The discussion on gaps in student achievement continues to be one of the most important discussions in education today; particularly as it relates to the underachievement of children of color. Equally challenging for educators is the continued lack of student motivation, undesirable student behaviors, and the overall underachievement of “at-risk” student populations across racial and ethnic lines. In this highly engaging, thought-provoking session, Principal Kafele will assert that the greatest difficulty in closing the achievement gap is the overwhelming assumption that the achievement gap is, in fact, the problem. He says that the achievement gap is a direct consequence of the failure to adequately address what he coined, the Attitude Gap (the gap between those students who have the will to achieve excellence and those who do not), that continues to persist in American classrooms. He will share with teachers how to close the Attitude Gap in their classrooms through a classroom climate/culture framework.
This session is designed to support Multilingual (ML) teachers in strengthening their role within a co-teaching partnership. Participants will explore how ML teachers can actively contribute to planning, instruction, and monitoring student learning to ensure multilingual learners have access to rigorous, grade-level content. Through guiding questions, practical planning strategies, and a clear vision for effective collaboration, attendees will leave with concrete tools to launch or refine co-teaching in their classrooms. Co-teaching partners are encouraged to attend together to maximize alignment, though ML teachers are absolutely welcome to join individually.
This session explores how grant-funded visual comprehension tools are used to support both general and special education learners in kindergarten classrooms at Amy Beverland Early Learning Center, with a focus on inclusive literacy practices that reduce barriers to language development and reading comprehension for students with diverse learning needs. Participants will learn how to design and implement adaptive comprehension books, story retelling visuals, sequencing supports, and vocabulary tools that increase access for students with disabilities, emerging language skills, and varied communication styles, while real classroom examples illustrate how these supports boost engagement, strengthen expressive language, and promote meaningful participation in CKLA-aligned instruction. The session will also highlight student outcomes and provide practical strategies for embedding reusable visual scaffolds into daily literacy routines, with an emphasis on creating equitable learning environments where all students—including those receiving special education services—can actively engage, communicate, and demonstrate understanding.
Creating an inclusive general education classroom that effectively supports students on the autism spectrum requires intentional planning, flexibility, and a deep understanding of diverse learner needs. This session will provide educators with practical, classroom-ready strategies to support students academically, behaviorally, and socially while maintaining high expectations for all learners. Participants will explore evidence-based approaches such as structured supports, visual systems, proactive behavior strategies, and peer engagement techniques that promote independence and meaningful participation. Through real-world examples and actionable tools, teachers will leave better equipped to foster inclusive environments where students on the autism spectrum can thrive alongside their peers.
Looking for a way to incorporate cross-curricular alignment, language, and student success? If so, then this is the session for you! This session focuses on strategic instructional alignment to support multilingual learners and improve outcomes on both WIDA and ILEARN. Rather than adding more to teachers’ plates, participants will explore how to intentionally align existing content instruction with key language and literacy demands already embedded in ELA standards. Through practical examples, this session demonstrates how thoughtful alignment across content areas can strengthen language development, maximize instructional impact, and position multilingual learners as assets in the learning process.
Este taller ofrecerá un framework claro y práctico para organizar el bloque de Foundations en español en K–2, equilibrando instrucción directa y práctica significativa. Exploraremos cómo la ciencia de la lectura para el cerebro bilingüe guía la enseñanza y fortalece la lectoescritura en español. Además, aprenderás a usar y recopilar datos para ajustar tu instrucción con propósito. ¡Saldrás con herramientas listas para impactar el aprendizaje desde el primer día!
This session focuses on how to intentionally support students in making connections across languages to strengthen overall language development. Participants will gain hands-on, applicable strategies for making connections at the word and sentence level, helping students transfer knowledge between languages.
Professional Development for Marzano Focused Teacher Evaluation Model from a Marzano expert. The session will provide a brief overview of the model, domains, key vocabulary, and protocols needed to effectively implement the Marzano Focused Teacher Evaluation Model.
This session focuses on practical strategies to strengthen expressive language development for multilingual learners by increasing opportunities for both oracy and writing in the classroom. Participants will explore how to intentionally plan for structured student talk, meaningful writing tasks, and language production across content areas. Using the WIDA Consortium standards and resources, educators will learn how to align instruction to students’ language proficiency levels and design supports that promote growth in speaking and writing. Attendees will leave with actionable strategies and tools to create language-rich classrooms where multilingual learners can confidently express their thinking.
This one-hour, hands-on professional development session explores how to empower every student to communicate and participate using multimodal language strategies. Teachers will learn the difference between analytical and gestalt language processors, practical ways to integrate visual, auditory, gestural, and digital tools—such as speech, writing, visuals, gestures, and media, as well as assistive technology—to foster inclusive communication and support diverse learners, including English Language Learners, students with disabilities, and those with varying learning styles. Through collaborative activities and real classroom examples, participants will discover ready-to-use strategies and resources that promote engagement, accessibility, and student voice across preK–12 classrooms, ensuring every student’s voice is heard and valued.
We have known for quite some time that a "one size fits all" approach to classroom instruction and relationship building simply doesn't work. The "cookie cutter" approach is easy to plan and easy to deliver, but virtually impossible for many of the students in the classroom to learn from. Why? Because in a classroom of students, there's potentially a multiplicity of levels and places academically, socially, and emotionally that the students occupy. This session is therefore designed to assist teachers toward meeting their students wherever they are and AS THEY ARE academically, socially, and emotionally in their classrooms.
Does your class utilize CAD, Adobe, or other specific software that allows students to do photo/video/image editing? What if your students could access that software from home from his/her Chromebook? MCIT has been piloting VDI this year and would like to share what we've learned. If you can imagine scenarios where students could benefit from remote access to a computer at school for homework at night, over the weekends to complete projects, during eLearning days or more, this session is for you.
This session is designed for Special education teachers and building level administrators who PAR conferences and evaluate special education teachers. Participants will examine the components of a well-written IEP, including present levels of performance, measurable goal development, and progress monitoring. The session will also include a review of relevant case law to provide a deeper understanding of the rationale behind what should-and should not-be included in an IEP.
This session is designed for first- and second-year dual language teachers to build a strong foundation in the core non-negotiables and instructional framework of a successful dual language classroom. Participants will explore what is expected across key areas, including environmental supports, language allocation, instructional strategies, and the long-term goals of dual language programming. The session will provide clarity on how to create classrooms that intentionally support biliteracy, language development, and rigorous content learning in both languages. Teachers will leave with practical tools, clear expectations to confidently implement the dual language model with integrity.
Professional Development for Marzano Focused Teacher Evaluation Model from a Marzano expert. The session will provide a brief overview of the model, domains, key vocabulary, and protocols needed to effectively implement the Marzano Focused Teacher Evaluation Model.
This one-hour interactive professional development session focuses on how elevating student voice can positively shape classroom behavior and culture. Teachers will explore practical strategies for incorporating student input, co-creating norms, reflecting on behavior, and engaging in restorative practices. By centering student perspectives, participants will learn how to gather authentic feedback, facilitate meaningful dialogue, and implement student-led solutions that foster respect, responsibility, and belonging while focusing on all types of language learners. Through real-world examples and collaborative activities, teachers will leave with tools to build responsive, inclusive classrooms that reduce behavior challenges, increase engagement, and ensure every student’s voice is heard and valued across preK–12 for general and special education settings.
The session will focus on planning with both content and language goals, using scaffolds to support student understanding, and creating opportunities for students to speak, write, and think deeply about grade-level concepts.
