Two New Council Resources Launched to Support English Learner Success

 

Large urban school districts across the nation now have access to a research-informed playbook, designed to help districts create and sustain inclusive dual language immersion (DLI) programs for dually identified students, or English learners who also have disabilities.

Developed by the Council of the Great City Schools and WestEd, the resource, entitled  Supporting Dually Identified Students in Dual Language Immersion, examines the intersection of bilingualism, language development, and disabilities; explores common systemic barriers to effective service delivery; and highlights how DLI can serve as a model for supporting this growing student population.

The publication identifies five critical features of inclusive dual language immersion programs:

• Inclusive access to language and content
• Integrated language development and special education services
• Holistic staffing and collaboration
• Culturally and linguistically responsive instruction with high expectations
• Meaningful family engagement

“This resource reflects a shared commitment to ensuring that dually identified students can develop biliteracy, access rigorous instruction, and receive the coordinated support they need to thrive,” said Council Executive Director Ray Hart. Developed with input from urban school district practitioners and national experts, it demonstrates how our big-city school leaders are sharing their expertise to ensure success for this growing population in our Great Cities and nationwide.”

New Publication to Boost Algebra Success

Completing Algebra I by the end of grade 9 can open pathways to advanced mathematics and future educational opportunities. Yet placement practices, course pathways, language-service structures, and uneven supports can make it harder for some students to access and successfully complete this milestone.

The Council, in partnership with UnidosUS, has released Advancing Algebra I Success by Grade 9: Barriers and Promising Practices for Latino and English Learner Students.

Drawing on district data, prior program reviews, surveys, focus groups, interviews, and the perspectives of urban school practitioners, the publication examines how district policies, practices, and system conditions influence students’ access to, placement in, and successful completion of Algebra I by the end of grade 9.

Advancing Algebra identifies key barriers, highlights promising district actions, and offers practical recommendations for strengthening placement practices, student supports, mathematics pathways, family engagement, and data monitoring and accountability.

Both of these publications can be downloaded at: https://www.cgcs.org/publications?post_category_id=21