Pursuing Equity at the Intersection of Language, Culture, and Disability

Episode 5: Systems Coherence

The National Center for Systemic Improvement (NCSI) is happy to present a podcast series based on our “Pursuing Equity at the Intersection of Language, Culture and Disability” Thought Leader Conversation Series. This series is focused on elevating equity in opportunity and achievement for students with disabilities or who may have disabilities and who are English learners. NCSI is committed to supporting SEAs and their partners in expanding their understanding of the intersection of language, culture, and disability in K-12 education. 
Through a curated collection of highlights from the five live sessions, these podcast episodes are less than 30-minutes, designed to be engaging and interactive, and organized around NCSI’s four systems elements: 
data literacy 
stakeholder and family engagement 
research-informed practice 
systems coherence 
In this fifth episode, your hosts Kate Nagle and Swati Guin from the National Center for Systemic Improvement (NCSI) revisit the fifth session of the series, the systems coherence session, which took place on November 30, 2022 and included the following thought leaders:  
Dr. Jamey Burho 
Ms. Ximena Hurtado 
Dr. Sara Kangas 
Ms. Kirsi Lane 
Dr. Cara Richards-Tutor 
Ms. Eliana Tardío 
Mr. Timothy Tipton  
Included below are a few resources suggested by our thought leaders and National Center for Systemic Improvement (NCSI) staff to extend your learning and apply the knowledge to your improvement efforts related to supporting English learners with disabilities. Rather than an exhaustive list, this is a small sample of resources we hope will be particularly useful to leadership teams at both the state and district levels. Below you will find links and brief descriptions to help you decide which resources may be most relevant to you and your context and you can access the complete resource list here. 
 
Quick facts on English learners with disabilities  
As a quick introduction to this population, the Foundational session shared data from OSEP Fast Facts: Students With Disabilities Who Are English Learners (ELs) Served Under IDEA Part B. This interactive brief, also available as a PDF, uses data from school years 2012/13 through 2020/21 to describe this growing subgroup of students and notes some of the differences we see among English learners with disabilities and the broader population of students with disabilities in terms of identification, placement, and outcomes. 
 
What does the research say?  
In 2017, the National Academies of Sciences, Engineering, and Medicine (NASEM) released Promoting the Educational Success of Children and Youth Learning English: Promising Futures. This report examined the research to make recommendations to better support English learners. Chapter 10 of the NASEM report is particularly relevant as it focuses on English learners with disabilities. The report brief Dual Language Learners and English Learners with Disabilities provides Chapter 10 highlights related to five specific disabilities, common myths, best practices in identification and evaluation, and considerations for individualized education programs (IEPs). Some of the myths address the erroneous idea that English learners with disabilities cannot or should not learn multiple languages. In reality, they can learn both English and their home languages and benefit from doing so. The Office of English Language Acquisition (OELA) created an infographic on multilingualism’s cognitive, educational, economic, and sociocultural benefits. 
 
This podcast is produced by the National Center for Systemic Improvement (NCSI) at WestEd which is funded by a grant from the Office of Special Education Programs (OSEP) at the US Department of Education, #H326R190001. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government, Project Officer: Perry Williams (October 2019)  
  
WestEd is the lead organization for NCSI. For more information about the work of WestEd, NCSI, and their partners, please visit www.ncsi.wested.org and www.wested.org. 
 

