7 Steps to a Language-Rich Interactive Classroom  (All Grade Levels) 

In this session, presenters from Rice University will take an in-depth look into building the foundation for writing in the early childhood classroom. After an examination of how young children’s emergent writing moves from scribbles to conventional print, we’ll explore developmentally appropriate activities used to move children through their own zones of proximal development. Participants will gain numerous practical activities to use in their classrooms that will inspire students to write willingly, happily, and excitedly! 

Introduction to Fortify Output  (All Grade Levels) 

Multilingual learners benefit from expressing themselves in low-anxiety academic settings. These opportunities help strengthen their output or the language they produce through speaking and writing. Learn why a classroom culture that fosters meaningful output is so important for multilingual learners. 

Making Content Comprehensible Along the Reading Journey: Go to Strategies for Scaffolding Complex Texts (Secondary) 

Placing on-grade level, complex text in front of an Emergent Bilingual student can seem like a daunting task, but we know that when students only read what is simple they are prevented from accessing the vocabulary and complex text structures they need to progress along the language proficiency continuum. This session is designed to be used as a toolkit of Go-To scaffolding strategies teachers can utilize when immersing students with grade level text wherever they are in their literacy journey. The strategies were selected as the focus of this presentation because of their usefulness in helping teachers scaffold content and language in the process of learning a new language. The information presented in this session was adapted from Project EXCELL (Exceptional Collaboration for English Language Learning).

Planting the SEED: Cultivating a classroom of Teaching and Learning with  Scaffolded Lessons, TEKS, and DI so ALL students grow and flourish. (3 hour session) (Secondary - Middle School) 

This professional development session at SEED aims to empower secondary school teachers by equipping them with the knowledge and strategies to scaffold lessons using the Texas State Standards (TEKS). By focusing on inspiring belief in students, providing targeted support for English Learners and ALL students, and employing foolproof instructional techniques, educators will be able to create an inclusive learning environment where every student can thrive academically. Through practical application and collaboration, teachers will leave this session prepared to scaffold lessons effectively, ensuring that students achieve success aligned with the TEKS and their individual learning pathway. That is, if you B.E.L.I.E.V.E.! 

This will be a 3-hour session presented by Dorina Sackman from B.E.L.I.E.V.E. Consulting. 

Raising the Bar: Teaching EBs with Depth and Complexity Part A - (Secondary) 3 Hour GT Credit

Who is the gifted multilingual learner? What are the characteristics of gifted multilingual children? This session will emphasize classroom instruction that encourages multilingual learners to exhibit in-depth, complex thinking while also increasing their achievement and proficiency in English. Participants will explore ways to combine the thinking model of Depth and Complexity with Sheltered Instruction in classroom instruction. Examples of activities that structure classroom interaction for multilingual learners to use academic vocabulary will be provided. These activities provide students opportunities to listen, speak, read, and write while at the same time thinking in in-depth, complex ways. 

This will be a 3-hour session present by Marcy Voss from Seidlitz Education

The Language of Science 3.0 (3 hour session) (Secondary) 

Participants will be provided with various learning strategies using ELLEVATION activities, focusing on the Four Domains of TELPAS - Listening, Speaking, Reading and Writing in order to provide High Quality Instruction. In addition, participants will effectively collaborate with collogues and will understand how to plan, implement and differentiate structured language strategies for great student outcomes.

The Power of the Processing Skills In Social Studies  2.0 (3 hour session) (All Grade Levels) 

Power of the Process will examine the Tools to Know and Ways to Show in Social Studies. We will look at comprehension and how this leads to application. At all levels of social studies students are asked to identify, apply, evaluate, interpret, sequence, analyze, organize, differentiate the past and apply critical-thinking skills. Students must be taught these skills along with the content. This will be a 3-hour session presented by Lead4Ward.

Using Ellevation to Enhance Small Group Instruction (Secondary) 

Small group instruction can be intimidating, but it doesn't have to be. The benefits of effective small group instruction can be powerful in addressing the individual needs and maximizing student engagement.  Participants will experience using Ellevation to scaffold and support small group instruction and facilitate peer-to-peer group collaboration while building and acquiring academic language.

