Jennifer McCabe
Jennifer McCabe

Jennifer McCabe, M.Ed. ELL Instructional Coach, Educational Consultant SPED ELL

Jennifer McCabe, M.Ed. NPR News/90.9 bur interview @4min.20seconds

Professional Development: Workshop Facilitator at WIDA Consortium, ELL Instructional Coach at Malden Public School &
Professor at Lesley University

Education: Fitchburg State University, Harvard Extension School, Lesley University, Simmons College, & UMass Boston

MATSOL: Jennifer McCabe, M.Ed.

Description of Project: Promote literacy by having students take photographs of family and community and work in cooperative groups to develop literacy projects.
Title: "Children Reading the World"
ELL Specialist Jennifer McCabe, M.Ed. & Mary Margaret Almonte, Beebe School, Malden

Jennifer McCabe, M.Ed.Professional Development:

Pre- and Postconvention institutes (PCIs) offer in-depth, hands-on professional development at the TESOL convention.
Academic Urgency: Discourse Across Content Using WIDA and Common Core
Jennifer McCabe, M.Ed. ELL Director Malden Public Schools, Malden, Massachusetts, USA

Presenters: Molly Ross, Malden Public Schools, Malden, Massachusetts, USA
Academic Urgency: Discourse Across Content Using WIDA and Common Core
Target Audience: U.S. K–12 content area and ESL teachers, content area directors, and special education professionals
Skill Level: All levels of knowledge of WIDA Standards and Common Core State Standards

The purpose of this workshop is to educate K–12 professionals on how to immediately implement WIDA ELD Standards and identify connections to Common Core. Professionals leave the workshop with proficient knowledge of the WIDA document and create sample curricula for English language learners. Participants develop and transform content area curricula that support the academic success of all ELLs.

In this workshop participants
• identify the 5 WIDA standards and make connections to their current curriculum.
• describe the WIDA English Language Development levels for curriculum differentiation.
• analyze and create model performance indicators and strands across content areas using higher level thinking skills for ELLs.
• work in teams to develop curriculum that support the academic success of ELLs.

ESL Summer Reading Blog: Jennifer McCabe, M.Ed. Malden Public Schools

MA DESE Curriculum Guides for ELLs Created by: Jennifer McCabe, M.Ed.

RETELL SEI Endorsement Course Facilitator: Jennifer McCabe, M.Ed.

Collaboration with Melrose Public Schools: Professional Development Series:

MATSOL: Dr. Margaret Adams & Jennifer McCabe, M.Ed. Malden ELL Instructional Coach
Intro to 2nd. Lang.Acquistion:

MATSOL 2013 Conference Survival Guide to SEI Kindergarten, Procedures and Routines for Autonomy:

The Language of Social Instruction

Fri May 3 2013, 9:00am–9:45am, Middlesex East (40)
SESSION ABSTRACT: Improve K-2 ELL student autonomy by explicitly teaching WIDA's Language of Social Instruction. Immediately Connect Commom Core Standards to WIDA curriculum for SEI newcomer classrooms. Implement high expectations, exceptional classroom management skills, effective instructional strategies, teach for mastery, and yield positive outcomes for ELLs with and without disabilities.
SESSION TYPE: Practice-Oriented Presentation (45 minutes)
  • Elementary Education
  • Teacher Education
  • General Interest
TOPIC STRAND-Collaboration to Support English Learner Education
LEAD PRESENTER Mrs. Jennifer Ellis, Malden Public Schools Email:

CO-PRESENTERS Ms. Alison Greco, Malden Public Schools Email:agreco@malden.mec.ed
Ms. Jennifer McCabe, M.Ed., ELL Director Malden Public Schools Email:

Salemwood SEI Teacher and ELL Director Jennifer McCabe are honored to present at National Conference for ELLs

Nuts and Bolts of WIDA Training Dr. Margaret Adams & Jennifer McCabe, M.Ed.

Professional Collaboration with Dr. Maria deLourdes Serpa:
Serpa, Maria de Lourdes B., "An Imperative for Change: Bridging Special and Language Learning Education to Ensure a Free and Appropriate Education in the Least Restrictive Environment for ELLs with Disabilities in Massachusetts" (2011). Gastón Institute Publications. 152.

