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ELL: Grades K-12: Research
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This report presents information about assessment, instructional interventions, and professional development with a particular focus on ELL students who have been identified with a language and/or learning disability or who are at risk for reading difficulties. The focus of the intervention section is on those that have demonstrated success at remediating reading for ELLs who have either identified language impairment, reading and/or learning disabilities, or those who are performing significantly below their peers in reading achievement. The report also offers recommendations followed by discussion and empircal evidence for the types of instructional interventions that best serve ELLs who are at risk for reading difficulties who may or may not have an identified language and/or learning disability.
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Published: 9/21/2009 10:53 AM
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This book, released in October 2006, is the first in a series of three Practical Guidelines for the Education of English Language Learners. It provides evidence-based recommendations for policymakers, administrators, and teachers in K-12 settings who seek to make informed decisions about instruction and academic interventions for ELLs. The domains of focus include reading and mathematics, and the recommendations apply to both a class-wide instructional format and individualized, targeted interventions, depending on the population and the goals of the instruction. A PowerPoint presentation overview of the series is available below for downloading. New for November 2007 is the Professional Development PowerPoint to supplement the content of this book. The detailed slides and speaker notes summarize and augment the information contained in the book and may be used to provide professional development during inservice training to educators teaching in grades K-12.
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Published: 11/12/2007 4:55 PM
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This book, released in October 2006, is the second in a series of three Practical Guidelines for the Education of English Language Learners. This document was written primarily for the group of ELLs who are adolescent newcomers to the United States and who have a relatively short period of time in which to simultaneously develop academic language skills and master grade-level content. It provides evidence-based recommendations for policymakers, administrators, and teachers in middle and high schools who seek to make informed decisions about effectively serving adolescent newcomers. A PowerPoint overview is available below for downloading. New for November 2007 is the Professional Development PowerPoint to supplement the content of this book. The detailed slides and speaker notes summarize and augment the information contained in the book and may be used to provide professional development during inservice training to educators teaching in middle and secondary grades.
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Published: 11/9/2007 5:37 PM
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This book, released in October 2006, is the third in a series of three Practical Guidelines for the Education of English Language Learners. NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for teaching English and content knowledge to ELLs. ELLs present a unique set of challenges to educators because of the central role played by academic language proficiency in the acquisition and assessment of content-area knowledge. This document focuses particularly on research-based recommendations on the use of accommodations to increase the valid participation of ELLs in large-scale assessments. A PowerPoint overview is available below for downloading.
New for November 2007 is the Professional Development PowerPoint to supplement the content of this book. The detailed slides and speaker notes summarize and augment the information contained in the book and may be used to provide professional development during inservice training to educators teaching in the elementary, middle, and secondary grades.
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Published: 11/9/2007 5:30 PM
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This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners.
Also included are comments from experts in response to questions about methods for improving academic literacy in adolescents and examples of state activities in support of improved adolescent literacy in California, Florida, Rhode Island, and Washington.
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Published: 3/9/2007 1:22 PM
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This handbook, edited by the Center on Innovation and Improvement, was developed by the five national content centers (Assessment and Accountability Comprehensive Center, Center on Innovation & Improvement, Center on Instruction, National Comprehensive Center for Teacher Quality, and National High School Center). The purpose of the Handbook is to bolster the effective implementation of the intervention models and strategies outlined in the 2009 School Improvement Grant (SIG) program in order to achieve the program’s clear goal—rapid improvement of persistently low-achieving schools. In particular, this Handbook offers practical explanations of the SIG’s required and recommended models and strategies, references to the underlying research, and connections to useful resources. The intended audience includes state education agencies (SEAs), local education agencies (LEAs), charter management organizations (CMOs), education management organizations (EMOs), organizational partners engaged in school improvement, and schools engaged in rapid improvement. To download the entire 210-page document, each chapter individually, or chapters by topic, click here.
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Published: 1/21/2010 2:30 PM
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This brief from the Assessment and Accountability Comprehensive Center is an introduction to the Framework itself, which is expected to be released in Winter 2009. The Framework was conceived as a tool to help states and districts develop and implement high-quality standards and assessments that are valid and that reliably measure ELLs' language development. The brief can be downloaded at the AACC website at http://www.aacompcenter.org/cs/aacc/print/htdocs/aacc/resources_sp.htm
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Published: 11/19/2008 2:14 PM
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This practitioner brief from NCCRESt discusses four key elements of culturally and linguistically responsive prereferral intervention for culturally and linguistically diverse students: 1) preventing school underachievement and failure, 2) early intervention for struggling learners, 3) diagnostic/prescriptive teaching, and 4) availability of general education problem-solving support systems.
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Published: 9/16/2008 9:26 AM
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