Resource Library

Displaying 1 - 10 of 79

Standards-in-Action 2.0 English Learner Institute to Cultivate Content Knowledge and Language Competence

Published Year

2023

Resource Type

Toolkit

Target Audience(s)

Educators of English Learners

The Standards-in-Action (SIA) 2.0 English Learner (EL) Training Institute shows adult educators how to provide college and career readiness (CCR) instruction to ELs.

On the right path: Newcomer student enrollment and course placement promising practices

Published Year

2023

Resource Type

Report

Target Audience(s)

Educators of English Learners

Administrators

State Education Agencies

This report examines the number of SEAs that provide guidance in collecting and using students’ prior education experiences in initial enrollment, as well as the specificity of the guidance that SEAs provide.

The Accountability System English Learners Deserve: Framework for an Effective and Coherent Accountability System for ELs

Published Year

2021

Resource Type

Report

This brief, written by Californians Together, a coalition of partners and educators across the state, presents a framework for what an equitable and assets-oriented approach to an accountability system for the state's English learners (ELs) could be.

Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners

Published Year

2020

Resource Type

Journal

This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set.

Surveying the Landscape of California's English Learner Reclassification Policy

Published Year

2021

Resource Type

Report

How do California's school districts decide when English learners (ELs) are ready to exit the EL designation through the process of reclassification? This is the question that California's policymakers asked and which this brief discusses.

Strategies to Identify and Support English Learners with Learning Disabilities

Published Year

2020

Resource Type

Journal

There are no definitive processes for identifying English learner (EL) students with learning disabilities and determining the best academic supports for them.

ELLs on the Cusp: Should We Reclassify?

Published Year

2020

Resource Type

Journal

Reclassification is the process for determining when an English learner (EL) is sufficiently proficient in English to no longer be considered an EL and thus exited from the EL program and supports.

Intersections of Language, Content, and Multimodalities: Instructional Conversations in Mrs. B's Sheltered English Biology Classroom

Published Year

2019

Resource Type

Journal

The authors of this two-year case study investigated expert language/content instructional strategies in a high school science class composed of English learners (ELs) speaking different languages and at different stages of English acquisition.

Identification of Hispanic English Language Learners in Special Education

Published Year

2019

Resource Type

Journal

What factors contribute to the overrepresentation of English learners (ELs) in special education and, conversely, ELs who remain in an ESL class when they should be referred for special education services?

Supporting Reading Comprehension for Students Who Are Learning English and Have Learning Disabilities

Published Year

2019

Resource Type

Journal

The article describes research-based instructional practices to improve the reading comprehension and academic vocabulary of English Learners (ELs) in the secondary grades. Adolescent ELs who have difficulty with English proficiency most likely have difficulty with reading comprehension.

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