Episode 4: Research-Informed Practice

The National Center for Systemic Improvement (NCSI) is happy to present a podcast series based on our “Pursuing Equity at the Intersection of Language, Culture and Disability” Thought Leader Conversation Series. This series is focused on elevating equity in opportunity and achievement for students with disabilities or who may have disabilities and who are English learners. NCSI is committed to supporting SEAs and their partners in expanding their understanding of the intersection of language, culture, and disability in K-12 education. 
Through a curated collection of highlights from the five live sessions, these podcast episodes are less than 30-minutes, designed to be engaging and interactive, and organized around NCSI’s four systems elements: 
data literacy 
stakeholder and family engagement 
research-informed practice 
systems coherence 
In this fourth episode, your hosts Jamey Burho and Laura Berry Kuchle from the National Center for Systemic Improvement (NCSI) revisit the fourth session of the series, the research-informed practice session, which took place on October 19, 2022 and included the following thought leaders:  
Dr. Alfredo Artiles 
Dr. Julie Esparza Brown 
Dr. John Hoover 
Ms. Ximena Hurtado 
Dr. Claudia Rinaldi  
Included below are a few resources suggested by our thought leaders and National Center for Systemic Improvement (NCSI) staff to extend your learning and apply the knowledge to your improvement efforts related to supporting English learners with disabilities. Rather than an exhaustive list, this is a small sample of resources we hope will be particularly useful to leadership teams at both the state and district levels. Below you will find links and brief descriptions to help you decide which resources may be most relevant to you and your context and you can access the complete resource list here. 
 
Quick facts on English learners with disabilities  
As a quick introduction to this population, the Foundational session shared data from OSEP Fast Facts: Students With Disabilities Who Are English Learners (ELs) Served Under IDEA Part B. This interactive brief, also available as a PDF, uses data from school years 2012/13 through 2020/21 to describe this growing subgroup of students and notes some of the differences we see among English learners with disabilities and the broader population of students with disabilities in terms of identification, placement, and outcomes. 
 
What does the research say?  
In 2017, the National Academies of Sciences, Engineering, and Medicine (NASEM) released Promoting the Educational Success of Children and Youth Learning English: Promising Futures. This report examined the research to make recommendations to better support English learners. Chapter 10 of the NASEM report is particularly relevant as it focuses on English learners with disabilities. The report brief Dual Language Learners and English Learners with Disabilities provides Chapter 10 highlights related to five specific disabilities, common myths, best practices in identification and evaluation, and considerations for individualized education programs (IEPs). Some of the myths address the erroneous idea that English learners with disabilities cannot or should not learn multiple languages. In reality, they can learn both English and their home languages and benefit from doing so. The Office of English Language Acquisition (OELA) created an infographic on multilingualism’s cognitive, educational, economic, and sociocultural benefits. 
 
This podcast is produced by the National Center for Systemic Improvement (NCSI) at WestEd which is funded by a grant from the Office of Special Education Programs (OSEP) at the US Department of Education, #H326R190001. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government, Project Officer: Perry Williams (October 2019)  
 
WestEd is the lead organization for NCSI. For more information about the work of WestEd, NCSI, and their partners, please visit www.ncsi.wested.org and www.wested.org. 
 

Episode 3: Authentic Engagement of Family, Schools, and Community Partnerships

The National Center for Systemic Improvement (NCSI) is happy to present a podcast series based on our “Pursuing Equity at the Intersection of Language, Culture and Disability” Thought Leader Conversation Series. This series is focused on elevating equity in opportunity and achievement for students with disabilities or who may have disabilities and who are English learners. NCSI is committed to supporting SEAs and their partners in expanding their understanding of the intersection of language, culture, and disability in K-12 education. 
Through a curated collection of highlights from the five live sessions, these podcast episodes are less than 30-minutes, designed to be engaging and interactive, and organized around NCSI’s four systems elements: 
data literacy 
stakeholder and family engagement 
research-informed practice 
systems coherence 
In this third episode, your hosts Angela McGuire and Eliana Tardio from the National Center for Systemic Improvement (NCSI) revisit the third session of the series, the authentic engagement of family, schools, and community partnerships, which took place on September 7, 2022 and included the following thought leaders:   
Dr. Julie Esparza Brown   
Dr. María Cioè-Peña
Dr. Cristina Santamaria Graff
Ms. Ximena Hurtado 
Ms. Debra Jennings
Ms. Mireika Kobayashi  
Included below are a few resources suggested by our thought leaders and National Center for Systemic Improvement (NCSI) staff to extend your learning and apply the knowledge to your improvement efforts related to supporting English learners with disabilities. Rather than an exhaustive list, this is a small sample of resources we hope will be particularly useful to leadership teams at both the state and district levels. Below you will find links and brief descriptions to help you decide which resources may be most relevant to you and your context and you can access the complete resource list here. 
 
