Suzanne Marsh and Kelly Millian, City of St. Charles School District 

Explore how to collaborate across counseling, social work and classroom settings to meet the needs of our MLs with high trauma. Explore research, and gain resources and strategies to help students feel safe and included in their new school. 

Strand: Student & Family Support 

Rhonda Hittenberger Ortiz, Missouri State University Agency for Teaching, Leading, and Learning 

When MLs struggle academically, it is difficult to decipher the root cause. Explore the stages of language acquisition, culture’s impact on how we teach and learn, DESE resources and ways to form a collaborative multidisciplinary team to ensure MLs’ unique needs are considered. 

Strand: Instructional Practices for Multilingual Learners (MLs) 

Mary Shive and Julie Jamieson, Fort Zumwalt School District 

FZiAM is a district-wide program that was created to acknowledge, educate and celebrate our differences. Our district has a mission to grow and develop social and global awareness, moral responsibility, cultural proficiency and promotion of acceptance among students and staff. Our fundamental keys to success are awareness, connection and engagement. 

Strand: Leadership & School Culture 

Lonni Long, Troy Middle School/Lincoln County R-iii School District 

Many of our newcomers and SLIFE students do not have literacy skills or they may be also lacking in their first language. This means that when they come to the U.S., they are unable to transfer reading skills to English. When we have these students, we have to start at ground zero with literacy instruction. Particularly with older students, this can be a challenge because materials and tasks are usually based around very young students. Learn how to adapt and adjust these activities for all students, including older ones. 

Strand: Instructional Practices for Multilingual Learners (MLs) 

Marissa Geyer, Discovery Education 

Explore engaging, multimodal resources available on the Discovery Education Experience platform, designed specifically to motivate and support multilingual language learners. Unlock practical, high-level strategies aimed at enhancing oral language development, fostering academic vocabulary growth and incorporating scaffolded writing opportunities. Discover intentional instructional techniques that empower educators to create a dynamic learning environment, ensuring every language learner thrives in their speaking, reading and writing. Don’t miss this chance to enrich your tool kit with effective strategies that make a difference. 

Strand: Instructional Practices for Multilingual Learners (MLs) 

Sonya Murray-Darden, EducationPlus 

Engage in a design sprint to explore how multilingual data analysis can drive stronger Tier 1 classroom instruction—beyond identifying students for interventions. Discover strategies that move educators beyond simply completing data templates and instead empower them to analyze language-rich insights that support MLs equitably. Learn how to structure and facilitate data meetings that ensure Tier 1 instruction is responsive, inclusive and designed to meet the diverse linguistic needs of all students. 

Strand: Summative and Formative Assessment 

Mary Hendricks-Harris, EducationPlus 

Struggling to engage with colleagues? This interactive session equips educators of MLs with practical strategies to build stronger relationships and navigate professional challenges. Through hands-on activities—like role-playing and group discussions—you’ll explore both proactive approaches to prevent pushback and reactive techniques to resolve conflicts effectively. Expect real talk, actionable insights and collaborative problem-solving that will enable you to engage in productive teamwork. Gain fresh strategies to create a more supportive and cooperative teaching environment! 

Strand: Leadership & School Culture 

Betsy Trapp, St. Louis Public Schools 

Do you find yourself spending time searching for research-based strategies to meet the various needs of your MLs? The GO TO Strategies document from Project EXCELL contains over 75 research-based strategies addressing all four language domains specifically for instructing MLs. Strategies are embedded throughout the session for participants to experience while they explore the document and understand how it is organized. This session is recommended for ESOL and content teachers working with MLs in grades K-12. Educators will be invited to include the Go To Strategies in a future lesson during hands-on planning time.   

Strand: Instructional Practices for Multilingual Learners (MLs) 

Maysoon Shiaa, Ritenour School District 

Explore strategies for building MLs’ self-confidence and keeping them engaged in their learning. Topics will include setting realistic goals, encouraging participation, valuing diverse accents, incorporating interactive games, fostering curiosity about students' backgrounds and motivating learners to take risks. Discover how educators can model language acquisition and support students in developing key motivation and self-monitoring skills. 

