This point is further confirmed by the joint colleague letter from the U.S. Department of Justice (DOJ) and the U.S. Department of Education, Office of Civil Rights (OCR). Appropriate identification, placement, services, and reclassification procedures must be followed by the LPAC in collaboration with the Admission, Review, and Dismissal (ARD) committee. Overall, it takes a collaborative effort to ensure support for dual-identified students.

In this component, the following aspects of support for dual-identified EB students also served in special education will be addressed:

• Characteristics of Emergent Bilingual Students Receiving Special Education Services: Recognize the unique and varied characteristics and needs of emergent bilingual students who are also eligible to receive special education services.
• Identification and Representation: Acknowledge the overrepresentation and underrepresentation of emergent bilingual students in special education services and incorporate identification practices that recognize the various possible reasons for academic challenges EB students may face
• Assessment: Develop an individualized education plan (IEP) that is linguistically appropriate (holistic/integrated) and provides ongoing assessments to determine linguistic, academic, and functional progress in both the student’s primary language and English.
• Instruction: Provide curriculum and instruction that is linguistically sustaining, include specific accommodations for the special needs of the individual that are designed maximize student potential, and include student’s active participation in reading, writing, listening, and speaking in the academic language of the content area as outlined by the IEP.

In Texas, there are 13 disability-related codes within the Texas Education Data Standards (TEDS) with which to identify the needs of students served in special education. Within and across disability types there is a wide range of needs, strengths, and individual student characteristics. In addition, any of these students could also be dual-identified as an emergent bilingual.

One area to provide an example of the intersection of disability-related and language-related needs is that of specific learning disabilities. As of 2023-2024 PEIMS Data, students in Texas with a specific learning disability made up 35.8% of students identified with disabilities, which is the largest group. Tyler and Garcia (2013) explain that learning disabilities “affect a student’s ability to understand and/or use language effectively” (p. 1). They note that, while students with learning disabilities are a heterogeneous population, there are some commonalities:

The combination of dual-identified students’ needs for special education services and the challenges of learning a second language lead to highly specialized learning needs that affect both teachers’ practices and students’ methods for showing what they know (Watkins and Lui, 2013).

It is essential for educators to have professional development to become aware of the varied characteristics and needs of EB students who are also served in special education. Rodriguez and Rodriguez (2017) suggest that this training include the following areas of focus:

• Language development in both the primary/home language and second language (English)
• Assessment practices for both primary/home language and English
• Socioeconomic and background aspects that impact teaching and learning
• Effective instructional practices in students’ primary/home language and English, and
• Collaborating with families of EB students who are also served in special education.

Emergent bilingual students can be both overrepresented and underrepresented in special education services, but with the right identification practices in place, schools can recognize the various possible reasons for academic challenges EB students may face and ensure the needs of each individual are met.

Rodriguez and Rodriguez (2017) state that in order for emergent bilingual students to qualify for special education, their learning difficulties “cannot be primarily the result of environment” (p. 99). This includes second language acquisition, socioeconomic impacts, and instruction that fails to meet their needs. In fact, according to Echevarria and Graves (2015),

First and foremost, it must be clarified explicitly that having beginning levels of English proficiency is not a reason for identification of the need for special education services and is not indicative of academic or cognitive difficulty. Rodriguez and Rodriguez (2017) note that EB students often demonstrate similar characteristics to students with learning disabilities. However, federal regulations require that EB students “with suspected disabilities be assessed in both their native language and English to ensure that any difficulties with learning are evident in both languages and are not solely the result of natural second-language learning processes” (Watkins & Lui, 2013, p. 1). This means that school personnel must be trained to assess EB students’ learning abilities properly and “to use nondiscriminatory assessment procedures in order to distinguish between second language development and learning disabilities” (Rodriguez & Rodriguez, 2017, p. 98).

Artiles, Rueda, Salazar, and Higareda (2005) found that overrepresentation of EB students in special education occurs mostly at the secondary level, while at the elementary level, these students are largely underrepresented.

Why the discrepancy? Rodriguez and Rodriguez (2017) posit that, “Often times educators are hesitant to refer young ELs to special education because they want to give these students more time to acquire the language” (p. 102). They go on to say that, while this is an understandable instinct, when students truly have learning disabilities, regardless of their English proficiency, the longer they go without the proper supports, the farther behind they fall. Beyond academics, the authors note, students with learning disabilities who do not receive the proper services can eventually face social and emotional challenges, as well as a general aversion to school.

