# data[].attributes.attachment_link.description
Login to access the WIDA Secure Portal for test preparation, administration and post-testing resources; training courses; user account management; and SEA resources.

# data[].attributes.headline
Developing Language for Learning in Mathematics eWorkshop

# data[].attributes.subject
Developing Language for Learning in Mathematics eWorkshop

# data[].attributes.attachment_link.description
Login to access the WIDA Secure Portal for test preparation, administration and post-testing resources; training courses; user account management; and SEA resources.

# data[].attributes.attachment_link.description
Login to access the WIDA Secure Portal for test preparation, administration and post-testing resources; training courses; user account management; and SEA resources.

# data[].attributes.headline
Leading for Equity: Classroom Walkthrough

# data[].attributes.subject
Leading for Equity: Classroom Walkthrough

# data[].attributes.attachment_link.description
Login to access the WIDA Secure Portal for test preparation, administration and post-testing resources; training courses; user account management; and SEA resources.

# data[].attributes.headline
Social Studies: Engaging Multilingual Learners through Inquiry

# data[].attributes.subject
Social Studies: Engaging Multilingual Learners through Inquiry

# data[].attributes.attachment_link.description
Login to access the WIDA Secure Portal for test preparation, administration and post-testing resources; training courses; user account management; and SEA resources.

# data[].attributes.attachment_link.description
Putting it all togetherThe WIDA English Language Development Standards Framework, 2020 Edition serves as a resource for planning and implementing language curriculum, instruction and assessment for multilingual learners.Educators can use the 2020 Edition to

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Culturally Responsive School Practices to Promote the Success of Native American English Learners

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Culturally Responsive School Practices to Promote the Success of Hispanic English Learners

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Culturally Responsive School Practices to Promote the Success of Hispanic English Learners

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Culturally Responsive School Practices to Promote the Success of Hispanic English Learners

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Regional Education Laboratories: Walking in Both Worlds

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Regional Education Laboratories: Walking in Both Worlds

# data[].attributes.attachment_link.readable_text
This mini-documentary explores the context of language acquisition and development among Native American students in New Mexico. Interviews with researchers and educators highlight the importance of schools' supporting Native American students in two crucial areas: (1) native language acquisition, development, and preservation and (2) English language acquisition and development. Researchers note that heritage language acquisition and development can help Native American students advance their English language skills.

Viewers will learn about promising research-based strategies that educators, administrators, and community and tribal leaders can use to support Native American students' language acquisition. Additional themes explore culturally responsive practices and tribal leader and community engagement.

Featured speakers include Tiffany S. Lee, Ph.D., professor and chair of the Native American Studies Department at the University of New Mexico (UNM); Christine Sims, Ph.D., associate professor and director of the American Indian Language and Policy Research and Teacher Training Center at UNM; and Laurie Smith, English Language Arts instructor at Zuni High School. Smith also discusses her former role on the American Indian English Learners Task Force at the New Mexico Public Education Department.

# data[].attributes.attachment_link.keywords[]
regional educational laboratory english language learners

# data[].attributes.attachment_link.description
This mini-documentary explores the context of language acquisition and development among Native American students in New Mexico. Interviews with researchers and educators highlight the importance of schools' supporting Native American students in two crucial areas: (1) native language acquisition, development, and preservation and (2) English language acquisition and development.

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Hispanic Language Heritage: Language Assets for Career Preparedness

# data[].attributes.subject
Hispanic Language Heritage: Language Assets for Career Preparedness

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Hispanic Language Heritage: Language Assets for Career Preparedness

# data[].attributes.headline
Hispanic Language Heritage: Retention of Heritage Culture and Language(s)

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Hispanic Language Heritage: Retention of Heritage Culture and Language(s)

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Hispanic Language Heritage: Retention of Heritage Culture and Language(s)

# data[].attributes.headline
Teacher Collaboration Aligning Content and Language Instruction

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Teacher Collaboration Aligning Content and Language Instruction

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Teacher Collaboration Aligning Content and Language Instruction

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Aligning Structural and Instructional Practices to Promote English Learner Success During the 2020–21 School Year

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Aligning Structural and Instructional Practices to Promote English Learner Success During the 2020–21 School Year

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Aligning Structural and Instructional Practices to Promote English Learner Success During the 2020–21 School Year

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Engaging English Learner Communities and Families through Distance Learning

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Engaging English Learner Communities and Families through Distance Learning

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Engaging English Learner Communities and Families through Distance Learning

# data[].attributes.headline
Engaging English Learner Communities and Families through Distance Learning

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Engaging English Learner Communities and Families through Distance Learning

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Engaging English Learner Communities and Families through Distance Learning

# data[].attributes.headline
Starting the School Year in a Blended/DistanceLearning Setting – Building Relationships with Students andFamilies

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Starting the School Year in a Blended/DistanceLearning Setting – Building Relationships with Students andFamilies

# data[].attributes.attachment_link.title
Starting the School Year in a Distance Learning Setting: Building Relationships With Multilingual and English Learners

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Date: August 25, 2020

Presenters: Marie Mancuso, Mayra Valtierrez, Johnpaul Lapid

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Facilitating English Learners’ Oral LanguageDevelopment While Engaging in Distance Learning

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Facilitating English Learners’ Oral LanguageDevelopment While Engaging in Distance Learning

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Facilitating English Learners' Oral Development While Engaging in Distance Learning

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Date: September 1, 2020

Presenters: Marie Mancuso, Nicholas Catechis, Andrea Chavez

# data[].attributes.headline
Lesson Planning for English Learners in DistanceLearning Environments: Elementary Educators

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Lesson Planning for English Learners in DistanceLearning Environments: Elementary Educators

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Lesson Planning for English Learners in Distance Learning Environments: Elementary Educators

# data[].attributes.attachment_link.description
Date: September 15, 2020

Presenters: Marie Mancuso, Ruth Sebastian, Melissa Gooch

# data[].attributes.headline
Lesson Planning for English Learners in DistanceLearning Environments: Secondary Educators

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Lesson Planning for English Learners in DistanceLearning Environments: Secondary Educators

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Lesson Planning for English Learners in Distance Learning Environments: Secondary Educators

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Date: September 22, 2020

Presenters: Marie Mancuso, Nicholas Catechis, Dixie Vejil

# data[].attributes.headline
Supporting Elementary English Learners at theEntering and Emerging Levels of Proficiency throughDesignated ELD

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Supporting Elementary English Learners at theEntering and Emerging Levels of Proficiency throughDesignated ELD

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Supporting Elementary English Learners at the Entering and Emerging Levels of Proficiency Through Designated ELD

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Date: October 13, 2020

Presenters: Marie Mancuso, Johnpaul Lapid, Ann Swickard

# data[].attributes.headline
Supporting Secondary English Learners at theEntering and Emerging Levels of Proficiency throughDesignated ELD

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Supporting Secondary English Learners at theEntering and Emerging Levels of Proficiency throughDesignated ELD

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Supporting Secondary English Learners at the Entering and Emerging Levels of Proficiency

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Date: October 20, 2020

Presenters: Marie Mancuso, Lee Hartman, Maria Rodriguez-Burns

# data[].attributes.headline
Supporting Elementary English Learners at theDeveloping and Expanding Levels of Proficiency throughDesignated ELD

# data[].attributes.subject
Supporting Elementary English Learners at theDeveloping and Expanding Levels of Proficiency throughDesignated ELD

# data[].attributes.attachment_link.title
Supporting Elementary English Learners at the Developing and Expanding Levels of Proficiency Through Designated ELD Presenters

# data[].attributes.headline
Supporting Secondary English Learners at the Developing and Expanding Levels of Proficiency through Designated ELD

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Supporting Secondary English Learners at the Developing and Expanding Levels of Proficiency through Designated ELD

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Supporting Secondary English Learners at the Developing and Expanding Levels of Proficiency through Designated ELD

# data[].attributes.attachment_link.description
Date: November 3, 2020

Presenters: Marie Mancuso, Nicholas Catechis, Maria Burns

# data[].attributes.headline
Integrating ELD into Elementary Settings – ELA,Science, Social Studies

# data[].attributes.subject
Integrating ELD into Elementary Settings – ELA,Science, Social Studies

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Integrating ELD into Elementary Settings - ELA, Science, and Social Studies

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Date: November 10, 2020

Presenters: Marie Mancuso, Ruth Sebastian, Viridiana Cisneros

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Integrating ELD into Secondary ELA and Social Studies

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Integrating ELD into Secondary ELA and Social Studies

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Integrating ELD into ELA and Social Studies (!)

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Date: November 17, 2020

Presenters: Nicholas Catechis, Beth Anthony, Mayra Valtierrez

# data[].attributes.headline
Integrating ELD into Elementary Settings – Math

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Integrating ELD into Elementary Settings – Math

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Integrating ELD into Elementary Math Settings

# data[].attributes.attachment_link.description
Date: December 1, 2020

Presenters: Marie Mancuso, Melanie Packham, Karen Delay

# data[].attributes.headline
Integrating ELD into Secondary Mathematics

# data[].attributes.subject
Integrating ELD into Secondary Mathematics

# data[].attributes.attachment_link.title
Integrating ELD into Secondary Math Settings

# data[].attributes.attachment_link.description
Date: January 12, 2021

Presenters: Marie Mancuso, Haiwen Chu, Nicole Erdelyi

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Integrating ELD into Secondary Science Settings

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Date: January 19, 2021

Presenters: Marie Mancuso, Haiwen Chu, Erika Guaba-Roldan

# data[].attributes.headline
Formative Assessment Practices for English Learners in Distance Learning Environments

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Formative Assessment Practices for English Learners in Distance Learning Environments

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Formative Assessment Practices for English Learners in Distance Learning Environments

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Date: January 26, 2021

Presenters: Marie Mancuso, Annette Gregg, Jessica Shay

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Learning A-Z https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png 2002 866-889-3729 support@learninga-z.com 1840 E River Rd Ste 320 Tucson AZ 85718 USA

Products: Raz-Plus
Format: Micro-Learning

Watch Now

Description

This recorded series of micro-learning sessions shows you everything you need to know to get started with Raz-Plus. Learn how to set up student access, manage students, and create assignments. Explore the wide array of instructional resources, and get familiar with the student experience.

