Language Learning Symposium 2025

Participants will learn about how UFLI year 1 implementation impacted first graders at an English Medium school. Implications will be shared and discussion of how to support multilingual learners in their foundational skills will enrich teachers understanding of how to best use foundational skills curricular materials. 

Is our instruction effective? Are we collecting the right data? What's next?

Join us for a transformative professional development session that explores how to build an equitable and effective Response to Intervention (RTI) system tailored for multilingual learners. Drawing from an evolving collaboration between a school psychologist and a multilingual specialist at Marvista Elementary, this session will highlight how culturally responsive RTI practices can enhance early literacy development and reduce misidentification in special education.

Participants will engage with effective strategies for ALL learners — such as integrating UFli phonics instruction with Total Physical Response and leveraging consistent progress monitoring through iReady benchmarks—to address foundational literacy needs. Learn how family engagement, data-driven decisions, and targeted interventions resulted in measurable growth for multilingual students.

This session is ideal for anyone committed to advancing educational equity through collaboration, innovation, and culturally responsive pedagogy.

Key Takeaways:

• Implement equitable RTI models that center multilingual learners
• Use literacy data to refine and expand targeted interventions
• Build family partnerships and address attendance barriers
• Prepare for the statewide shift to RTI-only eligibility for Specific Learning Disabilities by 2028
• What are we working on next?

Participants will learn the relationship between student sense of belonging, peer relationships, and academic success in regards to multilingual learners. Research will be presented in a teacher friendly way to show trends through different inclusive practices for all learners. The presentation will highlight my own action research focused on the importance of oral language within small groups to improve student sense of belonging, peer relationships and academic success.  There were 8 students involved with this study. Half of the students are students with IEPs relating to social emotional learning. Three of the eight students are multilingual students all speaking different languages with oral proficiency in English. 

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