Quick facts on English learners with disabilities   
As a quick introduction to this population, the Foundational session shared data from OSEP Fast Facts: Students With Disabilities Who Are English Learners (ELs) Served Under IDEA Part B. This interactive brief, also available as a PDF, uses data from school years 2012/13 through 2020/21 to describe this growing subgroup of students and notes some of the differences we see among English learners with disabilities and the broader population of students with disabilities in terms of identification, placement, and outcomes.  
  
What does the research say?   
In 2017, the National Academies of Sciences, Engineering, and Medicine (NASEM) released Promoting the Educational Success of Children and Youth Learning English: Promising Futures. This report examined the research to make recommendations to better support English learners. Chapter 10 of the NASEM report is particularly relevant as it focuses on English learners with disabilities. The report brief Dual Language Learners and English Learners with Disabilities provides Chapter 10 highlights related to five specific disabilities, common myths, best practices in identification and evaluation, and considerations for individualized education programs (IEPs). Some of the myths address the erroneous idea that English learners with disabilities cannot or should not learn multiple languages. In reality, they can learn both English and their home languages and benefit from doing so. The Office of English Language Acquisition (OELA) created an infographic on multilingualism’s cognitive, educational, economic, and sociocultural benefits.  
 
This podcast is produced by the National Center for Systemic Improvement (NCSI) at WestEd which is funded by a grant from the Office of Special Education Programs (OSEP) at the US Department of Education, #H326R190001. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government, Project Officer: Perry Williams (October 2019)   
 
WestEd is the lead organization for NCSI. For more information about the work of WestEd, NCSI, and their partners, please visit www.ncsi.wested.org and www.wested.org. 
 

Episode 2: Data Literacy

The National Center for Systemic Improvement (NCSI) is happy to present a podcast series based on our “Pursuing Equity at the Intersection of Language, Culture and Disability” Thought Leader Conversation Series. This series is focused on elevating equity in opportunity and achievement for students with disabilities or who may have disabilities and who are English learners. NCSI is committed to supporting SEAs and their partners in expanding their understanding of the intersection of language, culture, and disability in K-12 education. 
Through a curated collection of highlights from the five live sessions, these podcast episodes are less than 30-minutes, designed to be engaging and interactive, and organized around NCSI’s four systems elements: 
data literacy 
stakeholder and family engagement 
research-informed practice 
systems coherence 
In this second episode, your hosts Jamey Burho and Swati Guin from the National Center for Systemic Improvement (NCSI) revisit the second session of the series, the Data Literacy session, which took place on July 27, 2022 and included the following thought leaders:  
Dr. Julie Esparza Brown
Ms. Ximena Hurtado
Ms. Jennifer Kane
Ms. Mireika Kobayashi 
Ms. Kirsi Laine 
Mr. Timothy Tipton  
Included below are a few resources suggested by our thought leaders and National Center for Systemic Improvement (NCSI) staff to extend your learning and apply the knowledge to your improvement efforts related to supporting English learners with disabilities. Rather than an exhaustive list, this is a small sample of resources we hope will be particularly useful to leadership teams at both the state and district levels. Below you will find links and brief descriptions to help you decide which resources may be most relevant to you and your context and you can access the complete resource list here. 
 
Quick facts on English learners with disabilities  
As a quick introduction to this population, the Foundational session shared data from OSEP Fast Facts: Students With Disabilities Who Are English Learners (ELs) Served Under IDEA Part B. This interactive brief, also available as a PDF, uses data from school years 2012/13 through 2020/21 to describe this growing subgroup of students and notes some of the differences we see among English learners with disabilities and the broader population of students with disabilities in terms of identification, placement, and outcomes. 
 