Developing Emergent Writers K12 (All Grade Levels)

Join Emily Francis, author and Seidlitz presenter!  Teachers will learn how to develop emergent writers starting with confirming students’ existence. We can do this by choosing compelling text that validates their background and experiences. Then we begin to scaffold their reading by providing intentional support and strategies to increase the input process. We also scaffold writing to meet students where they are and use strategies to encourage high-level writing (output). 

Fortify Student Output with Classroom Chatter (All Grade Levels) 

Multilingual learners are often quick to develop the ability to communicate socially but need explicit instruction to learn the academic structures of the language. Educators can provide multiple opportunities for students to strengthen their academic speaking proficiency and make classroom chatter purposeful in every class, every day.

Learning to Sail for All students ; Anchored in Water Up not Down Content (Secondary) 

In this session, we will discuss, practice instructional routines, and explore research to build content knowledge, deepen understanding, and develop literacy skills for all learners. Bunch, Kibler, and Pimentel (2013) assert that language and cognitive development are interrelated and mutually dependent; ELs {English Learners} learn the language as they learn content. Students deserve content to be “Water Up,” not watered down due to current language development or learning label. In this session, we will connect language acquisition, research, Wit - Wisdom, and the Universal Design Process to the thrust for all learners in literacy. - Practice Routines with EBs-Sped pop , discuss resources , create materials to anchor learning with all learners. 

The Connection Between the Stages of Language Acquisition and Culture Shock (Secondary) 

The focus of this presentation is to walk through the stages of language acquisition and the stages of culture shock to find the connection between both. How can we be culturally responsive and lower the affective filter in order for students to progress linguistically? Classroom strategies will be presented that address students academic needs while creating a safe and welcoming learning environment. Reference information will be taken from Pathways to Greatness for ELL Newcomers by Michelle L. Yzquierdo. 

Activating Prior Knowledge among Newcomer and Emergent Bilingual Students through Language, Culture, and Identity (3 hour session) (Secondary) 

Students can activate prior knowledge when they feel valued, respected, and included in the learning process. The purpose of this presentation is to share student experiences, pragmatic curriculum, and insightful strategies to support Newcomer and Emergent Bilingual students in the Elementary classroom. Student’s native language, cultural backgrounds and personal identities are amplified as catalysts for English Language acquisition. We will focus on student’s personal stories and lived experiences from an asset-based perspective to emphasize the role of academic writing. We will dive into a dynamic dialogue regarding student’s cultural

backgrounds and amplify culture as a key element for overall academic success. In sum, Newcomer and Emergent Bilingual students hold the potential to succeed in life by embracing their language, culture and identity.

This will be a 3-hour session presented by Dr. Jose Zelaya, CEO of Dr. Zelaya Educational Consulting

Fortify Output with Student Writing (All Grade Levels) 

Writing is a tool for language and content learning that is crucial for all content areas. Multilingual learners increase language and content learning, as well as their confidence, by participating in low-risk, high-impact writing activities. Learn how to unlock the writing potential of your multilingual learners.  

Planting the SEED: Cultivating a classroom of Teaching and Learning with  Scaffolded Lessons, TEKS, and DI so ALL students grow and flourish. (Secondary - High School) (3 hour session)

This professional development session at SEED aims to empower secondary school teachers by equipping them with the knowledge and strategies to scaffold lessons using the Texas State Standards (TEKS). By focusing on inspiring belief in students, providing targeted support for English Learners and ALL students, and employing foolproof instructional techniques, educators will be able to create an inclusive learning environment where every student can thrive academically. Through practical application and collaboration, teachers will leave this session prepared to scaffold lessons effectively, ensuring that students achieve success aligned with the TEKS and their individual learning pathway. That is, if you B.E.L.I.E.V.E.! 

This will be a 3-hour session presented by Dorina Sackman from B.E.L.I.E.V.E. Consulting. 

Thinking and Strategies for STAAR and Beyond 3.0 (3 hour session) (All Grade Levels) 

"Rather than preparing for STAAR 2.0 through “drill and kill” of all the new STAAR item types, we encourage social studies teachers and leaders to better understand how three specific instructional priorities are aligned to the new item types. Infusing opportunities for learning around these three instructional priorities will promote student growth and equip students to tackle the thinking associated with STAAR 2.0 with competence and confidence. Additionally, we’ll explore how social studies teachers and leaders can be champions of the process standards and the instructional strategies playlist through our STAAR 2.0 Instructional Connections resource. Special focus will be placed on the benefits and techniques used as a value tool for our EB Students and students in Special Education. This will be a 3-hour session presented by Lead4Ward.

