Publications

Responding to the needs of newcomer students in an appropriate and timely manner requires understanding their educational experiences. This guide supports districts in defining and identifying newcomers and SLIFE, determining what background information is needed, collecting it through a customizable Educational Background Questionnaire (EBQ), and using that information to inform placement decisions, instructional programming, and wraparound supports.

This 2nd edition of Supporting Excellence: A Framework for Developing, Implementing, and Sustaining a High-Quality District Curriculum is designed to help districts: determine the quality and alignment of curriculum guidance to clarify the district’s learning expectations at each grade-level with a focus on student assets and diverse learners.

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.

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.

In light of the growing development in policy and practice that recognizes the importance of early identification of students at risk for reading difficulties and dyslexia through universal screening, districts will need to carefully consider how this may impact English learners.