Supporting English Learners with Intensive Needs

Supporting English Learners with Intensive Needs

Join NCII on May 17, 2022 at 4:00 pm ET for a webinar focus on support English Learners (ELs) with intensive intervention needs. This webinar, featuring Drs. Donna Sacco, John Hoover, and Tracy Spies, will illustrate considerations for implementing data-based individualization (DBI) with ELs that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs. They will share why it is important to (a) deliver instruction that represents culturally and linguistically sustaining best practices, and (b) distinguish the needs and assets of learners to improve progress (i.e., second-language acquisition, culture, learning challenges).

If you are unable to attend the live event, we will post an archived version on the NCII website following the event.

Register for the Webinar

About the Presenters

Donna Sacco, Ph.D.

Dr. Sacco provides technical assistance (TA) for two OSEP funded national centers related to special education, intensive intervention, and educator preparation: National Center on Intensive Intervention (NCII) and PROGRESS Center. Dr. Sacco develops materials for and provides TA face to face and virtually across the country. Before joining AIR, she was a Clinical Assistant Professor at the University of North Carolina at Charlotte. She taught special education and English as an Other Language in Arlington, Virginia for 12 years. She earned her MA in bilingual special education from George Washington University and Ph.D. in special education and research methods from George Mason University. Dr. Sacco’s research interests involve students who are dually identified as having learning disabilities and being English learners.

John Hoover, Ph.D.

Dr. Hoover is an independent educational consultant specializing in program evaluations, grant writing, and professional development at the intersection of exceptionality and diversity. He is a retired associate research professor from the School of Education and BUENO Center for Multicultural Education at the University of Colorado Boulder where he spent over two decades conducting graduate level research and delivering culturally and linguistically sustaining special education to K-12 educators. Prior to his Boulder faculty position, he was the director of research and evaluation for the American Indian Science and Engineering Society (AISES), associate professor in the department of special services at the University of Texas at Tyler, and a K-12 classroom educator and supervisor serving diverse learners in special education and their teachers. He is author/co-author of over 80 publications including several books on diversity and special education.

Tracy Spies, Ph.D.

Dr. Spies received her Ph.D. in Educational Psychology with an emphasis in bilingual education from Texas A&M University. Dr. Spies’ research focuses on creating high quality language environments for bilingual students with and without disabilities through curriculum design and teacher development. Her research interests stem from her work as a bilingual teacher and administrator which began as wonderings related to differences in L1 and L2 outcomes among emergent bilingual students. Dr. Spies explores the relationship between teachers’ beliefs, self-efficacy, and their instructional practices and the direction of these variables in improving educational contexts for emergent bilingual students. She aims to balance her scholarly products to inform the broader research field while also appealing to educational practitioners in school settings.

DBI Process:
What is Intensive Intervention/DBI?
Validated Intervention Program
Intervention Adaptation
Student Population:
English Language Learners/Culturally and Linguistically Diverse

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National Center on Intensive Intervention
Event Type
May 17, 2022
4:00-5:00 pm ET
Trainers and Coaches
State and Local Leaders