Despite the fine line educators and administrators are walking between being too reluctant and too quick to categorize EB students as needing special education services, there are several identification practices noted by Echevarria and Graves (2015) that recognize the possible reasons for academic challenges EB students may face, which may include:

• circumstances under which the second language has been/is being acquired,
• academic background,
• possible gaps in education,
• possible learning disabilities, and
• needed understanding by educators of the students’ background and linguistic aspects.

Given the variety of potential reasons for EB students’ academic challenges, school personnel must embrace thorough practices to determine whether the source of the challenges is truly a learning disability, other external factors, or part of the second language acquisition process.

For additional information on identification best practices, Karger (2013) points educators to a federal special education statute called the Individuals with Disabilities Education Act (IDEA):

For specific guidance for Texas school districts on identification as well as reclassification of dual-identified EB students also served in special education, the Texas Education Agency (TEA) provides this LPAC and ARD Committee Collaboration resource. Additionally, the Texas SPED Support website includes a Dually-Identified Resource Guide.

In order to thrive in school dual-identified EB students also served in special education require individualized education plans (IEPs) that:

• are linguistically appropriate,
• provide ongoing assessments to determine competence in both the student’s primary language and English, and
• include goals to support development in the primary language and English, in alignment with the goals of the language program.

To truly ensure these assessments are done effectively—and appropriate IEPs are created—Lo (2013) urges school districts to train all professionals involved on linguistically sustaining practices, which ensure the consideration of the values and funds of knowledge of the students and their families, and to recruit and retain educators that can provide not only assessments but also instructional support in the primary language(s) of EB students also served in special education.

These observations are important because they can determine the effectiveness of instructional practices and can help to determine areas of needed growth or gaps in knowledge and skills that can be targeted through intentional instructional design. This process is best achieved through informal assessment practices, such as curriculum-based assessments and ongoing portfolios.

When assessing the progress of dual-identified students, schools are encouraged to use a variety of assessment strategies.

Salva and Matis (2017) note that teachers in any program for EB students that provide materials and supports in students’ primary language(s) and promote the ongoing development of these languages are able to more effectively provide linguistically sustaining practices.

Echevarria and Graves (2015) expand on this idea, saying, “When a student’s native language is included in the classroom, students learn that their language is respected and valued. The students, in turn, tend to feel respected and valued” (p. 85). The authors recommend using small segments of a student’s native language to help them learn concepts in their new language. They state, “Students’ ability to retrieve words in a known language facilitates their progress in a new language” (p. 123). The authors also stress the importance of students maintaining their native language as they become proficient in English. For more information on development of appropriate IEPs, see the TEA Technical Assistance Guide on Individualized Education Program (IEP) Development.

Monitoring Linguistic Progress in English

Linguistically Accommodated Academic Assessment

Description	Linguistic Accommodation or Extensions by Proficiency Levels
Visual Representation Create a model or physical display using classroom or household items Draw a picture Organize images or gifs into a chart or diagram	Beginning/Intermediate: Label the visual with academic terms related to the topic Complete a sentence stem to describe the visual Advanced/Advanced High: Write a summary of what the visual represents using paragraph frames as needed Give an oral presentation to describe the visual representation, including key terms from an academic vocabulary bank
Physical Demonstration Categorize or organize objects/realia to show association, order, or process Use gestures to show agreement/disagreement Act out a process or steps Conduct a demonstration or experiment	Beginning/Intermediate: Use labels or numbers to show connections Explain understanding orally in primary language Advanced/Advanced High: Give oral directions to someone else to conduct a demonstration conducting read-alouds by teacher with pauses and appropriate pace or recording them for students to use individually, Write out steps to a process using transitional words and phrases Defend agreements/disagreements orally or in writing using examples of compound or complex sentence starters as needed
Oral Explanation Conduct a student/teacher interview, having the student explain what they know on the topic(s) of assessment Record explanation of the assessed topic(s) using technology tools Present orally to other students using a visual example	Beginning/Intermediate: Use primary language to explain understanding orally. Then, through a scaffolded process of the teacher capturing the student’s ideas and writing them or saying them to the student in English, the student repeats or rephrases the English explanation. Write out the explanation/presentation first, using sentence stems and word banks as needed. Present to a small group or partner rather than to the whole class. Advanced/Advanced High: Listen to the presentations of others on the assessed topic(s). Then, give feedback on what could be added or adjusted to the presentation for additional detail or clarity. Listen to own recording of explanation/presentation. Then, using an academic glossary or thesaurus to enhance academic language used, repeat and re-record the presentation.
Written Explanation Create a comic or storyboard to explain a process or re-tell story elements Freewrite any details the student knows on the assessed topic(s) Write open-ended response questions on the assessed topic(s) and answer them	Beginning/Intermediate: Use strips of sentences related to the topic (some correct and some incorrect) to organize ideas for a written response, excluding incorrect information. Use a graphic organizer to order ideas. Students re-write responses using the sentence or paragraph frames with as much English as possible to complete their ideas. Use cloze (fill in the blank) sentences or paragraphs to demonstrate understanding. Advanced/Advanced High: Using examples of compound or complex sentence stems, revise initial written response to extend academic writing. Choose one or more assessment questions (multiple choice style) to explain in writing.

