Event Description
Determining whether a student's apparent learning difficulties are due to cultural or linguistic difference vs. an intrinsic disorder is one of the more difficult tasks school professionals face on a daily basis. The normal process of second language acquisition itself is often characterized by the same types of issues that typically represent speech-language, learning, and other types of developmental disorders. This workshop will provide a developmentally-based overview regarding the manner in which culture, language, cognition, and academic skills interact with each other in a dynamic way that changes the very nature of their educational progress and instructional needs relative to age and grade level expectations. Beyond helping participants understand the factors and variables that affect the academic development of English learners (ELs), frameworks for appropriate instruction, intervention, and assessment will be presented as models for best practice that can assist educators in providing services that are effective in increasing comprehension, promoting learning, and methods for evaluating progress and current performance that are grounded in fairness and equity and minimize bias that accompanies typical interpretation of such data. Using a culturally and linguistically responsive multitiered system of supports framework, the workshop will have highlight each tier to support ELs through core instruction (Tier 1), intervention (Tiers 2 and 3) and special education (Tier 3) and data-based decisionmaking.  The focus is appropriate for individuals working with ELs at any level and in any setting in a break out session format that will focus on training for professionals involved in instruction/intervention or assessment/evaluation. The workshop will include a final Q&A session to address any issues that may require further clarification and which may be helpful in consolidating the day's information. Taken together, the knowledge and skills acquired by participants in this workshop will provide immediate preparation for engaging in services with ELs that constitutes current and defensible best practices

AGENDA

• Who are Multilingual Learners (MLs)?
• Foundational Issues in Language Acquisition
• Culturally and Linguistically Sustaining Multitiered System of Supports
• Effective Instruction and Intervention for MLs
• Afternoon
• Equitable Data-based Decision-making
• Case Study: Part 1
• Issues in the Assessment and Evaluation of MLs
• Case Study: Part 2
• Final Thoughts

Dr. Samuel Ortiz is a  Professor of Psychology and former Director of the School Psychology Program at St. John's University, Queens, New York. Dr. Ortiz trains and consults nationally and internationally on topics ranging from nondiscriminatory assessment to contemporary evaluation of learning disabilities. He combines practical and research based experience with specialized education and training in working with culturally and linguistically diverse children and parents.

Dr. Julie Esparza Brown is a professor in the Special Education Department at Portland State University in Portland, Oregon. She taught in bilingual, special education at all levels in San Diego and Vancouver, Washington for 15 years and worked as a practicing bilingual school psychologist for one year. Currently, her teaching, research, and publications focus on the interface of bilingual and special education.

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Breakfast Served	8:00
Lunch Served	Noon

Location
Ashland Hills Hotel & Suites
2525 Ashland St
Ashland, OR 97520

Site

Curricular Group
Interdisciplinary

Fee
Free

Contact Information
Charlie Bauer
541-776-8590
charlie_bauer@soesd.k12.or.us

Start: Friday May 26th, 2023 at 08:00 am
End: Friday May 26th, 2023 at 03:30 pm
PDUs: 5.00