In this recorded series, learn how to:

Navigate Raz-Plus

Access the wide array of resources to use for differentiated instruction and practice

Set up student access and create personalized assignments

View the Raz-Plus student experience on Kids A-Z

Watch Now

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Blasting Off With Raz-Plus Recorded Micro-Learning Series

# data[].attributes.attachment_link.description
Learning A-Z https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png 2002 866-889-3729 support@learninga-z.com 1840 E River Rd Ste 320 Tucson AZ 85718 USA Products: Raz-Plus Format: Micro-Learning Watch Now This recorded series of micro-learning sessions shows you everything you need to know to get started with Raz-Plus. Learn how to set up student access, manage students, and create assignments.

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Exploring Benchmark Assessment Tools in Raz-Plus

# data[].attributes.subject
Exploring Benchmark Assessment Tools in Raz-Plus

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Learning A-Z https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png 2002 866-889-3729 support@learninga-z.com 1840 E River Rd Ste 320 Tucson AZ 85718 USA

Products: Raz-Plus
Format: Recorded Webinar

View Webinar

Description

This recorded webinar introduces how to monitor student progress using assessment tools found in Raz-Plus and Reading A-Z. Use assessment tools to guide instruction for key reading behaviors and foundational skills.

In this recorded webinar, learn how to:

Explore the digital and printable assessment tools

Assign and review benchmark assessments

View steps to complete benchmark assessments

View Webinar

RELATED OFFERINGS

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Exploring Benchmark Assessment Tools in Raz-Plus | Learning A-Z

# data[].attributes.attachment_link.description
Learning A-Z https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png 2002 866-889-3729 support@learninga-z.com 1840 E River Rd Ste 320 Tucson AZ 85718 USA Products: Raz-Plus Format: Recorded Webinar View Webinar This recorded webinar introduces how to monitor student progress using assessment tools found in Raz-Plus and Reading A-Z. Use assessment tools to guide instruction for key reading behaviors and foundational skills.

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Learning A-Z https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png 2002 866-889-3729 support@learninga-z.com 1840 E River Rd Ste 320 Tucson AZ 85718 USA

Products: Raz-Plus, Kids A-Z
Format: Recorded Webinar

View Webinar

Description

This recorded webinar provides an overview of how to access reports in Raz-Plus. Learn how to view assignment completion and progress from student activity in the Kids A-Z student portal.

In this recorded webinar, learn how to:

Explore Raz-Plus student reports

Monitor assignment completion, quiz scores, and Level Up! progress

View the Parent Portal, including how to give parents access

View Webinar

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Accessing Reports in Raz-Plus - Recorded Webinar | Learning A-Z

# data[].attributes.attachment_link.description
Learning A-Z https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png 2002 866-889-3729 support@learninga-z.com 1840 E River Rd Ste 320 Tucson AZ 85718 USA Products: Raz-Plus, Kids A-Z Format: Recorded Webinar View Webinar This recorded webinar provides an overview of how to access reports in Raz-Plus. Learn how to view assignment completion and progress from student activity in the Kids A-Z student portal.

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Exploring Raz-Plus Resources for Summer Reading

# data[].attributes.subject
Exploring Raz-Plus Resources for Summer Reading

# data[].attributes.attachment_link.readable_text
Learning A-Z https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png 2002 866-889-3729 support@learninga-z.com 1840 E River Rd Ste 320 Tucson AZ 85718 USA

Products: Raz-Plus
Format: Recorded Webinar

View Webinar

Description

This recorded webinar provides an overview of available Raz-Plus resources you can use to encourage independent summer reading practice. Explore reading resources for students and parents to use over the summer.

In this recorded webinar, learn how to:

Explore summer reading resources, including Distance Learning Packs

Promote summer reading through the Reading Room and assignments

Inform families about summer reading opportunities and activities

View Webinar

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Exploring Raz-Plus Resources for Summer Reading | Learning A-Z

# data[].attributes.attachment_link.description
Learning A-Z https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png 2002 866-889-3729 support@learninga-z.com 1840 E River Rd Ste 320 Tucson AZ 85718 USA Products: Raz-Plus Format: Recorded Webinar View Webinar This recorded webinar provides an overview of available Raz-Plus resources you can use to encourage independent summer reading practice. Explore reading resources for students and parents to use over the summer.

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Learning A-Z https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png 2002 866-889-3729 support@learninga-z.com 1840 E River Rd Ste 320 Tucson AZ 85718 USA

Products: Raz-Plus
Format: Recorded Webinar

View Webinar

Description

This recorded webinar provides an overview of available Raz-Plus resources you can use to encourage independent summer reading practice. Explore reading resources for students and parents to use over the summer.

In this recorded webinar, learn how to:

Explore summer reading resources, including Distance Learning Packs

Promote summer reading through the Reading Room and assignments

Inform families about summer reading opportunities and activities

View Webinar

# data[].attributes.attachment_link.title
Exploring Raz-Plus Resources for Summer Reading | Learning A-Z

# data[].attributes.attachment_link.description
Learning A-Z https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png 2002 866-889-3729 support@learninga-z.com 1840 E River Rd Ste 320 Tucson AZ 85718 USA Products: Raz-Plus Format: Recorded Webinar View Webinar This recorded webinar provides an overview of available Raz-Plus resources you can use to encourage independent summer reading practice. Explore reading resources for students and parents to use over the summer.

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Learning A-Z https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png 2002 866-889-3729 support@learninga-z.com 1840 E River Rd Ste 320 Tucson AZ 85718 USA

For Schools and Districts Using Shared Rostering

Products: Kids A-Z
Format: Recorded Webinar

View Webinar

Description

Developed specifically for school or district customers who have enabled Shared Rostering, this recorded webinar provides an overview of how to share students into a class roster and manage shared student assignments.

In this recorded webinar, learn how to:

Share a student into the classroom roster

Group shared students

Send assignments to shared students

Remove a shared student from the classroom roster

Review data for shared students

Related class materials:

Shared Rostering with Relaxed Product Parity Overview

View Webinar

# data[].attributes.attachment_link.title
Blasting Off With Shared Rostering Recorded Webinar | Learning A-Z

# data[].attributes.attachment_link.description
Learning A-Z https://www.learninga-z.com/assets/img/LAZ_clg_logo-rgb.png 2002 866-889-3729 support@learninga-z.com 1840 E River Rd Ste 320 Tucson AZ 85718 USA For Schools and Districts Using Shared Rostering Products: Kids A-Z Format: Recorded Webinar View Webinar Developed specifically for school or district customers who have enabled Shared Rostering, this recorded webinar provides an overview of how to share students into a class roster and manage shared student assignments.

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English Language Development Instructional Framework ELDIF

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English Language Development Instructional Framework ELDIF

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3hours

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Login to access the WIDA Secure Portal for test preparation, administration and post-testing resources; training courses; user account management; and SEA resources.

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Login to access the WIDA Secure Portal for test preparation, administration and post-testing resources; training courses; user account management; and SEA resources.

# data[].attributes.headline
Social Studies: Engaging Multilingual Learners through Inquiry eWorkshop

# data[].attributes.subject
Social Studies: Engaging Multilingual Learners through Inquiry eWorkshop

# data[].attributes.attachment_link.description
Login to access the WIDA Secure Portal for test preparation, administration and post-testing resources; training courses; user account management; and SEA resources.

# data[].attributes.headline
The WIDA ELD Standards Framework: A Collaborative Approach

# data[].attributes.subject
The WIDA ELD Standards Framework: A Collaborative Approach

# data[].attributes.attachment_link.description
Login to access the WIDA Secure Portal for test preparation, administration and post-testing resources; training courses; user account management; and SEA resources.

# data[].attributes.attachment_link.description
Login to access the WIDA Secure Portal for test preparation, administration and post-testing resources; training courses; user account management; and SEA resources.

# data[].attributes.headline
Making Cultural Responsiveness a Meaningful Aspect of Your Mission

# data[].attributes.subject
Making Cultural Responsiveness a Meaningful Aspect of Your Mission

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Webinar FAQ

I will not be able to attend the live webinar. Will I be able to watch the webinar at a later date?
Yes. All webinars are recorded and made accessible on our website. The recording is made available for viewing approximately one week after the webinar's live date. Please return to this page at that time to view the recording.

If you register for the webinar, we will send you an email once the recording is available.

Do you offer certification or proof of attendance?
Certificates are provided to attendees of the live webinar only. Certificates are emailed to all attendees of the live webinar approximately one week after the webinar. Certificates are not provided to viewers of recorded webinars.

Where can I see a list of upcoming webinars?
All past and upcoming webinars are on our webinar page. For Solution Tree webinars, visit SolutionTree.com/Webinars. For Marzano webinars, visit MarzanoResources.com/Webinars.