Effective curriculum for dual-identified EB students also served in special education
accomplishes four goals:

1. It factors in students’ backgrounds and communities.
2. It includes specific accommodations for the individualized needs of the student, both disability-related and linguistic accommodations, as appropriate.
3. It is designed to maximize student potential.
4. It includes students’ active participation in reading, writing, listening, and speaking in the academic language of the content area as outlined by the IEP.

However, linguistically sustaining practices go beyond the literature and curriculum materials students are provided.

This is because students from various backgrounds bring unique experiences to the classroom, and when they feel unwelcome on the basis of those experiences, their motivation to learn decreases significantly. Therefore, it is important that educators allow and encourage dual-identified students to maximize their own experiences, background knowledge, and reasoning to contribute to classroom instruction and activities that promote literacy development (Herrera & Murry, 2011).

In discussing strategies for making content accessible to students, Tyler and Garcia (2013) stress the need to determine the level of difficulty of content in order to “select and use instructional approaches, materials, and assignments that provide comprehensible input” for dual-identified students. In addition, they recommend that teachers “ensure that content, assignments and activities are accessible” and “foster student engagement and motivation to learn” (p. 1).

Similarly, Echevarria and Graves (2015) promote flexibility in the way students show their learning. “If the student understands the information but is unable to express this knowledge in writing, he or she should be provided alternative forms of expression. Language proficiency level cannot be confused with a student’s knowledge of subject matter” (p. 138).

However, by building on what students know and can do, they will be set up for success through and beyond K-12 schooling.

Overall, dual-identified students have the same needs as other EB students for linguistically sustaining practices and content-based instructional methods that embed language in context for increased academic achievement and linguistic progress.

Effective Use of Language Objectives

Planning: Meaningful Practice

Kindergarten Social Studies

Content Objective I will explain the difference between needs and wants. (K.5.B - Economics)	Language Objective I will organize examples of needs and wants based on what I hear. (ELPS 2.I - Listening)

Instructional Practice
Students will be given pictures that illustrate examples of needs and wants. They will listen to the teacher call out the examples of needs and wants as students organize them into categories based on the description the teacher gives, deciding if they are needs or wants. Then, pairs of students will discuss why they chose to group the examples as they did and how needs and wants are different. To fortify listening skills, pairs will find new partners and retell what they recall their original partner explained about the differences of needs and wants. They will be given these sentence stems to begin their final conversation: “My partner said that needs are.... My partner said that wants are....”

2nd Grade Math

Content Objective I will organize a collection of data using a bar graph or pictograph. (2.10.B - Data analysis)	Language Objective I will explain how I organized my data to my table group. (ELPS 3.E - Speaking)

Instructional Practice
After the teacher models how to organize data into bar graphs and pictographs, groups of students will create a bar or pictograph with a set of data. Finally, each student will use a set of data to create either a bar graph or pictograph of their choosing. Prior to sharing orally with their table group how they organized the data, students will rotate to at least two partners in the room to practice their explanation.

4th Grade English Language Arts

Content Objective I will make inferences while reading chapter 1 of Island of the Blue Dolphins. (4.8.A - Multiple genres; literary elements)	Language Objective I will apply my prior knowledge and experiences when making inferences and connecting with text evidence. (ELPS 1.A - Learning Strategies)

Instructional Practice
The teacher will read aloud a section from chapter 1 of Island of the Blue Dolphins by Scott O’Dell. Then, students will re-read the section with a partner, while filling out a 3-column chart with these sections: What I know, What I see, What I infer. In the first column, they will make notes of experiences and prior knowledge they have that relates to what’s happening. Then, they will cite portions of the text that support the formation of an inference. Lastly, they will tell what they infer from the text in the last column. Partners will then pair with another partner group to share their inferences and evidence.

