PERSON EVENT (SACRAMENTO, CA)


Location: 1000 G St Ste 500, Sacramento, CA 95814

Dates: June 24, 25, 26, 2025 (3 days)

Time: 8:30am-3:00pm

Price: $1500 per person


During this three-day hands on interactive face to face institute, participants and school teams will have opportunities to work with each other as they enhance their skills around Tier 1, high quality instruction and tiered intervention practices to support students in their classrooms who are multilingual learners suspected of having a disability.


Participants will learn new strategies focused on Universal Design for Learning (UDL) Quality Interactions and High Leverage Practices to provide instruction, and tiered interventions using the PLUSS lesson planning framework.

Using student scenarios and data gathering tools, participants will identify data to inform special education evaluation and IEP development for multilingual learners found eligible for special education services.


Participants will also delve into linguistically appropriate IEP goals and specially designed instruction aligned to meet both IEP and English language development goals.


Participants will have an opportunity to work in role alike groups to explore dual language instruction for MLs with disabilities and how co-teaching and collaboration enhance instruction to meet both disability and language learning needs.


Key Features of this interactive institute include the opportunity to work with colleagues to:

  • Dispel misconceptions that impact multilingual learners with disabilities, and explore research on distinguishing between language acquisition and learning disability and determine their own role in making collaborative decisions to inform these distinctions.
  • Examine the role of Multi-Tiered Systems of Support (MTSS) for multilingual learners and how to best implement evidence-based instruction and intervention practices in general education (Tier 1) and Tier 2 and 3 that support both skill and English language development.
  • Analyze the essential elements of linguistically appropriate goals for multilingual learners with disabilities aligned to the present level of performance to identify specially designed instruction to support IEP goals.
  • Explore effective practices to support multilingual learners with disabilities in dual language programs.
  • Investigate the role of collaborative co-teaching, co-planning and scheduling to support dual identified students.


Questions? Please contact us at idmlswd@wested.org for assistance.

 

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