This workshop will engage participants in an approach aimed at collaboratively improving teaching and learning for English learners with disabilities (ELSWD). The presenters will utilize guiding questions to lead participants through an exciting journey of discovery, reflection, and application. Participants will have an opportunity to think critically about their own professional practice as it relates to working with ELSWDs and share their knowledge and experiences in providing and implementing instruction with other participants. The interactive workshop includes varied modes of representation (PowerPoint, online tools, color coded handouts), as well as engages participants in frequent paired collaboration and group work. As a culminating exercise, small groups will be guided through a lesson tuning protocol where they will collaboratively make adaptations to a lesson and then reflect on how they might apply the protocol to their own contexts and educational environments.
Cerelle Morrow currently serves as a Senior Program Associate with WestEd designing and implementing professional learning with schools and districts in the area of English learners, adolescent literacy, and best practices related to standards-based instruction and inclusive practices. As a member of two federally funded comprehensive centers and the REL-NEI, she also provides technical assistance and support to SEAs and LEAs supporting effective teaching and learning for district and school improvement. Prior to joining WestEd, Cerelle worked for various organizations facilitating and supporting district level teams on a range of K-12 topics that included developing evidence-based tools and strategies for building adolescent students’ literacy and English language skills, as well as guiding professional collaboration within and across schools. Over the years Cerelle’s work has focused primarily on school improvement for large, urban school districts, where she provided support in teaching methods and programs such as service learning and international education programs. She is a former middle school ESL teacher and served as a Peace Corps ESL teacher trainer in the Philippines.
Silvia DeRuvo is also a Senior Program Associate at WestEd and works primarily on the implementation of inclusive practices within the Multi-tiered System of Support (MTSS) model of school-wide instructional and behavioral supports. As an inclusion expert, she also evaluates the implementation of inclusive practices and MTSS frameworks and special education practices and processes at the State, district and school levels. DeRuvo provides technical assistance to schools and districts in the inclusive MTSS implementation process within the school improvement framework in numerous states and districts throughout the country.