Book Study FAQ

Will the book study be recorded?
Sessions of select book studies are recorded and made accessible on our website. The recording is made available for viewing approximately 2-3 business days after the book study's live date. Please return to this page at that time to view the recording. Recordings are made available for a limited time.

Can I join if I have missed a session?
Yes, you can join a book study at any time during its live broadcast.

Will a copy of the book be provided to participants?
No, a copy of the book will not be provided. You may order the book at any time. We encourage you to have a copy of the book to more closely follow along with the presenter, but having a copy of the book is not required.

Do you offer certification or proof of attendance?
Certificates are provided to attendees of live book study sessions only. Certificates are emailed to all attendees of live sessions approximately one week after the webinar. Certificates are not provided to viewers of recorded sessions.

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Making Cultural Responsiveness a Meaningful Aspect of Your Mission

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In this intimate 30-minute town-hall style webinar, nationally renowned educator Dr. Sharroky Hollie will answer your questions around student engagement, school development, strong educational leadership, and culturally responsive teaching. Learn culturally responsive strategies for connecting with underserved communities and populations in your school.

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Equity & Achievement for Dual Language & Multilingual Students

# data[].attributes.subject
Equity & Achievement for Dual Language & Multilingual Students

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Equity & Achievement for Dual Language & Multilingual Students

Join expert Alexandra Guilamo as she shares how to fully address current challenges in serving dual-language and multilingual learners.

During this free webinar, you will:

Acquire strategies and skills to equitably plan for dual-language and multilingual learner achievement

Understand how to ensure students and families have full access to essential educational resources

Explore examples, resources, and coaching questions used in school communities across the country

Webinar FAQ

I will not be able to attend the live webinar. Will I be able to watch the webinar at a later date?
Yes. All webinars are recorded and made accessible on our website. The recording is made available for viewing approximately one week after the webinar's live date. Please return to this page at that time to view the recording.

If you register for the webinar, we will send you an email once the recording is available.

Do you offer certification or proof of attendance?
Certificates are provided to attendees of the live webinar only. Certificates are emailed to all attendees of the live webinar approximately one week after the webinar. Certificates are not provided to viewers of recorded webinars.

Where can I see a list of upcoming webinars?
All past and upcoming webinars are on our webinar page. For Solution Tree webinars, visit SolutionTree.com/Webinars. For Marzano webinars, visit MarzanoResources.com/Webinars.

Book Study FAQ

Will the book study be recorded?
Sessions of select book studies are recorded and made accessible on our website. The recording is made available for viewing approximately 2-3 business days after the book study's live date. Please return to this page at that time to view the recording. Recordings are made available for a limited time.

Can I join if I have missed a session?
Yes, you can join a book study at any time during its live broadcast.

Will a copy of the book be provided to participants?
No, a copy of the book will not be provided. You may order the book at any time. We encourage you to have a copy of the book to more closely follow along with the presenter, but having a copy of the book is not required.

Do you offer certification or proof of attendance?
Certificates are provided to attendees of live book study sessions only. Certificates are emailed to all attendees of live sessions approximately one week after the webinar. Certificates are not provided to viewers of recorded sessions.

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Equity & Achievement for Dual Language & Multilingual Students

# data[].attributes.attachment_link.description
Join expert Alexandra Guilamo as she shares how to fully address current challenges in serving dual-language and multilingual learners. During this free webinar, you will: Acquire strategies and skills to equitably plan for dual-language and multilingual learner achievement Understand how to ensure students and families have full access to essential educational resources Explore examples, resources, and coaching questions used in school communities across the country I will not be able to attend the live webinar.

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Creating School Culture for Equity: Leading the Change Webinar

# data[].attributes.subject
Creating School Culture for Equity: Leading the Change Webinar

# data[].attributes.attachment_link.title
Creating School Culture for Equity: Leading the Change Webinar

# data[].attributes.attachment_link.description
Creating a healthy culture of equity and access for every learner is a process that requires intentional focus, collective commitments, and collective efficacy. This process involves every member of our learning community, but the role of the leader as an actionable supporter is key.

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What PLC Teams Look Like in Practice Webinar

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What PLC Teams Look Like in Practice Webinar

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What PLC Teams Look Like in Practice Webinar

The year 2018 marks the 20th anniversary of the publication of Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement (Solution Tree Press, 1998) by Richard DuFour and Robert Eaker. This best-selling resource offers practical information about transforming schools into learning-focused, results-oriented PLCs.

During this webinar, you'll view videos from the Global PD library that speak to building a collaborative culture that promotes continuous adult learning. At the end of the webinar, you'll learn more about how Global PD can help you take control of your professional learning.
Plus, when you register and attend the live recording of this webinar, you'll receive a 30-day free trial to the Global PD library, which will include the exclusive Model PLC Team playlist.
Presented by Andrea Hulse

Webinar FAQ

I will not be able to attend the live webinar. Will I be able to watch the webinar at a later date?
Yes. All webinars are recorded and made accessible on our website. The recording is made available for viewing approximately one week after the webinar's live date. Please return to this page at that time to view the recording.

If you register for the webinar, we will send you an email once the recording is available.

Do you offer certification or proof of attendance?
Certificates are provided to attendees of the live webinar only. Certificates are emailed to all attendees of the live webinar approximately one week after the webinar. Certificates are not provided to viewers of recorded webinars.

Where can I see a list of upcoming webinars?
All past and upcoming webinars are on our webinar page. For Solution Tree webinars, visit SolutionTree.com/Webinars. For Marzano webinars, visit MarzanoResources.com/Webinars.

Book Study FAQ

Will the book study be recorded?
Sessions of select book studies are recorded and made accessible on our website. The recording is made available for viewing approximately 2-3 business days after the book study's live date. Please return to this page at that time to view the recording. Recordings are made available for a limited time.

Can I join if I have missed a session?
Yes, you can join a book study at any time during its live broadcast.

Will a copy of the book be provided to participants?
No, a copy of the book will not be provided. You may order the book at any time. We encourage you to have a copy of the book to more closely follow along with the presenter, but having a copy of the book is not required.

Do you offer certification or proof of attendance?
Certificates are provided to attendees of live book study sessions only. Certificates are emailed to all attendees of live sessions approximately one week after the webinar. Certificates are not provided to viewers of recorded sessions.

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What PLC Teams Look Like in Practice Webinar

# data[].attributes.attachment_link.description
The year 2018 marks the 20th anniversary of the publication of Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement (Solution Tree Press, 1998) by Richard DuFour and Robert Eaker. This best-selling resource offers practical information about transforming schools into learning-focused, results-oriented PLCs.

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Building Strong Schools With the PLC at Work™ Process Webinar

# data[].attributes.subject
Building Strong Schools With the PLC at Work™ Process Webinar

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Building Strong Schools With the PLC at Work™ Process Webinar

The Oklahoman reported, "In less than four years, U.S. Grant High School in Oklahoma City went from failing to meet student testing standards to nearly acing the state's A-F report card" (January 21, 2014). At this webinar, Sharon V. Kramer, turnaround coach, and Clay Vinyard, principal of Grant, will be joined by special guests Richard DuFour and Rebecca DuFour-architects of the PLC at Work™ process. Together, they will describe how the school changed from the "dropout factory" and "ground zero of education reform in Oklahoma" to an engine of hope for the students it serves. They will discuss the key attributes of Grant's success that can be replicated in schools anywhere.

Webinar FAQ

I will not be able to attend the live webinar. Will I be able to watch the webinar at a later date?
Yes. All webinars are recorded and made accessible on our website. The recording is made available for viewing approximately one week after the webinar's live date. Please return to this page at that time to view the recording.

If you register for the webinar, we will send you an email once the recording is available.

Do you offer certification or proof of attendance?
Certificates are provided to attendees of the live webinar only. Certificates are emailed to all attendees of the live webinar approximately one week after the webinar. Certificates are not provided to viewers of recorded webinars.

Where can I see a list of upcoming webinars?
All past and upcoming webinars are on our webinar page. For Solution Tree webinars, visit SolutionTree.com/Webinars. For Marzano webinars, visit MarzanoResources.com/Webinars.

Book Study FAQ

Will the book study be recorded?
Sessions of select book studies are recorded and made accessible on our website. The recording is made available for viewing approximately 2-3 business days after the book study's live date. Please return to this page at that time to view the recording. Recordings are made available for a limited time.

Can I join if I have missed a session?
Yes, you can join a book study at any time during its live broadcast.

Will a copy of the book be provided to participants?
No, a copy of the book will not be provided. You may order the book at any time. We encourage you to have a copy of the book to more closely follow along with the presenter, but having a copy of the book is not required.

Do you offer certification or proof of attendance?
Certificates are provided to attendees of live book study sessions only. Certificates are emailed to all attendees of live sessions approximately one week after the webinar. Certificates are not provided to viewers of recorded sessions.

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building strong schools with the plc at work™ process

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Building Strong Schools With the PLC at Work™ Process Webinar

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The Oklahoman reported, "In less than four years, U.S. Grant High School in Oklahoma City went from failing to meet student testing standards to nearly acing the state's A-F report card" (January 21, 2014). At this webinar, Sharon V.

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Part 1: Beware of Seductive Shortcuts on the PLC Journey

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PLC at Work™ Webinar Series

Understand the essential work educators must address in order to transform traditional schools into professional learning communities. The presenters will also alert participants to how educators undermine the PLC at Work™ process by pursuing shortcuts to avoid engaging in that essential work. Learn the dos and don'ts of the PLC at Work™ process from two of the leading authorities on PLCs.

