Resource Library

Reopening Washington Schools 2020: Guidance for Supporting Multilingual/English LearnersThis guidance is designed as a companion resource to the Office of Superintendent of Public Instruction's (OSPI's) "Reopening Washington Schools 2020: District Planning Guide" (ED606044), issu

Home Language Surveys (HLS) are widely used by states as an initial screening tool to determine whether students should receive English language services. Typically, parents or guardians are asked to complete the HLS when enrolling a student in school.

The Dual Language Learner (DLL) population in the United States is growing. However, there are few standardized policies for identifying DLLs and for understanding how best to support them.

One-third of children ages five and under in the United States have at least one parent who speaks a language other than English. These Dual Language Learners (DLLs) are a diverse and growing group who have the potential to develop as multilingual and multiliterate individuals.

Elementary teachers often have difficulty determining whether a student should be referred for special education services. That task is further compounded when the student is an English learner (EL).

Students with limited English proficiency face numerous educational challenges with the potential result of large achievement gaps between these students and their English proficient peers.

This report addresses effective strategies to promote early math learning for dual language learners (DLLs) in educational settings and at home. The report begins with an overview of the importance of early math learning and math achievement among DLLs nationally and in California.

This interactive report by the Education Commission of the States provides a national comparison of states' English learner (EL) policies. The information used in this report was gathered through a review of state statutes and regulations.

The purpose of this case study was to determine which types of instructional scaffolds are most effective in developing the mathematical reasoning of fifth-grade English learners (ELs) who have learning disabilities (LD).

When the Every Student Succeeds Act (ESSA) was signed into law in 2015, it was seen as a significant step forward for English learners (ELs). ESSA increased accountability for ELs, including their progress towards English proficiency and their performance in academic subjects.