7th Grade Science

Content Objective I will critique a scientific explanation related to the recent unit on force, motion, and energy, using my own reasoning or observations. (7.3.A - Scientific investigation and reasoning)	Language Objective I will use analytical skills to evaluate a scientific explanation of my choosing, providing explanation of my critique with details from my reasoning or observations. (ELPS 4.K - Reading)

Instructional Practice
Pairs of students will choose from a list of scientific explanations related to force, motion, and energy. They will conduct a shared reading of the explanation, while taking notes of their agreements or disagreements. Together, they will conduct an experiment or observation before formulating a written evaluation of the scientific explanation, providing evidence from their observation or experiment. Students will use sentence stems to begin their responses, ranging from simple (I agree because…) to complex (Based on evidence from our observation of …, the scientific explanation of … is correct because…).

Algebra I

Content Objective I will explore the effects on the graph of the parent function f(x)=x² as the function is transformed by replacing the variables. (7.C - Quadratic functions and equations)	Language Objective I will explain in writing how the graph of a quadratic function is changed by various transformations using a word bank. (ELPS 5.B - Writing)

Instructional Practice
Students will explore various transformations (translations, dilations, and reflections) using the variable sliders on a Desmos calculator and replacing the variables in the y=x² + c. Then, using two parabolas, they will write an explanation of how the graph of the quadratic is changed due to the changing variables. A word bank will be provided to include words such as stretch, compress, shift, and vertex.

Chemistry

Content Objective I will differentiate between empirical and molecular formulas. (8.D - Science concepts; chemical reactions)	Language Objective I will use mapping of structural formulas to support my understanding of empirical and molecular formulas. (ELPS 1.C - Learning Strategies)

Instructional Practice
The teacher will model how to create a structural formula for various molecules and how to write the empirical and molecular formulas for each. In small groups, students will create a chart of 5 different molecules, showing the structural, empirical, and molecular formulas. Finally, students will select one other molecule to share with the whole group in which they demonstrate the structural formula and how they discovered the empirical and molecular formulas for the molecule.
Example: Ethane- CH₃ (empirical), C₂H₆ (molecular), structural.

English II

Content Objective I will summarize information on my chosen topic related to the book Life of Pi. (5.D - Response skills)	Language Objective I will report orally on the key information from several sources on my chosen topic related to the reading of Life of Pi. (ELPS 3.H - Speaking)

Instructional Practice
After concluding the reading of the book Life of Pi by Yann Martel, students will select a topic related to the book. They will investigate at least 3 articles or narratives related to the topic. Then, they will explain the key points of their topic to a small group before recording themselves using Flipgrid in order to obtain feedback from another student and the teacher. Students may use their notes when presenting/recording as needed.

World History Studies

Content Objective I will summarize the causes of the global depression immediately following World War I and explain the responses of governments. (11.A and B-History)	Language Objective I will describe in detailed writing on the international, political, and economic causes of the global depression after WWI as well as the responses of the US, Germany, Great Britain, and France. (ELPS 5.G - Writing)

Instructional Practice
After investigating the causes and responses to the global depression after WWI, students will create a type of cause and effect graphic organizer to summarize the details for the causes and responses by governments. Then, the teacher will provide scaffolds, such as word banks, transitional phrase charts, sentence stems and paragraph frames, to support students as they begin to use their graphic organizer to write a brief essay on the causes and responses to the global depression after WWI.

Supplemental Support

Linguistically Accommodated Content Instruction

Communicated Methods	Sequenced Methods	Scaffolded Methods
Provide comprehensible input that includes context-embedded resources and clearly expressed instructions through a communicative language teaching approach.	Differentiate instruction according to students’ language proficiency levels by providing explicit academic language development opportunities and making connections to prior knowledge, including intentional cross-linguistic connections using primary language resources.	Embed structured support that includes oral and written development resources, cooperative learning routines, and instructional modeling with structured tools.