Webinar FAQ

I will not be able to attend the live webinar. Will I be able to watch the webinar at a later date?
Yes. All webinars are recorded and made accessible on our website. The recording is made available for viewing approximately one week after the webinar's live date. Please return to this page at that time to view the recording.

If you register for the webinar, we will send you an email once the recording is available.

Do you offer certification or proof of attendance?
Certificates are provided to attendees of the live webinar only. Certificates are emailed to all attendees of the live webinar approximately one week after the webinar. Certificates are not provided to viewers of recorded webinars.

Where can I see a list of upcoming webinars?
All past and upcoming webinars are on our webinar page. For Solution Tree webinars, visit SolutionTree.com/Webinars. For Marzano webinars, visit MarzanoResources.com/Webinars.

Book Study FAQ

Will the book study be recorded?
Sessions of select book studies are recorded and made accessible on our website. The recording is made available for viewing approximately 2-3 business days after the book study's live date. Please return to this page at that time to view the recording. Recordings are made available for a limited time.

Can I join if I have missed a session?
Yes, you can join a book study at any time during its live broadcast.

Will a copy of the book be provided to participants?
No, a copy of the book will not be provided. You may order the book at any time. We encourage you to have a copy of the book to more closely follow along with the presenter, but having a copy of the book is not required.

Do you offer certification or proof of attendance?
Certificates are provided to attendees of live book study sessions only. Certificates are emailed to all attendees of live sessions approximately one week after the webinar. Certificates are not provided to viewers of recorded sessions.

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Understand the essential work educators must address in order to transform traditional schools into professional learning communities. The presenters will also alert participants to how educators undermine the PLC at Work™ process by pursuing shortcuts to avoid engaging in that essential work.

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Part 2: How PLCs Implement the CCSS for Mathematics

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PLC at Work™ Webinar Series

The highly effective collaborative team drives the PLC at Work™ process-and fuels the CCSS for mathematics. Discover how to maximize your team's efforts for better learning results. Based on the Common Core Mathematics in a PLC at Work™ series, this webinar describes a research-affirmed, unit-by-unit approach and provides you and your team with numerous tools for a successful Common Core implementation.

Webinar FAQ

I will not be able to attend the live webinar. Will I be able to watch the webinar at a later date?
Yes. All webinars are recorded and made accessible on our website. The recording is made available for viewing approximately one week after the webinar's live date. Please return to this page at that time to view the recording.

If you register for the webinar, we will send you an email once the recording is available.

Do you offer certification or proof of attendance?
Certificates are provided to attendees of the live webinar only. Certificates are emailed to all attendees of the live webinar approximately one week after the webinar. Certificates are not provided to viewers of recorded webinars.

Where can I see a list of upcoming webinars?
All past and upcoming webinars are on our webinar page. For Solution Tree webinars, visit SolutionTree.com/Webinars. For Marzano webinars, visit MarzanoResources.com/Webinars.

Book Study FAQ

Will the book study be recorded?
Sessions of select book studies are recorded and made accessible on our website. The recording is made available for viewing approximately 2-3 business days after the book study's live date. Please return to this page at that time to view the recording. Recordings are made available for a limited time.

Can I join if I have missed a session?
Yes, you can join a book study at any time during its live broadcast.

Will a copy of the book be provided to participants?
No, a copy of the book will not be provided. You may order the book at any time. We encourage you to have a copy of the book to more closely follow along with the presenter, but having a copy of the book is not required.

Do you offer certification or proof of attendance?
Certificates are provided to attendees of live book study sessions only. Certificates are emailed to all attendees of live sessions approximately one week after the webinar. Certificates are not provided to viewers of recorded sessions.

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The highly effective collaborative team drives the PLC at Work™ process-and fuels the CCSS for mathematics. Discover how to maximize your team's efforts for better learning results. Based on the Common Core Mathematics in a PLC at Work™ series, this webinar describes a research-affirmed, unit-by-unit approach and provides you and your team with numerous tools for a successful Common Core implementation.

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Part 3: More Than a Mission Statement: Moving Your PLC From Compliance to Crusade

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PLC at Work™ Webinar Series

Kenneth C. Williams compares and contrasts the PLC at Work™ approach to the new standards with the traditional approach states, districts, and schools have used to implement curriculum.

Webinar FAQ

I will not be able to attend the live webinar. Will I be able to watch the webinar at a later date?
Yes. All webinars are recorded and made accessible on our website. The recording is made available for viewing approximately one week after the webinar's live date. Please return to this page at that time to view the recording.

If you register for the webinar, we will send you an email once the recording is available.

Do you offer certification or proof of attendance?
Certificates are provided to attendees of the live webinar only. Certificates are emailed to all attendees of the live webinar approximately one week after the webinar. Certificates are not provided to viewers of recorded webinars.

Where can I see a list of upcoming webinars?
All past and upcoming webinars are on our webinar page. For Solution Tree webinars, visit SolutionTree.com/Webinars. For Marzano webinars, visit MarzanoResources.com/Webinars.

Book Study FAQ

Will the book study be recorded?
Sessions of select book studies are recorded and made accessible on our website. The recording is made available for viewing approximately 2-3 business days after the book study's live date. Please return to this page at that time to view the recording. Recordings are made available for a limited time.

Can I join if I have missed a session?
Yes, you can join a book study at any time during its live broadcast.

Will a copy of the book be provided to participants?
No, a copy of the book will not be provided. You may order the book at any time. We encourage you to have a copy of the book to more closely follow along with the presenter, but having a copy of the book is not required.

Do you offer certification or proof of attendance?
Certificates are provided to attendees of live book study sessions only. Certificates are emailed to all attendees of live sessions approximately one week after the webinar. Certificates are not provided to viewers of recorded sessions.

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Kenneth C. Williams compares and contrasts the PLC at Work™ approach to the new standards with the traditional approach states, districts, and schools have used to implement curriculum. I will not be able to attend the live webinar. Will I be able to watch the webinar at a later date?

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https://www.youtube.com/watch?v=o7ZY22fpm1A

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Passcode: D2J0XG.C
PPP: https://docs.google.com/presentation/d/e/2PACX-1vRuw0jy4JxmPiiSxF6o5Rg9ACBb7TPoYzgt38xDoueR1rkQwCEIrAB4Vj7JyHQA-fpq9wroDkH1o3x6/pub?start=false&loop=false&delayms=3000&slide=id.g470324a22a_0_122

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Featuring: Brandon Jones

In this high-impact talk, Brandon Jones examines not only the level of commitment we must have to create significant change but also the most common fears we encounter as leaders of the process. Ensuring high levels of learning for all students requires we be courageous in our pursuit. Are you prepared to burn the ships?

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In this high-impact talk, Brandon Jones examines not only the level of commitment we must have to create significant change but also the most common fears we encounter as leaders of the process. Ensuring high levels of learning for all students requires we be courageous in our pursuit.

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How can schools best support English language learners (ELLs) and immigrant students through the COVID-19 pandemic? What lessons have we learned so far?

This section includes information on:

distance learning for ELLs

communicating and partnering with families

social-emotional supports for ELLs and immigrant students.

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How can schools best support English language learners (ELLs) and immigrant students through the COVID-19 pandemic? What lessons have we learned so far? This section includes information on: distance learning for ELLs communicating and partnering with families social-emotional supports for ELLs and immigrant students.

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Follow us and connect with Colorín Colorado on the following channels:

Veteran teacher Larry Ferlazzo and some of his colleagues answer the question: How do I teach a newcomer, with next-to-zero English proficiency, who is placed in my mainstream classroom without any additional outside support being provided?

This report from Education Northwest outlines 14 key principles that will help guide classroom and content-area teachers in their planning for ELL instruction and provides instructional implications for each principle.

TESOL (Teachers of English to Speakers of Other Languages) International Association has defined a core set of principles for the exemplary teaching of English learners based on decades of research in language pedagogy and language acquisition theory.

This brief produced by the National Council of Teachers of English gives an excellent quick overview of ELL issues, including population statistics, recent ELL policy, and recommendations for effective instruction. There is also an extensive reference list where you can find other great resources.

This toolkit offers great ideas on a wide range of topics, including ways to promote literacy and math learning, fair assessment and evaluation practices, and suggestions for getting ELLs' parents actively involved in school. You'll find lots of "grab and go" resources like games, lesson plans, and graphic organizers, as well as step-by-step descriptions of effective classroom strategies, such as total physical response and cooperative learning.

Miscommunication between ELLs and native speakers can result from cultural differences, as well as language differences. This article describes how ESL teachers can help colleagues understand the role culture plays in their ELL students' interactions with others, and includes specific examples of cultural differences that sometimes cause misunderstandings.

Video Bonus: Advice for New ELL Teachers

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Follow us and connect with Colorín Colorado on the following channels: Veteran teacher Larry Ferlazzo and some of his colleagues answer the question: How do I teach a newcomer, with next-to-zero English proficiency, who is placed in my mainstream classroom without any additional outside support being provided?

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These resources for English Language Learners (ELLs) from Colorín Colorado are age-specific and are organized by grade. Some resources may be adaptable for younger or older students.

Each section contains a variety of resources, including articles, videos, webcasts, tip sheets, and recommended websites.

