By changing the way we think about language diversity ��� from seeing it as a challenge to recognizing it as an opportunity ��� we help all students reach their full potential.

Lee Kappes, chief executive officer of the Danielson Group, noted during a recent webinar that multilingual learners are the fastest growing group in America���s schools and we���re lucky for that. These students contribute to both academic and cultural diversity, enhancing the classroom experience for everyone.

from the National Association for the Education of Young Children supports this, stating that multilingualism in the classroom leads to enhanced academic outcomes for all students. District leaders can build on this momentum by ensuring multilingual students’ experiences and backgrounds are meaningfully integrated into daily instruction���not as an add-on, but as a foundational strength.

Helping multilingual learners helps everyone

With tools focused on literacy, academic vocabulary and writing, teachers can help multilingual learners excel. This creates a positive environment for everyone.

���It���s a two-way street. We need to see opportunities for growth in all our learners, and we have to take ownership of that ourselves,��� said Kappes, highlighting that a growth mindset is essential for all students and educators.

We must create environments where both students and educators grow together.

District leaders can make this actionable by:

• Embedding culturally responsive teaching and methods to ensure that multilingual learners’ needs are effectively met
• Carving out dedicated time for teacher collaboration and reflection on multilingual learner needs
• Providing coaching to improve educator growth and support of multilingual learners

Using data to guide instruction

To support multilingual learners effectively, educators need data that tracks both academic progress and language challenges. District leaders should regularly evaluate instructional practices to find areas for improvement and ensure resources are allocated appropriately.

Data should highlight not only the challenges multilingual students face but also the strengths they bring to the classroom. from Prometric outlines concrete ways districts can strengthen how data is collected, interpreted and acted on. The guide encourages leaders to:

• Expand the range of data sources: Incorporate real-time insights from formative assessments, student engagement data, attendance patterns and contextual factors such as home environment and language proficiency.
• Build multidisciplinary data teams: Bring together administrators, teachers and data specialists to collaboratively analyze trends and turn findings into responsive teaching strategies.
• Use AI and automation to spot patterns and personalize support: Smart tools can flag which students may be at risk based on behavior, engagement and academic performance, allowing for earlier and more targeted interventions.
• Create regular routines for data reflection: Set up weekly or monthly cycles to review student progress and adapt instruction accordingly. Make data review a built-in part of team planning time.
• Prioritize data equity: Ensure multilingual learners are visible in your data dashboards and that any gaps in participation or outcomes prompt action, such as deploying bilingual staff or revisiting instructional materials.

Building strong partnerships for linguistic equity

Promoting linguistic equity goes beyond the classroom and involves the wider community. Strong partnerships with families, community organizations and language specialists are essential to supporting multilingual learners. Families provide important cultural insights that enhance the educational experience.

When these partnerships are prioritized, multilingual students get the support they need to succeed.

I believe the magic happens when we stop seeing partnerships as extra and start recognizing them as essential to making everything possible in the learning environment. Building these relationships strengthens the support system for multilingual students, ensuring they have the resources they need to succeed.

Engaging families and communities helps create a network of support for multilingual learners. Involving bilingual paraprofessionals, language specialists and other experts ensures multilingual students receive the tailored help they need.

A global study by the Center for American Progress shows that multilingual learners��� academic success increases when schools engage with community networks to enhance the learning environment.

Shared vision for all learners

Promoting linguistic equity isn���t just about supporting multilingual learners, it���s about creating a school culture where all students are valued and allowed to succeed. By viewing multilingualism as a strength, school leaders can provide every student the chance to reach their full potential.

At the heart of this effort is quality instruction. With the right mindset, resources and partnerships, you can create an environment where all students thrive, regardless of their language background.

As my colleague Dr. Jes炭s Jara, K���12 global practice leader at Prometric and former Clark County School District superintendent, emphasizes, creating opportunity for multilingual learners is both a moral imperative and a strategic one.

His passion for equitable education stems from his history, having immigrated to the U.S. from Venezuela as a young child in 1980. Jara was an undocumented, bilingual English language learner in Miami-Dade County Public Schools. His story can remind us that by combining high expectations with strong support, we ensure that multilingual learners and all students have the tools they need to succeed.

So, what���s your district���s next move to push towards linguistic equity? Consider starting with a data deep dive, prioritizing multilingual learners in professional learning plans or expanding your family engagement strategy.

The impact could be nothing short of transformative.

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Date & Time: Wednesday, November 13 at 2 p.m. ET

In today���s data-rich education environment, one of the most critical areas where district administrators must use student data to drive impactful decisions is effective literacy intervention programs. However, having the data alone isn���t enough. District administrators want to know how to leverage this information before, during, and after intervention to achieve long-term success for all students.

In this 30-minute Ed Talk, New Haven Public Schools��� Director of Early Learning Programs and Lexia���s Learning and Research Programs Director will explore strategies for using student literacy data to design scalable, high-impact literacy interventions and programs. Learn practical approaches that support capacity building within schools and create lasting change, ensuring your district���s literacy initiatives lead to meaningful and measurable outcomes.

