DUAL IDENTIFIED PATHWAY
3 Course Series
To serve the needs of English language learners experiencing academic challenges in schools, an aligned system of support must be created to ensure appropriate identification and subsequent services. Historically, there has been a tendency to over-refer and identify English language learners as having special education needs and a disproportionate representation of language learners in special education services.
The dual-identified and/or dual-considered pathway course will explore this subject from the following vantage points: programming (building a framework in schools in which students are appropriately identified and supported through a cohesive service model), procedures (creating clear and congruent practices), and finally pedagogy (the day-to-day considerations of equitable access for the English Learner students with Disabilities).
15 PD HOURS | $275.00
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The Dual Identified Pathway includes:
COURSE 1
Needs of Dual Identified Students
In this self-paced course participants will examine how both language and learning disabilities can affect learning behaviors. Participants will explore misconceptions and realities that current English learner students with disabilities. Additionally, participants will learn the impact of language acquisition in identifying English learners with disabilities.
5 PD HOURS | $95.00
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Learning Objectives
- Identify characteristics of English learners and students with disabilities
- Review and examine misconceptions about English learners and students with disabilities; and
- Review and examine practice to address misconceptions from both programming and procedural lenses.
Course Features
- Self-Paced: Flexible learning components for you can work on at times that are most convenient to you.
- 5 Professional Development Hours upon successful completion
- Practical Application activities for you to apply course strategies and tools
Our cohort loved this course. It has provided us with systemic structures of support to consider for both our dual-identified students and the students we have been unsure of identifying. We have been able to use the resources right away
COURSE 2
Early Intervention is Crucial
The role of Multi-Tiered System of Supports in Identification of English Learners with Suspected Disabilities
In this self-paced course participants will explore the role of a multi-tiered system of support in supporting English Learners suspected of having a disability. Participants will identify supports and services at each of the MTSS tiers with a careful consideration of culturally responsive principles and consideration of student’s home language in a referral process.
5 PD HOURS | $95.00
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Learning Objectives
- Examine langauge and learning needs;
- Evaluate data trends leading to over-identification or under-identification of English learners;
- Identify barriers to equitable access and learning; and
- Evaluate learning preferences and learning needs for both effective instructional planning and instructional delivery.
Course Features
- Self-Paced: Flexible learning components for you can work on at times that are most convenient to you.
- 5 Professional Development Hours upon successful completion
- Practical Application activities for you to apply course strategies and tools
I am a classroom educator that has many language learners and several dual-identified language learners. I feel more like I can better distinguish between language acquisition and other tiered supports
COURSE 3
Implementing Evidence-Based Practices
Universal Design for Learning (UDL) Consideration for English Learners with Suspected Disabilities
In this self-paced course participants will explore the purpose, principles and guidelines of UDL (Universal Design for Learning). Participants will explore strategies and crucial connections to effective instruction for dual-identified learners.
5 PD HOURS | $95.00
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Learning Objectives
- Examine high impact practices for special education
- Examine guiding principles for equitable access in English learner instruction
- Identify and evaluate high leverage practices for dual-identified learners
- Identify strategic connections between the MTSS framework, tier 1 high leverage instructional practices for special education and English learner evidence based practices
Course Features
- Self-Paced: Flexible learning components for you can work on at times that are most convenient to you.
- 5 Professional Development Hours upon successful completion
- Practical Application activities for you to apply course strategies and tools
About the Instructor
Kelly Reider
English Learner Portal was founded by Kelly Reider. With over 30 years of experience in public school settings, Kelly is passionate about helping teachers feel supported and equipped to serve their English learners.
Kelly's philosophy on instructional coaching and professional learning is based on the core belief that all students deserve and are able to succeed in a rigorous, academic program.
