Resource Library

Displaying 1 - 10 of 24

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.

Making “Small Waves of Change”: Dual Language and General Education Teacher Transformation through Instructional Coaching

Published Year

2023

Resource Type

Journal

Target Audience(s)

Administrators

Educational Leaders

Elementary Educators

Researchers

This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content)and teachers’ individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived in

When literacy ate language: An analysis of a research-based literacy intervention for designated English Learners

Published Year

2023

Resource Type

Journal

Target Audience(s)

Educators of Bilingual Students

Language Researchers

Scripted literacy programs are frequently used with designated English learners (ELs) as an intervention to address below–grade-level reading comprehension.

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.

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.

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?

Why Am I in Reading Intervention? A Dual Analysis of Entry and Exit Criteria

Published Year

2018

Resource Type

Journal

This article discusses reading intervention courses at the high school level and how these courses can limit the educational opportunities of linguistically diverse students of color.

Examination of Identification and Placement Decisions Made for K-12 English Learners WCER Working Paper

Published Year

2018

Resource Type

Report

This study examined how K-12 educators in various roles at the district- and school-levels identify and place English learners (ELs) in language instruction educational programs. The study included a stratified random sample of 476 educators from 35 U.S.