Communicated Methods for Linguistically Accommodated Content Instruction

Description	Implementation Examples
Clear instructions Provide step-by-step instructions to break down how to complete tasks, including a model or exemplar to show the expectation for assignments/tasks.	Instructions may include: a picture of the completed task, a video of the teacher modeling the directions, pictures of the materials/resources, and a word bank with simple definitions, examples, and/or cognates of key terms used in the instructions.
Content Engagement Facilitate repeated exposure to new content in which students use and reuse academic language in meaningful ways and with integrated language domains (listening, speaking, reading, and writing).	Use the same text for reading, writing, and structured discussion activities..
Repetition and Rephrasing Provide multiple opportunities for authentic, meaningful engagement with content, spiraling concepts and vocabulary for repeated practice and using rephrasing techniques for internalization.	Incorporate terms from previous lessons into discussion stems or writing word banks. Model think-alouds and have students repeat the process while rephrasing the teacher’s thoughts.
Visuals Embed visuals that purposefully increase understanding and with intention of connecting to students’ prior knowledge and personal backgrounds.	Use gestures in context for exploration of meaning. For example, demonstrate a gesture when saying a term in a sentence in which it would be used or how it has been encountered. Have students consider the meaning of the term based on the gesture. Allow students to find objects (realia) or create pictures that connect their ideas to new learning. Then, ensure that students have an opportunity to justify or explain why the object or picture connects to the concept explored.
Videos Select and use videos that support comprehensible input.	Provide supports, such as: selecting videos with a clear speaker’s voice and comprehensible pace and visual support of key words/vocabulary, giving a purpose for listening and define key vocabulary prior to viewing, providing stopping points for questions/reflections, and ensuring students have captions available in English or their primary language(s), as needed.

Sequenced Methods for Linguistically Accommodated Content Instruction

Description	Implementation Examples
Choice Provide ways in which students can make selections based on interest and comfortability.	During independent practice or an exploration activity of new content, allow students to choose from a selection of a few options of reading passages related to the topic, varying in length, reading level, point of view, or sub-topic.
Chunking Vocabulary Split new vocabulary into manageable units with embedded context.	Steps for chunking vocabulary: Make a list of all the academic/subject-specific terms and supporting academic vocabulary (cross-curricular terms) needed for a lesson. Prioritize terms, planning for some to be explicitly introduced and for some to be embedded throughout. Introduce no more than about 5 academic terms at one time. Include cross-curricular terms, such as transitional words and phrases so that students have the words needed for academic discourse (classroom conversations). Incorporate the lower priority terms throughout the lesson, embedding with visuals and/or restating for contextual definitions (such as the use of synonyms). Spiral in explicitly introduced and context embedded terms with repeated practice.
Cross-Linguistic Connections Intentionally make connections to students’ primary language(s) and English, fostering an environment that supports students’ translanguaging.	For key academic language in a lesson, draw attention to those terms in the students’ primary language(s). Have students share what they know about a topic based on the meaning in their primary language(s). Point out grammatical or syntactic (sentence structure) similarities or differences between English and students’ primary language(s). This can be teacher or student directed. Provide time for students to talk out their prior knowledge or new learning in language that feels the most comfortable to them, which may be a combination of languages. Create a cognate list for lesson vocabulary or add cognates to existing word walls or anchor charts, bringing attention to them throughout the lesson.
English Language Development (ELD) Tools Use ELD software/tools as supplemental resources to the content, rather than a replacement of content tasks.	If using ELD software/tools, schedule consistent and brief time periods for students to practice targeted language skills. Ensure that the use of the ELD tools do not cause isolation or limit meaningful practice, are customized with activities to target individual needs, are maximized to set goals and track/celebrate linguistic progress, and are available for free use at home, providing instructions for families.
Primary Language Resources Provide access to reference materials in students’ primary languages and incorporate direct instructions on how to use them.	Have students create personal dictionaries with a notebook, flash cards, or digital resource (such as a Google doc) that can be used across content area classes. Train students to add new terms with personal definitions that are generated from using primary language dictionaries, bilingual dictionaries, or content glossaries. Personal dictionaries can be organized in alpha or topic order based on the student’s preference. Make a consistent practice for all students (EB and non-EB students) to refer to reference materials to gain insights in vocabulary and content development.

