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Graduate
Credit
Available
Co-sponsored by
Event Description
Optimizing Outcomes for Multilingual Learners:
Developing Culturally and Linguistically Responsive MTSS/RtI
Date: May 20-22, 2020
Location: Madison, WI
Cost: $500.00 per individual. Optional university credit through Edgewood College will be available for additional fee. Please contact us directly at (312) 315-0727 or admin@paridad.us.
Join us for this three-day institute for those interested in optimizing MTSS/RtI for multilingual learners. Participants will use a framework for data collection / assessment and planning that takes into account seven integral factors that influence students’ performance in school. They will be guided in collaborative solution-seeking to consider students’ academic challenges from both a language learner perspective and from a special education perspective. Interactive approaches and resources will be featured in developing culturally and linguistically responsive instruction, interventions and assessment.
Presenters
Senior Associate-Paridad
Cristina deeply enjoys her work with practitioners related to developing instruction, intervention and assessment for ELLs. In addition, she derives great satisfaction from teaching graduate courses for in-service teachers on biliteracy, assessment, and foundations of language minority education. Her tenure as a middle school bilingual teacher on a 6th grade team proved to be pivotal formative experience for Cristina. She worked with others to plan instruction and teach in a way that took all students into account.
Cristina's & Theresa's Work Together
Cristina and Theresa's collaborative work melds the fields of multilingual education and special education into a framework for culturally and linguistically responsive practice for educators and practitioners in schools. Their solution-seeking process has been featured in Chapters 2-4 of Special Education Considerations for English Language Learners: Delivering a Continuum of Services (2013). They have most recently collaborated on a forthcoming volume in the Oxford University Press Key Concept Series for Language Learners, Focus on Special Educational Needs.
Speech Language Pahologist-Sound Communications
Theresa began her career on the Pacific island of Saipan, in the Commonwealth of the Northern Mariana Islands where she worked with multilingual students and families in home, school, and medical settings. She coordinated a team of speech-language pathologists to develop culturally and linguistically responsive assessment and intervention practices for Pacific Islanders. Upon returning to Canada, Theresa worked in schools in the highly diverse Toronto area, while providing professional development and writing collaboratively on multicultural, multilingual topics in education. She has been working with local First Nations to design and implement programs and services for children in preschools and schools in home communities.
