La Cosecha 2026

Key Strategies for Biliteracy – Project GLAD® Institute

Are you GLAD trained or new to GLAD? This pre-conference institute integrates a biliteracy focus with innovative Project GLAD®strategies to leverage students’ bilingualism and build academic content and language proficiency in English and Spanish. Experience GLAD®strategies through a dual language lens and plan for implementation in your school setting. You’ll leave equipped with practical strategies to elevate your biliteracy teaching practices. This workshop will be led by OCDE Project GLAD®experts in bilingualism and biliteracy.

DLeNM GLAD® Biliteracy Team

Dual Language Education Foundations
for State, District, and School Leadership

With a commitment to strengthening and expanding preK-12 dual language programming, new and seasoned leaders look to increase their foundational knowledge and learn promising practices.  In collaboration with its national partners, DLeNM will offer a one-day institute that will include foundational learning in the areas of policy, research, and effective program design and implementation practices. Participants will have the opportunity to explore the specifics of elementary, middle, and high school program models and network with colleagues, including those who have been successful in program implementation.

DLeNM Staff, National Association for English Language Program Administrators (NAELPA)

Educating English Learners for a Transformed World: Designing Systems That Deliver for Multilingual Learners

Effective dual language programs are built through deliberate, research-based system design. This institute is for school teams ready to move beyond isolated strategies and build aligned, justice-centered systems that produce lasting results for multilingual learners. Grounded in the 2nd Edition of Educating English Learners for a Transformed World (Thomas, Collier, & Lachance), participants will engage in structured collaboration protocols and deep dives into key chapter topics, including narrowing opportunity gaps, program effectiveness, enrichment pathways, assessment practices, and future action recommendations. Together, we will examine how the Three Pillars, Four Non-Negotiables, and Seven Strands must align across school, district, and state systems to ensure programs are sustainable, equitable, and transformative — and how to co-create communities of voice, power, and purpose that strengthen high-quality dual language bilingual education.

Joan Lachance, Wayne Thomas, Virginia Collier, and the DLeNM DLBE Team 

Language Learner With or Without Disabilities?
Instruction, Intervention & Assessment within MTSS

Is the difficulty because of language learning or a learning disability? Participants will be guided through a collaborative problem-solving sample case study looking first at the intensive instruction that optimizes learning for language learners who are experiencing significant challenges and then introduce intervention that supports language learners who might also have disabilities. In this strengths-based approach to collaborative problem-solving, we will build on students’ bilingualism, cultures, experiences and interests as resources for learning. Ongoing assessment along with patterns of progress within MTSS will help teams determine if the student they are serving is a learner plus or minus a disability. Take aways include: research, resources, and a guiding framework to implement within their settings. 

Cristina Sánchez-López, Theresa Young,  Paridad Education Consulting

Teaching for Biliteracy in Action

The Teaching for Biliteracy team will provide an interactive overview of the instructional and programmatic elements of teaching for biliteracy within a variety of models, 90/10, 80/20, 50/50, 2-way immersion, and 1-way immersion, and in one-teacher (self-contained) and two-teacher (partnering) configurations.  Participants will define biliteracy, learn about the multilingual perspective and experience elements of a biliteracy unit framework: oracy, background knowledge and language comprehension, evidence-based reading and writing instruction, content instruction, and the Bridge for transfer and contrastive analysis to develop metalinguistic awareness.  Participants will also receive digital access to year-long biliteracy maps and units. 

Karen Beeman, Melody Wharton, Crystal Ramos
Center for Teaching for Biliteracy