Bilingual Education

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    A Framework for Foundational Literacy Skills Instruction for English Learners: Instructional Practice and Materials Considerations
    English learners (ELs) need a comprehensive and connected approach to foundational literacy skills development that involves grade-level instruction by teachers who build on the linguistic repertoire of ELs, teaching how the English language system works to convey meaning. This document rethinks English foundational skills instruction—explicating the research, explaining what teachers should know, and providing considerations for designing and selecting instructional materials.
    80 pages
    May 2023
    Great City Schools Step Up to Meet the Needs of Refugee Children
    In May of 2022, the Council of the Great City Schools brought together bilingual directors, educators, and staff from big-city member districts and invited them to share the work they had done and continue to do on behalf of newcomers and refugee students and their families. In addition to providing newcomer aid, instruction, and social services to the new arrivals, attendees reported helping families find housing and coordinating community services.
    4 pages
    March 2023
    District Considerations for Universal Dyslexia Screening: Ensuring Appropriate Implementation and Instruction for English Learners
    In light of the growing development in policy and practice that recognizes the importance of early identification ofstudents at risk for reading difficulties and dyslexia through universal screening, districts will need to carefully considerhow this may impact English learners.
    6 pages
    October 2022
    Raising the Achievement of English Learners in East Baton Rouge Public Schools
    This report was written to help EBRPSS achieve these goals and maximize the district’s capacity to educate all students eff
    174 pages
    Fall 2022
    Connecting 3Ls™ to English Language Development Standards & Frameworks
    School districts that have adopted the 3Ls™ approach to provide rigorous instruction for English learners (ELs) have, invariably, had to make a case for what this approach offers, how it reflects best practices in English language development (ELD) instruction, and how it meets the needs of English learners. They have also had to make explicit connections to their own district standards, frameworks, and practices that guide their instruction to English learners.
    32 pages
    September 2021
    Supporting English Learners in the COVID-19 Crisis
    This guide is the ninth in a series developed by the Council of the Great City Schools to help districts as they prepareto reopen schools—whatever that may look like—in the 2020-21 school year.
    56 pages
    August 2020
    Assessing Language Proficiency during Extended School Closures
    This document provides sample questionnaires across grade bands that are designed to provisionally identify students as English learners (ELs) during the COVID-19-related school closures, which impede the administration of face-to-face screening protocols.
    28 pages
    May 2020
    Raising the Achievement of English Learners in Providence Public Schools
    The report examines such areas as the district’s vision and goals for ELLs, the number and variety of languages spoken by Providence’s children, achievement levels and English-proficiency rates, graduation rates, identification, registration, and placement processes, ELL access to district curriculum and the quality of that curriculum, program design, teacher assignments, monitoring, parent engagement, professional development, ELLs in special education, data systems, and the like.
    192 pages
    September 2019