Scaffolded Methods for Linguistically Accommodated Content Instruction

Description	Implementation Examples
Accessible texts Adapt texts, rather than relying on translation. Translating materials alone is not supportive of second language development, and based on each student’s language development in his/her home language (i.e. Spanish), translation tools or online application translation features may not increase understanding.	Adapt texts by simplifying grade level English texts, such as: highlighting key vocabulary, chunking text into manageable sections with additional headings, and/or adding visual supports to enhance understanding using text-to-speech features for students to have the text read to them, conducting read-alouds by teacher with pauses and appropriate pace or recording them for students to use individually, using primary language texts as side-by-side resources rather than replacements, or having students pre-read using primary language text
Interaction Provide multiple, meaningful opportunities for students to engage in the learning throughout a lesson.	Interaction includes peer to peer discussions, student to teacher conversations, engagement with content and peers or teacher through technology tools, and non-verbal response signals. Examples include: Provide time for students to talk out their ideas with a partner or small group prior to engaging in a whole group discussion. Students should be encouraged to use their primary language as needed to fully discuss their ideas before preparing to respond in the target language for the lesson. Conduct one-on-one or small group interactions with the teacher that provide a space for the teacher to clarify misunderstandings, to give feedback, and to hear about the connections students are making to the content. Incorporate use of technology tools that allow for students to interact anonymously, taking risks in a comfortable way. Embed ways for students to respond to instruction or to demonstrate understanding with non-verbal signals, including use of personal white boards, hand signals (such as thumbs up/down), colored cards to show agreement/disagreement, picture cards, standing up/down, or moving to corners/areas of the room to express ideas/opinions.
Structured Conversations Utilize routines for academic conversations that facilitate effective participation.	Create routines for A and B partners that share as well as listen and respond. Start with student A responding to a question or prompt while student B listens and responds to what student A says. Then, provide time for student B to respond to the prompt while student A listens and responds to what student B says. Adapt as needed with groups of 3 to 4 students, ensuring each student has an opportunity to share and respond to others. Use wait time prior to receiving oral responses, and avoid “teacher talk” during silence for processing. Provide a word bank for students to use a specified number of terms within their partner or small group discussions. Include subject-specific/content terms as well as cross-curricular terms needed to explain understanding. Provide oral or written sentence stems for students to use when participating in conversations particular to the topic, ensuring students have a choice from increasingly more complex sentence structures. Leverage technology applications that provide opportunities for feedback on oracy skills.
Writing Process Use scaffolded support, including prior knowledge in the student’s primary language, to facilitate written responses in the target language.	When the target language is English, rather than students writing in their primary language and translating responses into English, consider the following process: Have students compose a draft in their primary language (or a combination of English and another language) first to get their ideas in written form. Provide sentence frames or paragraph frames for students to structure responses in English. A paragraph frame can give structure to how to begin, how to transition to linking ideas, and how to conclude the response. Students re-write responses using the sentence or paragraph frames with as much English as possible to complete their ideas. Allow students to use translation features or bilingual dictionaries/glossaries as resources for key words needed to complete their compositions in English. Provide opportunities for students to express their ideas in other forms as well, such as oral response, creating a chart or picture, organizing phrases/sentences provided by the teacher into a graphic organizer, etc.
Writing Supports Provide structures needed to process new learning, express understanding, and organize ideas for extended writing.	Structures for processing information and writing are not effective in and of themselves, but the way they are used determines the effectiveness of the tools. Examples of effective use of structural supports: Sentence stems can be provided to students to give the language needed to begin a short response. To target support for students at varying levels of language proficiency, give options of sentence stems with varying degrees from simple to compound or complex structures. Simple: Photosynthesis is… Compound: Humans get the food they need by..., but plants get what they need to survive by... Complex: During photosynthesis, plants… Paragraph frames demonstrate not only how to begin but how to add details, create connections to other paragraphs, and to close an extended response or writing task. Students can be provided with generic paragraph frames for types of writing (such as expository, persuasive, procedural, etc.), or they can be generated for the specific task and topic. This can be done by the teacher having an individual student conference or small group to create the paragraph frame together based on the student’s/students’ ideas. Note-taking templates can be used to ensure students are taking in key information (by listening or reading) and to plan for writing. Provide students with choice on the types of templates they prefer to use, modeling various methods for note-taking and outlining for writing. Use graphic organizers strategically by modeling their use, adding additional headings to focus on key information, incorporating ways for students to represent understanding or ideas through pictures or symbols, and extending notes in graphic organizers into full sentence or paragraph responses (depending on the grade level expectations).