What You'll Find in This Section

This section focuses on the early education of young English language learners (ELLs). Resources include a webcast, classroom strategies, parent tips, research and policy recommendations, and recommended books and websites.

These resources offer grade-specific ideas for teaching and supporting English language learners (ELLs) in early and upper elementary school. Ideas include tips for classroom teachers as well as ESL teachers.

This section focuses on the early education of young English language learners (ELLs). Resources include a webcast, classroom strategies, parent tips, research and policy recommendations, and recommended books and websites.

These resources offer grade-specific ideas for teaching and supporting English language learners (ELLs) in early and upper elementary school. Ideas include tips for classroom teachers as well as ESL teachers.

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These resources for English Language Learners (ELLs) from Colorín Colorado are age-specific and are organized by grade. Some resources may be adaptable for younger or older students. Each section contains a variety of resources, including articles, videos, webcasts, tip sheets, and recommended websites. This section focuses on the early education of young English language learners (ELLs).

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There are a number of laws and guidelines related to the education of English language learners (ELLs) at the federal, state, and local level. This section includes an overview of those laws, as well as topics such as important court cases impacting ELLs and current issues in the news today. For additional information, see Advocacy & Leadership.

Research & Reports

Our Research & Reports section is filled with research reports, policy briefs, and research-based recommendations on reaching, teaching, and assessing ELLs.
Our policy section was made possible by the Carnegie Corporation, as well as the valuable input of many friends of our project.

The education of English language learners (ELLs) is impacted by policies at the federal, state, and local level. For more information about the federal laws and guidelines, see our page on the Every Student Succeeds Act. For information about state policies, see our state resources section.

The articles in this section guide local educators and leaders through the process of creating appropriate language policies for their students. In addition, the section includes policy recommendations related to the creation of those documents and procedures.

This section provides an overview of landmark court cases regarding English language learners (ELLs) at the state and federal level, as well as related discussion topics.

When studying policy and English language learners (ELLs), it is helpful to start with some background information about the history of U.S. language policy. The following resources summarize key pieces of legislation, historical issues, and Landmark Court Cases regarding language policy.

In recent years, many schools have seen numbers of English language learners increase dramatically. In addition, new waves of refugees, the arrival of unaccompanied youth from Central America, and changes in the laws that impact undocumented students have had a significant impact on schools.

Learn more about what these changes mean for schools and teachers below.

The following articles provide perspectives meant to inform policy discussions around the education English language learners (ELLs). They are written for a general audience and we encourage you to chime in using our comment boxes after each article!

The following recommendations from researchers, policymakers, and educators address some of the changes that these experts hope to see across the ELL field in the future.

The education of English language learners (ELLs) is impacted by policies at the federal, state, and local level. For more information about the federal laws and guidelines, see our page on the Every Student Succeeds Act. For information about state policies, see our state resources section.

The articles in this section guide local educators and leaders through the process of creating appropriate language policies for their students. In addition, the section includes policy recommendations related to the creation of those documents and procedures.

This section provides an overview of landmark court cases regarding English language learners (ELLs) at the state and federal level, as well as related discussion topics.

When studying policy and English language learners (ELLs), it is helpful to start with some background information about the history of U.S. language policy. The following resources summarize key pieces of legislation, historical issues, and Landmark Court Cases regarding language policy.

In recent years, many schools have seen numbers of English language learners increase dramatically. In addition, new waves of refugees, the arrival of unaccompanied youth from Central America, and changes in the laws that impact undocumented students have had a significant impact on schools.

Learn more about what these changes mean for schools and teachers below.

The following articles provide perspectives meant to inform policy discussions around the education English language learners (ELLs). They are written for a general audience and we encourage you to chime in using our comment boxes after each article!

The following recommendations from researchers, policymakers, and educators address some of the changes that these experts hope to see across the ELL field in the future.

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There are a number of laws and guidelines related to the education of English language learners (ELLs) at the federal, state, and local level. This section includes an overview of those laws, as well as topics such as important court cases impacting ELLs and current issues in the news today.

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This resource section includes numerous articles, blog posts, and links to online networks with tips for planning distance learning for English language learners (ELLs).

See our complete distance learning guide for more information.

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This resource section includes numerous articles, blog posts, and links to online networks with tips for planning distance learning for English language learners (ELLs). See our complete distance learning guide for more information.

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An important first step in helping English language learners succeed is building their confidence and comfort level by making them feel welcome in the classroom and building positive relationships with students. We recommend getting started by reading our popular article How to Create a Welcoming Classroom Environment and this related blog post by ELL expert Judie Haynes on the TESOL website.

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This section provides specific ideas and strategies to support ELLs' language and literacy development, such as tips for planning lessons and the use of language objectives, as well as broader approaches such as using informal assessment and differentiation for varying language levels.

What You'll Find in This Section

Learn how educators can support the success of their English language learners (ELLs). They will be useful for a wide range of audiences, including new and veteran teachers of ELLs, paraprofessionals, tutors, and administrators at the school and district level.
Photo by Allison Shelley for EDUimages

Each student comes to school not only with unique academic needs but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

Here are some strategies for differentiating instruction for your English language learners, as well as ideas for taking students' level of English language proficiency into account when planning instruction.

Need some help finding ways to help your English language learners? Read these inspirational stories about English language learners, teachers and paraprofessionals who have overcome obstacles standing to achieve success.

What's even better than a bright idea? A bright idea that works! Educators from across the country have discovered excellent ways to tackle some common classroom stumbling blocks. Below are their step-by-step suggestions on how to handle issues like the fourth-grade slump or the development of critical thinking skills.

Project-based learning (PBL) offers many benefits to English language learners (ELLs), including hands-on activities, peer interaction, rich language use, and a chance to explore personal interests.

ELLs may need some additional support or guidance in order to make the most of PBL, and the following resources share ideas on how to make it a successful experience for all students.

Designing instruction based on student strengths (what the student can do) provides an important foundation for success and offers opportunities to build upon those strengths in order to address areas where the student is struggling. Learn more about this approach from the following resources and videos.

Learn how educators can support the success of their English language learners (ELLs). They will be useful for a wide range of audiences, including new and veteran teachers of ELLs, paraprofessionals, tutors, and administrators at the school and district level.
Photo by Allison Shelley for EDUimages

Each student comes to school not only with unique academic needs but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

Here are some strategies for differentiating instruction for your English language learners, as well as ideas for taking students' level of English language proficiency into account when planning instruction.

Need some help finding ways to help your English language learners? Read these inspirational stories about English language learners, teachers and paraprofessionals who have overcome obstacles standing to achieve success.

What's even better than a bright idea? A bright idea that works! Educators from across the country have discovered excellent ways to tackle some common classroom stumbling blocks. Below are their step-by-step suggestions on how to handle issues like the fourth-grade slump or the development of critical thinking skills.

Project-based learning (PBL) offers many benefits to English language learners (ELLs), including hands-on activities, peer interaction, rich language use, and a chance to explore personal interests.

ELLs may need some additional support or guidance in order to make the most of PBL, and the following resources share ideas on how to make it a successful experience for all students.

Designing instruction based on student strengths (what the student can do) provides an important foundation for success and offers opportunities to build upon those strengths in order to address areas where the student is struggling. Learn more about this approach from the following resources and videos.

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This section provides specific ideas and strategies to support ELLs' language and literacy development, such as tips for planning lessons and the use of language objectives, as well as broader approaches such as using informal assessment and differentiation for varying language levels. Learn how educators can support the success of their English language learners (ELLs).

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This section provides specific ideas and strategies to support ELLs' language and literacy development, such as tips for planning lessons and the use of language objectives, as well as broader approaches such as using informal assessment and differentiation for varying language levels.

What You'll Find in This Section

Learn how educators can support the success of their English language learners (ELLs). They will be useful for a wide range of audiences, including new and veteran teachers of ELLs, paraprofessionals, tutors, and administrators at the school and district level.
Photo by Allison Shelley for EDUimages

Each student comes to school not only with unique academic needs but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

Here are some strategies for differentiating instruction for your English language learners, as well as ideas for taking students' level of English language proficiency into account when planning instruction.

Need some help finding ways to help your English language learners? Read these inspirational stories about English language learners, teachers and paraprofessionals who have overcome obstacles standing to achieve success.

What's even better than a bright idea? A bright idea that works! Educators from across the country have discovered excellent ways to tackle some common classroom stumbling blocks. Below are their step-by-step suggestions on how to handle issues like the fourth-grade slump or the development of critical thinking skills.

Project-based learning (PBL) offers many benefits to English language learners (ELLs), including hands-on activities, peer interaction, rich language use, and a chance to explore personal interests.

ELLs may need some additional support or guidance in order to make the most of PBL, and the following resources share ideas on how to make it a successful experience for all students.

Designing instruction based on student strengths (what the student can do) provides an important foundation for success and offers opportunities to build upon those strengths in order to address areas where the student is struggling. Learn more about this approach from the following resources and videos.

Learn how educators can support the success of their English language learners (ELLs). They will be useful for a wide range of audiences, including new and veteran teachers of ELLs, paraprofessionals, tutors, and administrators at the school and district level.
Photo by Allison Shelley for EDUimages

Each student comes to school not only with unique academic needs but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

Here are some strategies for differentiating instruction for your English language learners, as well as ideas for taking students' level of English language proficiency into account when planning instruction.

Need some help finding ways to help your English language learners? Read these inspirational stories about English language learners, teachers and paraprofessionals who have overcome obstacles standing to achieve success.