Key Takeaways

• How to interpret and use districtwide literacy data to design or scale intervention programs
• Best practices for involving teachers and students to strengthen buy-in and engagement
• Long-term strategies for sustaining successful literacy outcomes across your district

Speakers

Vanessa Diaz-Valencia, Director of Early Learning Programs, New Haven Public Schools

Laura Colligan, Learning and Research Programs Director, Lexia

Sponsored by

The post How to Leverage Districtwide Student Data for the Most Effective Literacy Interventions appeared first on District 91心頭istration.

Date & Time: Tuesday, September 10th at 2 pm ET

Adolescents have rich background knowledge, but they face unique social-emotional challenges, and their literacy should extend beyond basic decoding skills. They need to master reading comprehension, critical thinking, and vocabulary. Meanwhile, many educators in grades 4 through 8 have not had the opportunity to learn how to teach literacy skills and require additional support to provide the right instruction.

Even if it is challenging, literacy transformation is possible for adolescents. Districts around the country are achieving literacy success. In this 91心頭 Ed Talk, hear about their actionable SEL and the Science of Reading-based strategies from a non-profit education leader and a former K-12 administrator of special education and specialized instruction.

Why this topic matters by the numbers:

• As per the 2022 NAEP Reading Assessment, only 34% of fourth graders and 31% of eight graders are reading proficiently
• 54% of Americans between the ages of 16 and 74 read below a sixth-grade level, and it costs the economy an estimated $2.2 trillion annually
• 85% of public school curricula are delivered via reading text even though literacy is a cornerstone of success in all core classes

***All attendees will be able to safely download the “Supporting the Diverse Needs of Adolescent Readers” white paper

Speakers

Paula White, Executive Director, JerseyCAN

Kerri Larkin, Senior Education Advisor, Lexia Learning

Sponsored by

The post Navigating The Challenges of Adolescent Literacy: Strategies for 91心頭istrators appeared first on District 91心頭istration.

Date & Time: Thursday, June 6th at 2 pm ET

Newcomer students���those born outside the U.S. and who have recently arrived in the country���come from a wide variety of backgrounds, cultures and educational settings, and often speak different languages. These students bring with them a wealth of experiences and perspectives that can enrich our communities if we create spaces for them to thrive.

In this 20-minute 91心頭 Ed Talk, two bilingual education experts will outline some practical, evidence-based strategies for building inclusive, supportive learning environments where these students will succeed academically and socially in schools.

Topics will include:

• The most common characteristics of newcomer students
• Trends and challenges in the newcomer student landscape
• Practical strategies to support newcomers academically and socially

Presenters

Soraya Sotto, Bilingual Professional Learning Consultant, Istation

Neida Mastanduno, Bilingual Professional Learning Consultant, Istation

Sponsored by

The post Practical Strategies to Support Newcomer Students appeared first on District 91心頭istration.

Date & Time: Tuesday, May 28th at 2 pm ET

The literacy crisis facing K-12 educators today is staggering; 66% of fourth graders failed to meet proficiency on the NAEP���s most recent national reading assessment. Improving literacy in school districts quickly and effectively will require a sense of urgency, transformative leadership, and a reliance on proven, research-based strategies.油油

In this webinar, a roundtable of district leaders from around the country will discuss the strategies they are using today that have made significant and measurable strides in literacy scores���sustainably, consistently, and equitably.油

Presenters

Mike Chaix, Ed.D., Superintendent, Cucamonga School District (Calif.)油

Gil Diaz, M.Ed., Assistant Superintendent, Cucamonga School District油

Robin Poynter, M.Ed., Assistant Superintendent for Instruction and Assessment, Hancock County Public Schools (Ky.)油

Corinne Hayes, M.Ed., Assistant Superintendent, Southwest Local Schools (Ohio)

Moderator:油Robin Zikmund, Dyslexia Advocate and Community Engagement Manager, IMSE and Founder and President, Decoding Dyslexia Idaho

Sponsored by

The post Superintendent Roundtable: Closing Reading Gaps by Leading a Literacy Transformation appeared first on District 91心頭istration.

Date & Time: Wednesday, May 15th at 2 pm ET

District leaders know literacy initiatives are vitally important today���the recent NAEP scores speak for themselves. However, a key component to successful implementation is building an effective literacy team���and it���s too often a component that gets overlooked. Perhaps you���ve got your literacy plan, but are your people ready, and is the plan sustainable?

In this 20-minute 91心頭 Ed Talk, the Supervisor of Literacy and Learning Services from the Columbus City Schools will dive into the best practices for successful literacy plan implementation, focusing on how to build capacity and empower your team toward literacy transformation.

Presenter

Ebone N. Johnson, Supervisor, Literacy and Learning Services, Columbus City Schools

Sponsored by

The post Literacy Leadership: Essential Strategies for Capacity Building in Your District appeared first on District 91心頭istration.