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Inquiry Based Text Discussion facilitated by: Jennifer McCabe and ... › Documents

Jan 4, 2016 - ... facilitated by: Jennifer McCabe and Mary Margaret Almonte Malden Public ... Discuss several case studies of ELLs experiencing difficulty.

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  • Inquiry Based Text Discussion facilitated by: Jennifer McCabe and Mary Margaret Almonte Malden Public Schools 2012-2013
  • Objectives: Identify key issues and concerns in determining a language/cultural difference from a disability in ELLs. Discuss several case studies of ELLs experiencing difficulty. Discuss how Response to Instruction and Intervention provides a framework for identifying disabilities in ELLs.

  • 2011-2012 School Year
  • 2012-2013 School Year Grade Number of LEP Students K 182 1 167 2 141 3 116 4 88 5 84 6 74 7 64 8 44 Gr. 9=77 Gr. 10 =70 Gr. 11 55 Gr. 12: 32 234
  • Difference or Disability Why is this an issue? Office of Civil Rights expects English Language Learners to be represented in Special Education in the same proportion other populations are represented. Often times districts who have been unable to serve ELL students effectively have looked to Special Education for answers to learning issues, but now disproportionate ELL placement in Special Ed is being looked at.
  • Difference or Disability Why is this an issue? When English language learners (ELLs) fail to meet expectations in the classroom some educators question whether there is a reading or learning disability. It is sometimes assumed that poor academic performance or behavioral difficulties indicate a need for special education.
  • Catherine Collier, Ph.D. Dr. Collier has over 30 years experience in Cross-cultural bilingual, and special education. She has been a classroom teacher, a resource room teacher, a diagnostician, and the director of a teacher-training program specializing in certification of bilingual paraprofessionals at all teaching levels. Dr. Collier has worked for government agencies, universities, and school districts. She now works extensively with school districts, departments of education, and community organizations to ensure a high quality of education for ELL, LEP, and CLD students.
  • Kindergarten SEI Observation
  • Sample Process Overview Process for Addressing Concerns Identify Concern  Modifications, Interventions, Consult with ESL Staff  Contact parents regarding concern  Complete Checklist and meet with Child Study Team  If no progress is made, return to Child Study Team  Other interventions, such as homework center, tutors, etc.
  • Individual Unique Experiences, Insights, reflections ACCULTURATION The adaptation to a new Culture: language, etc. ENCULTURATION How we learn to interpret the world-culture of caregivers: language, beliefs, tastes, humor, behavior, etc. THE BASICS OF BEING HUMAN Things all are born with: Sensory abilities, linguistic wiring, genetic & biological heritage, innate abilities, etc. Ways we are less like people. Ways we are more like people.
  • What is acculturation? Acculturation is a process of transformation. The refugee’s journey is quite different from the immigrant's migration. It takes a long time for immigrant and refugee children (and their families) to transition through the stages of adaptation. -Kibler (2008)
  • When children are learning English as a second language: When children have a language impairment or disorder: it is typical for their skills in English vocabulary, pronunciation, grammar, and comprehension to be less well- developed than their peers who only speak English. errors or limited skills in vocabulary, pronunciation, grammar, and comprehension interfere with communication in their first language (L1), compared to peers from the same language group. they will acquire English in a predictable developmental sequence, similar to younger children who are beginning to learn English. their English skills are delayed in comparison to peers from the same language group who have been learning English for the same length of time. reduced opportunities to use their first language may result in loss of competence in L1 before becoming proficient in English. their communication is impaired in interactions with family members and others who speak the same language. they may switch back and forth between L1 and English, using their most sophisticated skills in both languages within single utterances. skills in their first language will be limited, inappropriate, or confused in content, form, or use. results from assessments conducted in English are unlikely to reflect the child’s true skills and abilities in most domains. assessments conducted in English will be unable to discriminate between language acquisition and language disorder. (Source: OSPI Pamphlet, p. 12)
  • The Transition Experience Settled Engagement Commitment Status Intimacy Settled Re-Engagement Commitment Status Intimacy Leaving Transition Entering Unsettling Chaos Resettling Preparation Celebration Denial Statuslesness Anxiety Observation Introduction Vulnerability Unpacking your mind Lasts about 1 year The better you leave the better you enter.
  • Stages of Acculturation Preliminary Phase Spectator Phase Increasing Participation Phase Culture Shock Phase Instrumental Adaptation Phase Integrative Adaption Phase Structural Adaption Phase - Kibler (2008) Firiberti Niyukuri graduates at Lincoln. He has gone from the 11th grade in Tanzania when he left for Sioux Falls as a refugee three years ago to an immersion center class at Roosevelt High to graduating. He plans to study nursing at University Center. (Emily Spartz / Argus Leader
  • Cycle of Culture Shock Adjustment/Recovery Basic needs met & routine established Improvement in transition language skills More positive experiences with new culture. May experience stress in ‘home’ culture. Mental Isolation Misses ‘home’ culture. Feels like outsider in new. May limit or avoid all contact with new culture. Spends more or all of one’s time with own cultural group. Fascination Finds the new interesting and exciting. Listens to the new sounds, intonations, and rhythms of the new language. Tries doing/saying things in the new culture/language that are interesting. Tries out new activities, words and attitudes with a lot of enthusiasm. Disenchantment Encounters Problems. -At First: Basic Needs. -Later: More Complex problems. Misunderstandings Related to language, customs, mannerisms occur.
  • Common Side Effects of Acculturation Process Heightened Anxiety Confusion in Locus of Control Withdrawal Silence/unresponsiveness Response Fatigue Code-switching Distractibility Resistance to Change Disorientation Stress Related Behaviors