What's even better than a bright idea? A bright idea that works! Educators from across the country have discovered excellent ways to tackle some common classroom stumbling blocks. Below are their step-by-step suggestions on how to handle issues like the fourth-grade slump or the development of critical thinking skills.

Project-based learning (PBL) offers many benefits to English language learners (ELLs), including hands-on activities, peer interaction, rich language use, and a chance to explore personal interests.

ELLs may need some additional support or guidance in order to make the most of PBL, and the following resources share ideas on how to make it a successful experience for all students.

Designing instruction based on student strengths (what the student can do) provides an important foundation for success and offers opportunities to build upon those strengths in order to address areas where the student is struggling. Learn more about this approach from the following resources and videos.

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This section provides specific ideas and strategies to support ELLs' language and literacy development, such as tips for planning lessons and the use of language objectives, as well as broader approaches such as using informal assessment and differentiation for varying language levels. Learn how educators can support the success of their English language learners (ELLs).

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English Language Learners (ELLs) can have a wide variety of needs in their reading and writing instruction. Some students may read and write fluently in their native language while others will enter the classroom with little or no prior literacy instruction. This resource section covers many topics, including grade-level strategies and ideas for teaching more advanced reading and writing skills such as those required by the Common Core State Standards. With the right supports and opportunities for engagement, ELLs can become successful, life-long readers as seen in this section.

What You'll Find in This Section

For English language learners (ELLs) in upper grades, reading needs may vary greatly. Some students will read fluently in their native language, while others may come in with very limited literacy skills and will require creative approaches for teachers and literacy coaches. These resources include ideas for creating a safe, comfortable setting where adolescent ELLs can begin to catch up and increase confidence over time. For additional ideas, visit our sister site about adolescent literacy, AdLit.org.

What does it take to help English language learners (ELLs) become successful writers? This section offers a number of ideas and resources from veteran educators and researchers for students of all ages and proficiency levels. For examples of student writing projects, see our Student Voices section.

For English language learners (ELLs) in upper grades, reading needs may vary greatly. Some students will read fluently in their native language, while others may come in with very limited literacy skills and will require creative approaches for teachers and literacy coaches. These resources include ideas for creating a safe, comfortable setting where adolescent ELLs can begin to catch up and increase confidence over time. For additional ideas, visit our sister site about adolescent literacy, AdLit.org.

What does it take to help English language learners (ELLs) become successful writers? This section offers a number of ideas and resources from veteran educators and researchers for students of all ages and proficiency levels. For examples of student writing projects, see our Student Voices section.

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English Language Learners (ELLs) can have a wide variety of needs in their reading and writing instruction. Some students may read and write fluently in their native language while others will enter the classroom with little or no prior literacy instruction.

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In order for English language learners (ELLs) to become successful students, they need to learn grade-level content as well as the English language skills needed to access that content. The strategies in this section suggest ways in which you can provide your ELLs with additional language support in learning content areas such as math, science, social studies, and language arts.

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In order for English language learners (ELLs) to become successful students, they need to learn grade-level content as well as the English language skills needed to access that content. The strategies in this section suggest ways in which you can provide your ELLs with additional language support in learning content areas such as math, science, social studies, and language arts.

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Special Education and English Language Learners

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Special Education and English Language Learners

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Special Education and English Language Learners

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Learn more about how schools and families can collaborate to ensure that ELLs, including those with special needs, have the appropriate support and services to meet their unique needs.

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ESL teachers have a variety of important roles in their schools and districts. Some may be assigned to a specific grade or students, while others travel from building to building each day. Learn more about the unique opportunity that ESL teachers have to collaborate, advocate, and lead their colleagues in the resources below. For information about ESL teachers' role in the implementation of the Common Core State Standards, see our related resources.

A note about terminology

ESL (English as a Second Language) teachers may have a variety of titles, including English Language Learner (ELL), English Language Development (ELD), English for Speakers of Other Languages (ESOL), or English as a New Language (ENL) teachers/specialists.

What You'll Find in This Section

Collaboration on behalf of English language learners (ELLs) can take many forms - sitting together to talk about a lesson, a quick chat in the hallway, or sharing an article from Colorín Colorado! These resources offer ideas from educators who started from scratch in building collaborative relationships and highlight the secrets of their success.

One important role that ESL teachers can play in their school is leading professional development for colleagues, including administrators, classroom teachers, content-area teachers, and school staff. These resources offer some ideas on choosing topics for professional development and making this responsibility a manageable part of the schedule.

Educators of English language learners (ELLs) are important advocates for their students - and may be their students' only advocates. These resources help educators understand that role and offer ideas about where to start as advocates.

For some additional ideas, take a look at the archive of our Facebook Live event on advocating for ELLs, featuring Dr. Diane Staehr Fenner!

One of the most important steps that ELL specialists can take to improve collaboration is to help colleagues and administrators better understand their expertise. These resources share a number of examples from educators on how to start that conversation.

Collaboration on behalf of English language learners (ELLs) can take many forms - sitting together to talk about a lesson, a quick chat in the hallway, or sharing an article from Colorín Colorado! These resources offer ideas from educators who started from scratch in building collaborative relationships and highlight the secrets of their success.

One important role that ESL teachers can play in their school is leading professional development for colleagues, including administrators, classroom teachers, content-area teachers, and school staff. These resources offer some ideas on choosing topics for professional development and making this responsibility a manageable part of the schedule.

Educators of English language learners (ELLs) are important advocates for their students - and may be their students' only advocates. These resources help educators understand that role and offer ideas about where to start as advocates.

For some additional ideas, take a look at the archive of our Facebook Live event on advocating for ELLs, featuring Dr. Diane Staehr Fenner!

One of the most important steps that ELL specialists can take to improve collaboration is to help colleagues and administrators better understand their expertise. These resources share a number of examples from educators on how to start that conversation.

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ESL teachers have a variety of important roles in their schools and districts. Some may be assigned to a specific grade or students, while others travel from building to building each day. Learn more about the unique opportunity that ESL teachers have to collaborate, advocate, and lead their colleagues in the resources below.

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Language Objectives: The Key to Effective Content Area Instruction for English Learners

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Language Objectives: The Key to Effective Content Area Instruction for English Learners

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This article provides an overview of how to use language objectives in content-area instruction for English learners and offers classroom-based examples from different grade and subject levels.

This article written for Colorín Colorado provides an overview of how to use language objectives in content-area instruction for English learners and includes:

what a language objective is

steps that teachers can take to create language objectives

how to implement language objectives in a general education classroom

how to align objectives to content and language standards

ideas and resources on how to support teachers as they become familiar with this practice

how to use language objectives in distance learning environments.

Language Objectives: An Overview
Mrs. Shell has been teaching eighth grade math for twelve years. She has deep content area knowledge and wants to provide all of her students with authentic activities and tasks to relate the significance of the mathematical concepts that she teaches to their lives. Mrs. Shell has always felt successful at teaching her classes but this year has been different. Her sections include students with more diverse backgrounds than previous years, particularly more English learners. As Mrs. Shell was beginning to feel frustrated with her inability to reach all her students because of their needs, she learned about one way to make her content more comprehensible to all her students - creating and posting objectives that tell the students not just what content concepts they will learn in each lesson, but also the academic language they will need to learn and use to meet the state's math standards. With this knowledge, Mrs. Shell is now confident that she not only knows what to teach, but also how to teach it so that all her students can be successful.

Generally speaking, academic English is the language of schooling and the language that helps students acquire and use the content area knowledge taught in schools (Anstrom, DiCerbo, Butler, Katz, Millet, & Rivera, 2010).

Teaching content to ELs: The challenge

In my work supporting general education and ESL/bilingual teachers who provide sheltered instruction for English learners (ELs), I have met many teachers like Mrs. Shell. While these teachers want to provide effective instruction for their ELs, often they don't see themselves as language teachers and so they aren't sure where to begin with their students.

These teachers aren't alone, however, and they are facing a challenge shared by teachers across the country. We know that for school-age students, academic language is crucial for school success (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006). In addition, research allows us to state with a fair degree of confidence that English learners best acquire English when language forms are explicitly taught and when they have many opportunities to use the language in meaningful contexts (Goldenberg, 2008).

Yet while the explicit instructional support that ESL and bilingual teachers provide is essential to English learners' academic language development, English learners receive a majority of their instruction from general education and content area teachers who may not have experience teaching academic language development.

The question becomes then: What do general education classroom teachers need to do in order to support the academic English development of language learners in both face-to-face and virtual environments, especially when English learners are one of many types of students they serve?

Teaching content to ELs: The solution

One principle that teachers of English learners can begin to apply immediately is creating and posting language objectives for their lessons (whether in the classroom or online in a virtual space. Many teachers are familiar with using content objectives to identify what students will learn and be able to do in the lesson. However, they are less likely to include language objectives that support the linguistic development of their students.

Implementing language objectives can be a powerful first step in ensuring that English learners have equal access to the curriculum even though they may not be fully proficient in the language. This is because the second language acquisition process requires opportunities for the language learner to be exposed to, practice with, and then be assessed on their language skills (Echevarria, Short, & Vogt, 2008).

To this end, language objectives:

articulate for learners the academic language functions and skills that they need to master to fully participate in the lesson and meet the grade-level content standards (Echevarria, Short, & Vogt, 2008).

are beneficial not only for language learners but for all students in a class, as everyone can benefit from the clarity that comes with a teacher outlining the requisite academic language to be learned and mastered in each lesson.