Strand: Leadership & School Culture 

Dr. Laura Grayson, Benchmark Education Company 

Discover the knowledge and tools needed to lead effective and equitable English Language Development (ELD) instruction for MLs of English. The information provided will be based on OELA’s 5 Evidence-Based Instructional Practices for English Learners. Through the examination of a model ELD lesson, practical approaches for differentiating instruction across various proficiency levels will be provided. Additionally, an equity-focused checklist will be shared to enhance the ability to observe and support ELD practices. School leaders will leave with actionable insights to ensure compliance while fostering an inclusive and supportive learning environment for all students. 

Strand: Instructional Practices for Multilingual Learners (MLs) 

Karuna Dwivedi, Riverview Gardens School District 

Explore effective assessment strategies for MLs, from daily formative checks to summative evaluations. Learn to scaffold assessments, analyze student data and use tools like WIDA Can Do Descriptors, Quizizz and Padlet. Gain strategies to track language growth and support ML success. 

Strand: Summative and Formative Assessment 

Daisy Skelly, Parkway School District 

Creating collaborative relationships with caregivers is essential for the success of all students. Family engagement goes beyond school walls and looks different for every family. By embracing and honoring the varied ways caregivers support literacy, teachers and administrators can create a positive school culture where students and families thrive. Come prepared to exchange dreams, ideas, thoughts and suggestions for building and maintaining caregiver relationships within our communities. 

Strand: Student & Family Support 

Heather LeCureux, Missouri State University 

Discover projects implemented by educators in Missouri that promote multiliteracy within their classrooms and schools, with the aim of developing their own goals in this area. Explore relevant examples with an opportunity to reflect on these practices and brainstorm ideas that could be effectively adapted to your own educational contexts. Potential funding sources to support the implementation of these initiatives will be shared. 

Strand: Student & Family Support 

Anne Truran, Together Language 

Prepare educators in all roles with practical Spanish that would be most relevant for building relationships with Spanish-speaking students and families in the school setting. 

Strand: Student & Family Support 

Heather Milo, Washington University / Institute for School Partnership (ISP) 

Science often feels like its own specialized language, so how do we support MLs to make sense of science while also learning English? Experience the instructional planning and strategies that support not only ML students, but ALL students! Although we will engage in a mySci K-8 lesson, the strategies experienced can be applied to any science instructional materials! 

Strand: Instructional Practices for Multilingual Learners (MLs) 

Dr. Diana Hsu and Jennifer Riesenmy, Ladue School District 

Delve into key insights from Corwin’s new publication, Language of Identity, Language of Access. Explore the value of translanguaging over code-switching and examine the complexity of the English language, shaped by both Latin and Germanic roots. Discover the benefits of emphasizing function-driven language in the classroom and gain practical strategies to support students in developing their language skills at the word, sentence and discourse levels—empowering them to navigate the language of access with confidence. 

Strand: Instructional Practices for Multilingual Learners (MLs) 

Viktoriia Kisil, Cape Girardeau Public Schools 

Learn and test a variety of AI tools that can be used to modify and scaffold content materials for MLs at different levels of language proficiency on their literacy and proficiency-building journeys. Discover how to create modified assignments in different content areas for MLs at various levels along with teaching techniques that can assist MLs in content classrooms. 

Strand: Instructional Practices for Multilingual Learners (MLs) 

Heather LeCureux, Missouri State University 

Explore a school-based professional development program designed to promote dialogue and outcomes for MLs. The program starts with a self-assessment tool to help teachers evaluate their current practices, followed by ten self-paced modules. These modules focus on essential topics related to equity and best practices for supporting MLs. Review success stories from Missouri schools that have completed the program and receive access to the TEAMS USA course website, a downloadable workbook and a facilitator’s guide to support your learning experience. 

Strand: Leadership & School Culture 

Keynote Speaker Jo Napolitano 

Some schools are finding ways to support older newcomers— even when they aren’t legally required to do so. In California, where general education students over 17 have limited enrollment protections, the cash-strapped Oakland Unified School District has prioritized these learners. Meanwhile, another district—once in the spotlight for losing a lawsuit over denying enrollment—has reinstated barriers that can cut a student’s education short. What can we learn from these two contrasting approaches? Explore the critical gap between policy and practice and uncover strategies to ensure every newcomer has access to learning, regardless of age. 

Strand: Leadership & School Culture