DLBE Special Education Network

SPECIAL EDUCATION NETWORK

WHEN: Three Virtual Meetings | Tuesdays, 4-5:15pm (75 minutes) | October 20, 2026; November 17, 2026; December 15, 2026

• The expectation is for participants to attend all sessions in the Network.
• LATE FEE WAIVED 

FACILITATORS:

• Casey Anthony, Bilingual Special Educator, DLBE Grade 5 Teacher, Barbieri School, Framingham PS, MA
• Analiese Reigstad, DL Program Specialist, Somerville PS, MA

WHAT:

Scaffolding for Language and Content with Dually Identified Students with Casey Anthony on October 20 

• Guiding Question: How do I meet the needs of my Students with Disabilities in Dual Language? How should my Tier 1 Dual Language instruction be differentiated to meet the needs of all students?
  
• Summary: In this session, participants will explore the relationship between content and language scaffolds for multilingual learners with IEPs. The session will focus on leveraging scaffolds strategically to support the needs of learners across linguistic and content proficiency, emphasizing that one well-designed scaffold can support several students in different ways. Participants will work collaboratively to design scaffolds for mock students, and there will be time at the end of the session to discuss participants’ problems of practice related to scaffolds.
  

Navigating the Intersection of Bilingual Education and Special Education: Using biliteracy trajectories to make equitable decisions, provide meaningful support, and teach to students' potential with Analiese Reigstad on November 17 

• Guiding Question: How can Tier 1 biliteracy assessment play a role in the MTSS process?
  
• Summary: At the intersection of bilingual education and special education, educators often face complex decisions that can contribute to the over-, under-, or misidentification of multilingual learners. Through two student case studies, this session explores how biliteracy trajectories can help us look across languages and over time, drawing on students’ full linguistic repertoires to identify strengths and areas for support and make more informed, equitable decisions about their learning.
  

Developing IEPs for Dually Identified Students with Casey Anthony on December 15 

• Guiding Question: What are best practices for writing IEPs for dually identified students?
  
• Summary: This final session in the trajectory will hone in on writing IEPs for multilingual learners with disabilities. Participants will learn and discuss best practices for ensuring that the IEP process accurately reflects and honors the capacities of multilingual learners. Participants will engage with case studies to refine their thinking, and there will be time at the end to discuss participants’ problems of practice related to IEP writing.
  

Learn more about this historic network.

Alignments: National Dual Language Education Teacher Preparation Standards (NDLETPS) and Guiding Principles for Dual Language Education.

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MABE Policies: 

• Registration Policy: Please contact merlynmayhew@mabene.org for group registrations (registrations for a group of individuals from a district/school). 
• Payment Policy: MABE must receive payment or Purchase Order numbers by the date registration closes. Late registrations subject to additional charge.
• Cancellation & Refund Policy: Event registrations are transferable up to 1 week (7 days) before the event starts. Cancellation refunds of payments will be subject to a 10% reduction of the registration fee, refundable up to 1 week (7 days) before the event starts.