Now let's take a closer look at some examples and how to write language objectives.

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Writing Language Objectives

Interview with Dr. Jennifer Himmel

Learn more about language objectives in this podcast interview with Dr. Himmel from Teaching Multilingual Learners, produced by Tan Huynh.

What is a language objective?

Language objectives are lesson objectives that specifically outline the type of language that students will need to learn and use in order to accomplish the goals of the lesson. Quality language objectives complement the content knowledge and skills identified in content area standards and address the aspects of academic language that will be developed or reinforced during the teaching of grade-level content concepts (Echevarria & Short, 2010).

These objectives involve the four language skills (speaking, listening, reading, and writing), but they can also include:

Below are examples of language objectives for different content areas and grade levels. They come from the Common Core State Standards for Math and English Language Arts (2012) and state standards in New York and California.
Sources:
How do I create effective language objectives?

Dr. Cindy Lundgren discusses the process of writing language objectives in this excerpt from her Meet the Expert interview.

Language objectives are directly correlated to content objectives. Once a teacher determines the lesson topic from the appropriate content standards, the teacher will want to begin thinking about the academic language necessary for English learners to complete the tasks that support the content objectives. This identification of the academic language embedded in the lesson's content will become the basis for the lesson's language objectives.

You can use the following guidelines to start thinking about appropriate language objectives for the lesson:

1. Decide what key vocabulary, concept words, and other academic words students will need to know in order to talk, read, and write about the topic of the lesson. Those words might be taught as a language objective. They should include technical terms, such as ecosystem, and terms like distribution that have different meanings across content areas. Other terms to highlight are those that language learners may know in one context, such as family (as in parents, siblings, etc.), but that have a different use in science (e.g., family of elements in the periodic table).

2. Consider the language functions related to the topic of the lesson (e.g, will the students describe, explain, compare, or chart information). See your state English Language Proficiency (ELP) standards for examples of these functions for English language arts, math, science, and social studies for all English proficiency levels and grade-level clusters.

3. Think about the language skills necessary for students to accomplish the lesson's activities. Will the students be reading a textbook passage to identify the stages of mitosis? Are they able to read a text passage to find specific information? Will they be reporting what they observe during a scientific demonstration to a peer? Do they know how to report observations orally? Acquiring the skills needed to carry out these tasks might be the focus of a language objective.

4. Identify grammar or language structures common to the content area. For example, many science textbooks use the passive voice to describe processes. Additionally, students may have to use comparative language to analyze two related concepts. Writing with the passive voice or using comparative phrases might be a language objective.

5. Consider the tasks that the students will complete and the language that will be embedded in those assignments. If students are working on a scientific investigation together, will they need to explain the steps of the procedure to one another? The language objective might focus on how to explain procedures aloud.

6. Explore language learning strategies that lend themselves to the topic of the lesson. For example, if students are starting a new chapter in the textbook, the strategy of previewing the text might be an appropriate language objective.

(Adapted from Short, Himmel, Gutierrez, & Hudec, 2012. Used with permission.)

Aligning Language Objectives and Standards

English Language Proficiency (ELP) standards

Developing appropriate language objectives for lessons involves becoming familiar with a state's content area and ELP standards. Whereas the content standards will provide the topic of the lesson and what exactly the students should be doing with that topic (e.g., solving problems, creating models, ranking ideas), the English language proficiency or development standards help to identify language skills and functions that students should be working on to achieve academic language fluency. These ELP standards can help to identify:

English Language Arts (ELA) standards

Other resources in addition to the ELP standards are a state's English Language Arts standards or the Common Core State Standards for English Language Arts and Literacy in History, Social Studies, Science, and Technical Subjects (CCSS). The English Language Arts and Literacy CCSS might be especially useful to teachers of English learners due to its attention to literacy across the content areas.

Additional resources to consult, especially if a state is a member of the WIDA consortium, are the Model Proficiency Indicators (MPIs) outlined in their ELP standards. The MPIs outline what an English learner at a specific level of English language proficiency can do in a language domain (e.g., listening) by addressing the language functions embedded in an example topic for that content area with appropriate scaffolds or support (Gottlieb, Cranley, & Cammileri, 2007). Classroom texts and other materials (e.g., science investigations, primary source documents) are other good sources to consult when preparing a lesson.

Getting Started

How can I get started?

Careful lesson planning

In creating measureable and student-friendly language objectives that support the content objectives, it is important that learner tasks in the lesson are aligned with the objectives. It is not enough to have well-written objectives that promote language acquisition if the lesson is lacking in tasks that support the objectives. If the language objective for a middle school social studies lesson is for the students to orally retell the key characteristics in a historical event using sequential language, it is important that the teacher previews sequential language with the students, such as providing sentence stems or frames, and builds into the lesson some structured pair work so the students have an opportunity to retell the event to a peer. Therefore, careful lesson planning is another essential step in preparing effective language objectives.

Collaboration

It is also useful for content area and ESL/bilingual teachers to plan lessons together, as we saw with the 7th grade science lesson scenario involving Mr. Zhang and Mr. Lewis. In this co-planning scenario, each teacher used his expertise to better integrate content and language instruction for the language learners. This type of collaboration can help a teacher like Mr. Zhang learn more about the second language acquisition process of his students and can help a teacher like Mr. Lewis become more familiar with the grade-level content expectations that his English learners encounter in content area classes.

How do I know which language objectives are best for my students?

The language objective that the teacher selects will depend on what the English learners in the class need most at that point in the year and what language is most important to understanding the content concepts. If the students have already spent a good deal of time working with new vocabulary, then the teacher might consider having students use that vocabulary to develop their writing skill by writing a summary of the process they followed.

Conversely, the teacher might want to help students become more proficient with a particular type of graphic organizer in order to develop more strategic language learning. As all teachers know, teaching is a dynamic and complex process that requires a multitude of decisions to be made. However, the advance planning required in creating language objectives allows teachers to better anticipate the academic English needs of all students thus increasing the comprehensibility of the lessons.

It is important for teachers to realize that even though their lesson may include all four language skills (it is good if they do, since the language skills reinforce one another), they do not need to post a language objective for every language-related item addressed in the lesson. Teachers address many instructional needs in a 50- or 60-minute class period. Rather than highlighting all language uses in a particular lesson, it is important for the teacher to think about what is non-negotiable in that lesson.

In other words, the teacher should keep the perspective of the English learner in mind and ask, "Of all of the skills and functions addressed in my lesson, which is most important for helping students meet the grade-level standard and develop their language proficiency?" These objectives then must be measureable (i.e., can you see or assess the student's mastery of that objective?) and written in language that accounts for the linguistic and cognitive development of the students.

How can I make language objectives "student-friendly"?

Both of the above objectives are measurable, but both also take into account appropriate developmental stages of the students. Teachers of young students (e.g., PK or K) may even want to consider further adapting the objectives. For example, we have seen kindergarten teachers use symbols such as a pencil to symbolize "write" and a mouth to symbolize "talk" when they post their objectives for the children to see. We have also seen teachers of young learners rely on pictures to show the key terms they want the students to use or to convey the topic of the lesson (e.g., a picture of a ruler and of hands to discuss standard and non-standard measurement).

One way that teachers can ensure that their language objectives are measureable and student-friendly is by using appropriate verbs. Because language objectives should provide students with practice in the four language skills of reading, writing, listening, and speaking, verbs related to those skills might include, but are not limited to, the following:

List

Retell

Summarize in writing

Record

Read

It is also important to not equate low language proficiency with limited cognitive ability. Therefore, teachers will want to make sure that the language objectives they create also reflect tasks that fall on the higher end of Bloom's Taxonomy and use verbs (e.g., orally justify) accordingly.

As noted above in the guidelines to creating language objectives, language functions are also a potential source for language objectives. Verbs related to language functions might include:

When should I share language objectives with students?

To help students take ownership of their learning and provide explicit direction to students, especially the English learners who are processing content in a new language, it is important that objectives be stated at the beginning of the lesson and reviewed with the students at the end of the lesson to allow them to assess if they have met the objectives (Echevarria, Vogt & Short, 2008).

How this happens may differ according to the grade level and content area of the class. Some teachers like to have the students choral read the objectives, while teachers of older students sometimes have them record the language objectives in their journal in addition to asking an individual student to read them aloud. Some teachers, such as those who teach science, like to reveal the objectives later in the lesson, perhaps after the warm up or exploratory activity, so that they can maintain an inquiry-based approach (Echevarria & Colburn, 2006).

Should I differentiate language objectives based on my students' language proficiency?

Although all teachers have students of varying language proficiency and skill levels in their classes, it is not necessary to differentiate language objectives by creating and posting multiple language objectives that reflect these proficiency levels. Rather, teachers should have one language objective that is appropriate for all students to meet. To provide the appropriate differentiation, the teacher would provide different scaffolds (e.g., adapted text, visuals, sentence frames) for students to use in order to reach the objectives.

For example, an appropriate language objective for an upper elementary language arts class might be for the students to be able to orally list text features found in a non-fiction book. For lower proficiency language learners, the teacher may give them a word bank from which to choose the text features; therefore, the students are meeting the same objective but with the appropriate amount of linguistic support from the teacher.

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Using language objectives in a distance learning environment

While teachers like Ms. Shell understand that the characteristics of good teaching for English learners does not change in a virtual environment, they do understand that instruction will necessarily need to look different in order to account for the challenges that distance learning presents for many learners.