  • Intervention Framework 1. Assess and Diagnose 2. Teach/Reteach 5. Reassess 4. Apply 3. Practice
  • Separating Difference from Disability Prioritization & Documentation Form Sociocultural Area Order of Concern Intervention Selected Duration of Intervention Outcomes of Intervention Acculturation Cognitive Learning Culture & Language Experiential Background Sociolinguistic Development
  • Select Interventions With a partner, select interventions to help the area of greatest need based on the Sociocultural Checklist. The interventions need to be in place for three to six weeks. After three to six weeks the ELL teacher and mainstream teacher return to SAT with results.
  • Instructional Intervention & Planning Review After three to six weeks the ELL teacher reports to the SAT if progress has been made, the interventions should continue in place. If progress has not been made and the AQS indicates below expected acculturation on the AQS then it is appropriate to proceed to a formal referral.
  • Dr. Catherine Collier’s answer Step 1 - A teacher is concerned about an ELL student with a learning issue. Step 2 -The teacher may talk to the ELL teacher assigned to his/her building. The teacher brings the student to the Student Assistance Team where the ELL teacher and the Home School Liaison are present to assist with the process. Step 3 - The ELL teacher fills out an AQS form and does the calculations to determine if there is a statistical indication of a difference or disability.
  • Step 4 - The teacher and ELL teacher do a Sociocultural checklist to determine which interventions to try with the student for 3 to 6 weeks. Step 5 - After 3 to 6 weeks of interventions the ELL teacher prepares a Prioritization of Intervention report to present to the Student Assistance Team (SAT) in his/her building. Step 6 - If the student has responded to the interventions, the interventions are continued. OR Step 7 - If the interventions did not resolve the learning issues and the AQS calculations determined a disability may be indicated, a Special Education referral for an evaluation is indicated. The AQS process provides a researched based, data based indicator of disability. * * * * * * * * * * *



Teaching ELLs :

SIOP in Action: Instructional Videos Featuring Complete SIOP Lessons at Three Grade Levels:

Why Common Core:

Videos about teaching strategies

Keys to Literacy:

Reciprocal Teaching:
student scaffolded template:

How to use digital texts:

Student led conference:

TED Talks:

Research Publications for ELLs:

Writing for ELLs:

Increasing ELL Student motivation:

Table 1: Examples of Digital Stories