Date & Time: Thursday, May 9th at 2 pm ET

The number of K-12 districts providing dual language and bilingual education programs has significantly increased over the past decade, as biliteracy education has been shown to increase overall academic achievement and student success.油

In this 20-minute 91心頭 Ed Talk, an experienced bilingual educator and district leader will outline some evidence-based strategies for developing a successful biliteracy program in any district, and how to evaluate tools and instructional approaches for effectiveness.

Topics will include:油

• Benefits of dual language and bilingual programs油油
• Essentials for building biliteracy from the earliest grades油
• How to evaluate Spanish literacy tools and instruction for effectiveness油油

Presenter

Carlos Gutierrez, M.Ed., Biliteracy Educational Advocate, Istation

Sponsored by油

The post Developing a Bilingual Program: Evidence-Based Strategies for Success appeared first on District 91心頭istration.

Date & Time: Tuesday, May 7th at 2 pm ET

With post-pandemic reading scores at the lowest level in decades, boosting literacy quickly has become a priority for district leaders. An established body of research suggests that providing students with more reading choices is a highly effective way to help them rapidly become engaged, enthusiastic readers.油油

Digital books and audiobooks can play a key role, empowering middle and high school learners with more choices of texts that match their interests, preferences, and reading levels.

In this 20-minute 91心頭 Ed Talk, the District Instructional Librarian for St. Vrain Valley Schools will share some actionable strategies for incorporating digital books and audiobooks into curriculum, elevating student choice, agency and voice, and quickly accelerating literacy across a school or district.

Topics will include:油

• How providing students with more choices creates more engaged readers油
• Curating a collection of diverse, age-appropriate digital books油
• Strategies to incorporate digital books and audiobooks into curriculum油
• Keys to rapidly accelerating literacy skills in students油油

Presenters

Helen Robbins, District Instructional Librarian, St. Vrain Valley Schools (Colo.)

Jenny Seiler, Secondary Language Arts Coordinator, St. Vrain Valley Schools

Sponsored by

The post Accelerating Literacy: Using Digital Tools to Elevate Student Choice and Voice appeared first on District 91心頭istration.

Date & Time: Thursday, April 18th at 2 pm ET

Literacy is essential for students’ success but is often viewed as the sole responsibility of elementary and English language arts teachers. Integrating literacy across the entire curriculum is crucial to ensure students develop the skills necessary for success in both academics and life.油

Join us for a 20-minute 91心頭 Ed Talk, where NoRedInk���s professional learning specialist���boasting extensive experience in classroom teaching and district-level implementation���will share clear, actionable strategies to enhance existing literacy programs and foster a culture of literacy across the curriculum.油油油

Topics will include:油

• Strategies to integrate literacy across subjects油
• Ensuring writing instruction is consistent油
• Real-world impacts of cross-content literacy initiatives油
• Overall best practices for literacy programs油油

Presenter

Taylor Brock, Professional Learning Specialist, NoRedInk油

Sponsored by

The post Write to Learn: Creating a Culture of Literacy Districtwide appeared first on District 91心頭istration.

The department���s Office for Civil Rights stepped in when participants at school board meeting complained that the district’s library book screening process was discriminatory based on sex, race, color, and national origin. Investigators found that Forsyth County Schools’ response was not sufficient to “ameliorate any resultant racially and sexually hostile environment,” the department said in announcing .

“Communications at board meetings conveyed the impression that books were being screened to exclude diverse authors and characters, including people who are LGBTQI+ and authors who are not white, leading to increased fears and possibly harassment,” the Office for Civil Rights found. “Indeed, one student commented at a district school board meeting about the school environment becoming more harsh in the aftermath of the book removals and his fear about going to school.”
students expressing similar views.

In January 2022, Forsyth County Schools from its media centers due to ���sexually explicit content.��� The titles included The Bluest Eye by Toni Morrison, All Boys Aren���t Blue by George M. Johnson, Looking for Alaska by John Green, Out of Darkness by Ashley Hope Perez and Me Earl and the Dying Girl by Jesse Andrews, the油Forsyth County News油reported.

That removal process began when a parent complained about content in the books, according to the Forsyth County News.

The Office for Civil Rights acknowledged that the district’s review committee “rejected suggestions to handle challenged books in ways that it believed would target certain groups of students.” The district also posted statements on its media center websites that the resources provided in its libraries should reflect the students in each school community.

More from 91心頭: A surprise firing and 2 suspensions mark ongoing shuffle of K12 leadership

The committee also asked families to talk to their children about not checking out books that do not match their values or beliefs.

The resolution of the civil rights complaint now requires Forsyth County Schools to issue a statement to students explaining the library book removal process and to offer support to students who have been impacted. This includes explaining that the removal of the eight books in January 2022 was based solely on “sexually explicit content” and that future screenings will consider whether books “promote diversity by including materials about and by authors and illustrators of all cultures.”

Each Forsyth County middle and high school will also conduct a climate to determine whether additional steps need to be taken to ensure students do not feel discriminated against when books are challenged and reviewed.

The post Removal of 8 books may have created fear and harassment in Georgia district, feds say appeared first on District 91心頭istration.