Cultural Responsiveness in Data-Based Individualization and Literacy Assessment for English Learners

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$89.00
Non-Member
$114.00
Student
$69.00

5/17/2017 4:00 PM - 5:00 PM

Register
5/17/2017 4:00 PM - 5:00 PM

Wednesday, May 17
4-5 p.m. ET

 
In this webinar, you’ll learn attributes of culturally responsive instruction as well as research-based strategies that promote language and (bi) literacy development for English learners with and without learning disabilities. The presenters will explain a framework that infuses cultural responsiveness into the process of data-based individualization and demonstrate how the framework’s components (e.g., demonstrating an asset-based view of multilingualism and multiculturalism) intersect with the process of using formative assessment data to make decisions about when, whether, and how to intensify instruction to support (bi) literacy development for English learners.

After this webinar, participants will be able to:

  1. Discern at least 3 implications of asset-based thinking in the context of programming to meet needs of English learners with and without disabilities.
  2. Name 5 attributes of culturally responsive instruction.
  3. Describe research-based strategies that promote language and literacy development for English learners with disabilities. Identify multiple factors that influence (bi) literacy development for English learners and implement action steps to infuse cultural responsiveness into data-based individualization.

Who should attend: Special education teachers, general education teachers; paraeducators; school/district administrators; school counselors; teachers-in-training; teacher educators

Presenters:

 
   
Sara Jozwik, Ed. D., is an Assistant Professor in the Department of Special Education at Illinois State University. She has 15 years of experience teaching in the field of special education with credentials in bilingual special education and teaching English learners. Dr. Jozwik conducts intervention research aimed at improving literacy outcomes in bilingual special education programs.
 
   
Yojanna Cuenca-Carlino, Ph. D., is an Associate Professor in the Department of Special Education at Illinois State University. She has over 15 years of experience in the field of special education. Dr. Cuenca-Carlino’s main line of research focuses on enhancing the writing skills of students with high-incidence disabilities by using the Self-Regulated Strategy Development (SRSD) writing framework.