What does the research say?  
In 2017, the National Academies of Sciences, Engineering, and Medicine (NASEM) released Promoting the Educational Success of Children and Youth Learning English: Promising Futures. This report examined the research to make recommendations to better support English learners. Chapter 10 of the NASEM report is particularly relevant as it focuses on English learners with disabilities. The report brief Dual Language Learners and English Learners with Disabilities provides Chapter 10 highlights related to five specific disabilities, common myths, best practices in identification and evaluation, and considerations for individualized education programs (IEPs). Some of the myths address the erroneous idea that English learners with disabilities cannot or should not learn multiple languages. In reality, they can learn both English and their home languages and benefit from doing so. The Office of English Language Acquisition (OELA) created an infographic on multilingualism’s cognitive, educational, economic, and sociocultural benefits. 
 
This podcast is produced by the National Center for Systemic Improvement (NCSI) at WestEd which is funded by a grant from the Office of Special Education Programs (OSEP) at the US Department of Education, #H326R190001. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government, Project Officer: Perry Williams (October 2019)  
WestEd is the lead organization for NCSI. For more information about the work of WestEd, NCSI, and their partners, please visit www.ncsi.wested.org and www.wested.org. 
 

Episode 1: Foundational Session

The National Center for Systemic Improvement (NCSI) is happy to present a podcast series based on our “Pursuing Equity at the Intersection of Language, Culture and Disability” Thought Leader Conversation Series. This series is focused on elevating equity in opportunity and achievement for students with disabilities or who may have disabilities and who are English learners. NCSI is committed to supporting SEAs and their partners in expanding their understanding of the intersection of language, culture, and disability in K-12 education.   
Through a curated collection of highlights from the five live sessions, these podcast episodes are less than 30-minutes, designed to be engaging and interactive, and organized around NCSI’s four systems elements: 
data literacy 
stakeholder and family engagement 
research-informed practice 
systems coherence 
In this first episode, your hosts, Jamey Burho and Swati Guin from the National Center for Systemic Improvement (NCSI), revisit the first session of the series, the foundational session, which took place on June 7, 2022, and included the following thought leaders:  
Dr. Alfredo Artiles
Dr. Julie Esparza Brown 
Dr. María Cioè-Peña
Deborah Dominguez Clark
Dr. Cristina Santamaria Graff
Dr. Jonathan Rosa  
Mr. Timothy Tipton 
Included below are a few resources suggested by our thought leaders and NCSI staff to extend your learning and apply the knowledge to your improvement efforts related to supporting English learners with disabilities. Rather than an exhaustive list, this is a small sample of resources we hope will be particularly useful to leadership teams at both the state and district levels. Below you will find links and brief descriptions to help you decide which resources may be most relevant to you and your context and you can access the complete resource list here. 
 
Quick facts on English learners with disabilities  
As a quick introduction to this population, the Foundational session shared data from OSEP Fast Facts: Students With Disabilities Who Are English Learners (ELs) Served Under IDEA Part B. This interactive brief, also available as a PDF, uses data from school years 2012/13 through 2020/21 to describe this growing subgroup of students and notes some of the differences we see among English learners with disabilities and the broader population of students with disabilities in terms of identification, placement, and outcomes. 
 
What does the research say?  
In 2017, the National Academies of Sciences, Engineering, and Medicine (NASEM) released Promoting the Educational Success of Children and Youth Learning English: Promising Futures. This report examined the research to make recommendations to better support English learners. Chapter 10 of the NASEM report is particularly relevant as it focuses on English learners with disabilities. The report brief Dual Language Learners and English Learners with Disabilities provides Chapter 10 highlights related to five specific disabilities, common myths, best practices in identification and evaluation, and considerations for individualized education programs (IEPs). Some of the myths address the erroneous idea that English learners with disabilities cannot or should not learn multiple languages. In reality, they can learn both English and their home languages and benefit from doing so. The Office of English Language Acquisition (OELA) created an infographic on multilingualism’s cognitive, educational, economic, and sociocultural benefits. 
 
This podcast is produced by the National Center for Systemic Improvement (NCSI) at WestEd which is funded by a grant from the Office of Special Education Programs (OSEP) at the US Department of Education, #H326R190001. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government, Project Officer: Perry Williams (October 2019)  
 
WestEd is the lead organization for NCSI. For more information about the work of WestEd, NCSI, and their partners, please visit www.ncsi.wested.org and www.wested.org.