Writing Instructional Approaches for EB Learners (Secondary) 

The purpose of this session is to explore different instructional approaches for teaching writing to varying levels of emergent bilingual students using Ellevation strategies. The various approaches embody the best instructional practices for promoting social interaction and cultural awareness. In order to increase academic achievement in writing for secondary emergent bilingual students, educational leaders should have practical knowledge about content delivery with language scaffolds and embed cultural awareness activities in writing to reflect the diverse school environment. Therefore, this session will provide a foundation for teachers of emergent bilingual students to foster and increase writing proficiency levels through linguistically accommodated academic writing instruction.

You are the Water: Adapting ELLevation Strategies to the Needs of Diverse Learners (Secondary) 

ELLevation is a useful tool for educators.  It provides strategies that can easily be adapted at all levels, and outside of English language arts and ESL-specific sections.  We will highlight how the strategy “Opinion Continuum” has been steadily adapted in a World Geography classroom as student needs changed. We will also look at an advanced graphic organizer for AP Physics that was inspired by the “Description” graphic organizer.  The presenters will share the evolution of the Opinion Continuum organizer while giving participants an opportunity to brainstorm adapting it for their own content areas. Participants will also be asked to make justifications for added elements to the graphic organizer based on student needs. 

Assessment and Instruction for Emergent Bilingual Students at-risk for Dyslexia (Secondary) 

Rising enrollment of emergent bilingual (EB) students has sparked concerns about representation and access in special programs, including intervention programs for dyslexia. Building on research emerging from two national research centers focused on improving outcomes for EBs at-risk for dyslexia, this session: (1) systematically reviews research on dyslexia among EBs to summarize what is known and open questions; (2) synthesizes recommendations for instruction and intervention for EB

students, particularly those with significant risk for dyslexia; and (3) considers additional questions related to the reading and language needs of diverse EBs, including newcomers and EBs with interrupted formal educations.

How to Enhance Academic Language Proficiency for LTELLs Across all Contents (Secondary) 

The United States has a growing population of Emergent Bilingual students that are categorized as Long-term English Learners (LTELLs). Most define this population as students who have been unable to meet the reclassification criteria in their school’s EB program for over six years. The growing number of LTELLs is a cause for concern around the country because some research has even shown that around 50% of these students were born in the country but have not been able to demonstrate proficiency in the English language. While there is not much research that focuses on the population, it is important to continue to work on finding ways to best support this subset of students. This session will focus on strategies that support students in moving beyond social language production in order to enhance their academic language proficiency. 

Introduction to Fortify Output  (All Levels) 

Multilingual learners benefit from expressing themselves in low-anxiety academic settings. These opportunities help strengthen their output or the language they produce through speaking and writing. Learn why a classroom culture that fosters meaningful output is so important for multilingual learners. 

Learning to Sail for All students ; Anchored in Water Up not Down Content (Secondary) 

In this session, we will discuss, practice instructional routines, and explore research to build content knowledge, deepen understanding, and develop literacy skills for all learners. Bunch, Kibler, and Pimentel (2013) assert that language and cognitive development are interrelated and mutually dependent; ELs {English Learners} learn the language as they learn content. Students deserve content to be “Water Up,” not watered down due to current language development or learning label. In this session, we will connect language acquisition, research, Wit - Wisdom, and the Universal Design Process to the thrust for all learners in literacy. - Practice Routines with EBs-Sped pop , discuss resources , create materials to anchor learning with all learners. 

Student Ownership: Strategies at your finger TIPS (Secondary) 

As we expect students to take ownership of their learning through structured conversations with the use of content-specific vocabulary, they become co-facilitators of their own learning. Participants will gain TIPS for a language-rich interactive classroom and learn strategies to lower the affective filter and promote total participation. Emergent Bilingual students must develop language and academic skills in order to be academically successful. In this session, student ownership is promoted through the use of the TIPS framework which ensures “that our students are involved, articulate and successful” (Seidlitz & Perryman). Participants will engage in a variety of hands-on activities. They will walk away with strategies that can be implemented right away.