2026 California Association for Bilingual Education Annual Conference

QTEL experts will present at the California Association for Bilingual Education Annual Conference this March 4–7, 2026, in San Francisco, California.

This year’s conference theme is CABE Strong: United for Equity & Empowerment by Our Cultures and Multiplicity of Languages.

Wednesday, March 4 

System-Level Conditions for Implementing and Sustaining Quality DLI Programs

Time: 2:30–3:30 p.m.

Location: Yerba Buena Salon 2 – Lower B2 Level

Presenters: Gabriela Uro and Annette Gregg

Experts will lead participants to explore WestEd’s evidence-based rubrics for evaluating system-level conditions critical to implement and sustain high-quality dual language immersion (DLI) programs. Participants will engage in a guided self-assessment to uncover areas of strength and improvement across district, school, and classroom levels, related to effective program design, strategic staffing, and biliteracy-focuses professional learning. Whether you are a district leader, school administrator, or DLI coordinator, this workshop provides practical frameworks to help you lead transformative change in your DLI programs.

Thursday, March 5 

Sustaining and Expanding DLI Programs: New Opportunity to Meet the Needs of Dually Identified Students

Time: 3:15–4:15 p.m.

Location: Yerba Buena Salon 2 – Lower B2 Level

Presenters: David Lai (Council of the Great City Schools) and Gabriela Uro (WestEd)

This session offers an overview of the Council of the Great City Schools (CGCS) and WestEd partnership to develop tools and protocols to support districts in sustaining quality Dual Language Immersion (DLI) programs and expanding instructional models to also serve dually identified students. Participants will learn about the DLI Playbook for Inclusive Programming, a tool jointly developed by CGCS and WestEd to help districts design DLI programs that effectively serve dually identified students. WestEd will also share its DLI implementation rubrics, which can help districts discern areas of growth and improvement to sustain or expand DLI programs. 

Coaching Teachers to Implement the ELA/ELD Framework With Impact

Time: 3:15–4:15 p.m.

Location: Sierra C – Fifth Floor

Presenters: Annette Gregg (WestEd) and Luis Covarrubias (Hayward Unified School District)

This session highlights how instructional coaching can support teachers in implementing California’s English Language Arts (ELA)/English Language Development (ELD) Framework with a focus on shifting mindsets and classroom practices. Participants will explore key framework-aligned strategies such as integrated language instruction, purposeful scaffolding, and collaborative conversations to learn how coaching can foster sustainable change that supports Multilingual Learner success in both integrated and designated ELD settings.

Friday, March 6

Language, Leadership, and Learning: Jurupa USD’s Journey Toward Opportunity for ELs

Time: 1:45–2:45 p.m.

Location: Yerba Buena Salon 12 – Lower B2 Level

Presenter: Annette Gregg (WestEd)

This session explores how systematic leadership can drive sustainable change for Multilingual Learners. Participants will learn how Jurupa Unified School District developed a shared vision and professional learning plan to support all students. We will share lessons learned in aligning efforts across district leaders, site administrators and teachers, building trust, and maintaining focus on opportunity, language development, and access to rigorous instruction. Attendees will leave with ideas on how to start coherent, locally-relevant improvement efforts for Multilingual Learners.

Saturday, March 7 

What am I doing here?: Motivating, Engaging, and Supporting LTEL Students

Time: 9–10 a.m.

Location: Yerba Buena Salon 3 – Lower B2 Level

Presenter: Mary Schmida

Long-term English Learners (LTELs) represent a significant subgroup of multilingual students in the United States, especially in California. Having been in U.S. schools for more than 7 years, their prolonged experience in the educational system without mastery of English highlights systemic issues such as inconsistent instructional support and the need for high-quality curricula and instruction. This presentation focuses on who our LTEL students are and, more important, shares a model curriculum designed specifically for LTELs, illustrating the pedagogical features and topics necessary to motivate and engage them.