Accordingly, teachers will need to think through how to:

Presenting language objectives

Many different ways exist for teachers to present language objectives in remote learning. For example, teachers might:

begin every virtual class by orally reading and presenting the content and language objectives in their Google slides and then asking students to briefly summarize in the chat box the activities they will be doing in that lesson to meet those objectives.

post the objectives at the top of a shared digital document that serves as a capture sheet for the lesson. A teacher might then ask learners to self-assess their progress towards meeting those objectives at the end of the document.

use live or recorded videos, especially when working with English learners with lower English proficiency. These videos can include props, for example ears to signify a listening objective.

use realia, such as rocks, if one of the lesson's language aims is for students to orally describe different types of sedimentary rocks.

Monitoring student understanding and engagement

Teachers in distance learning environments must also carefully consider how they will assess learner understanding and engagement throughout the lesson. Given the challenges virtual learning platforms present towards capturing data on learner comprehension (e.g., paralinguistic cues such as facial expressions, gestures, posture) teachers working in virtual environments know that it is more important than ever to ensure that students clearly understand the content and linguistic aims for each lesson.

Using comprehension checks and assessing progress

It is also essential that students understand how teachers will measure their progress towards meeting each objective. Towards this aim, teachers must build in multiple comprehension checks throughout the lesson that align to the lesson's objectives. Teachers can:

At the conclusion of a lesson, teachers can assess student progress towards meeting objectives via:

tickets out that are submitted digitally

the recording of a Flipgrid or use of another video platform where learners respond to a prompt that requires learners to use the academic language highlighted in the lesson's objectives.

Teachers can respond to the submitted tickets out or video with feedback that explicitly targets the students use of the language. When appropriate, teacher can provide learners with additional resources and/or support towards mastering that particular language skill or function. Teachers might also use that linguistic data to inform mini-lessons conducted to small groups of English learners during office hours or intervention time.

Next Steps

How can I learn more?

For more information on the SIOP Model, see Making Content Comprehensible for English Learners: The SIOP Model (Echevarria, Short, & Vogt, 2008).

Although language objectives can be implemented in any lesson design approach, they are especially congruent with sheltered instruction and the SIOP Model. Since language objectives ensure that teachers meet the unique linguistic needs of English learners, they are sometimes easier to implement in the context of instructional practices espoused by the SIOP Model.

Practices that focus on explicit academic language teaching include:

Below are other resources that can help you learn more about creating language objectives and about integrating academic language into content area classes.

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Final Thoughts

We realize that it takes teachers some time to become very comfortable with creating language objectives, but our experience has shown that the implementation of language objectives can bring immediate benefits to instruction. Some immediate benefits include teachers understanding more concretely that they are both a content area and language teacher - as one teacher said in a CAL SIOP Model workshop, "I now see myself as a math teacher AND a language teacher".

We have also observed that when teachers consciously plan to meet the academic English needs of their learners, they end up with better planned learner tasks, and students begin to have more ownership of their content area and language learning. When it comes to building proficiency in academic English, as many teachers in our workshops remind us, "If you want to see it, you have to teach it." Therefore, if teachers want to see language development, language objectives are a great first step in helping teachers explicitly teach it.

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Recommended Resources

Further reading

Short, D., Himmel, J., Gutierrez, S., & Hudec, J. (2012). Using the SIOP Model: Professional development for sheltered instruction. Washington, DC: Center for Applied Linguistics.

Echevarria, J., Vogt, M.E., & Short, D. (2010). The SIOP Model for teaching mathematics to English learners. Boston: Allyn & Bacon.

Echevarria, J., & Short, D. (2011). The SIOP Model: A professional development framework for a comprehensive school-wide intervention. Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) Brief. http://www.cal.org/create/resources/pubs/professional-development-framework.html

Himmel, J., Short, D., Richards, C., & Echevarria, J. (2009). Using the SIOP Model to improve middle school science instruction. Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) Brief. http://www.cal.org/create/resources/pubs/siopscience.html

Short, D., Vogt, M., & Echevarria, J. (2010a). The SIOP Model for teaching history-social studies to English learners. Boston: Pearson/Allyn & Bacon.

Short, D., Vogt, M., & Echevarria, J. (2010b). The SIOP Model for teaching science to English learners. Boston: Pearson/Allyn & Bacon.

Vogt, M.E., Echevarria, J., & Short, D. (2010). The SIOP Model for teaching English language arts to English learners. Boston: Pearson/Allyn & Bacon.

Jennifer Himmel is the Project Director for the National Center for English Language Acquisition at the Manhattan Strategy Group. She previously served as the SIOP Manager at the Center for Applied Linguistics, a non-profit organization for language education research, policy, and practice in Washington, DC. She has served as a curriculum developer and research associate for the U.S. Department of Education funded project, Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) that is investigating academic achievement of ELLs in grades 4th-8th, and as a language testing specialist for the WIDA ACCESS for ELLs® language proficiency test. She currently manages the SIOP Model professional development service line and provides technical assistance and professional development in sheltered instruction to districts and schools.

Video Clips: Language Objectives

How to Write Language Objectives: Tips for ELL Educators

In this video from Syracuse, NY, Jesus Ortiz, a bilingual teacher, learns how to write a language objective from Areli Schermerhorn, a peer evaluator with expertise in ELL and bilingual education.

Dr. Cynthia Lundgren explains language objectives

In this excerpt from her Meet the Expert interview, Dr. Cynthia Lundgren explains the value of writing language objectives when teaching English learners.

Anstrom, K., DiCerbo, P., Butler, F., Katz, A., Millet, J., & Rivera, C. (2010). A review of the literature on academic English: Implications for K-12 English language learners. Arlington, VA: The George Washington University Center for Equity and Excellence. Education.www.ceee.gwu.edu.

Echevarria, J., & Colburn, A. (2006). Designing lessons: Inquiry approach to science using the SIOP Model. In A. Lathman & D. Crowther (Eds.), Science for English language learners (pp.95-108). Arlington, VA: National Science Teachers Association Press.

Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP Model. Boston: Pearson/Allyn & Bacon.

Echevarria, J., & Short, D. ( 2010). Programs and practices for effective sheltered content instruction. In California Department of Education (Ed), Improving education for English learners: Research-based approaches. Sacramento, CA: CDE Press.

Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions. Portsmouth, NH: RMC Research Corporation, Center on Instruction. www.centeroninstruction.org/files/ELL1-Interventions.pdf

Goldenberg, C. (2008). Teaching English language learners: What the research does-and does not-say. American Educator, Summer 2008, pp. 13-44.

Gottlieb, M., Cranley, E., & Cammilleri, A. (2007). Understanding the WIDA English Language Proficiency Standards: A resource guide. Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium.

Short, D., Himmel, J., Gutierrez, S., & Hudec, J. (2012). Using the SIOP Model: Professional development for sheltered instruction. Washington, DC: Center for Applied Linguistics.

World-Class Instructional Design and Assessment (2007). WIDA English Language Proficiency Standards. Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium http://www.wida.us/standards/elp.asp

You are welcome to print copies or republish materials for non-commercial use as long as credit is given to Colorín Colorado and the author(s). For commercial use, please contact [email protected] .

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Language Objectives: The Key to Effective Content Area Instruction for English Learners

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This article provides an overview of how to use language objectives in content-area instruction for English learners and offers classroom-based examples from different grade and subject levels.

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Essential Actions: 15 Research-based Practices to Increase ELL Student Achievement

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Essential Actions: 15 Research-based Practices to Increase ELL Student Achievement

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In this article written for Colorín Colorado, Bright Ideas author Kristina Robertson offers an overview of WIDA's new Essential Actions handbook and shares a step-by-step process for using this tool as part of a professional learning community focused on meeting ELLs' academic language needs.

Alone we can do so little, together we can do so much. - Helen Keller

The first time I tried to collaborate with a mainstream teacher, I spent my time listening to her read stories to students and helping them with worksheets. It wasn't her fault that it was such a dreadful attempt at collaboration or that there were many problems, which included lack of planning time, lack of understanding of collaboration, and my poor placement in her specialist classroom focused on "character education."

Probably the biggest problem, however, was that we didn't have a way to communicate effectively about English Language Learners (ELLs). She didn't have background knowledge of their language proficiency levels and there were no English Language Development standards at the time, so even if we had wanted to be very intentional about language instruction, we didn't really know where to start.

Thankfully, now there are many more ELL resources readily available, and general knowledge about ELLs' academic language needs have increased. In addition, the WIDA consortia (World-class Instructional Design and Assessment) recently published a very useful collaborative resource for teachers called Essential Actions: A Handbook for Implementing WIDA's Framework for English Language Development Standards by Margo Gottlieb.

This guide is designed to help individual teachers, teaching teams, and district-teams evaluate and improve their EL instructional practices according to research principles that are the underpinnings of WIDA's English Language Development Standards.

I want to give you an overview of the Essential Actions Handbook components and examine it through the lens of how it might be used for collaboration within a Professional Learning Community (PLC) to increase research-based practices for ELLs. I will also provide some possible extension ideas using digital tools to share evidence of the Essential Actions.

Essential Actions Handbook Overview

Purpose

The Essential Actions Handbook states:

This handbook is designed to be a resource to share among educators who work directly with or are impacted by ELLs. It is a guide that describes and illustrates the standards-referenced components and elements of language learning within WIDA's standards framework.

The overall purpose of this handbook is to promote collaboration, mutual understanding, and use of language development standards among all educators who work with ELLs. The Essential Actions, derived from current theory and research, provide a rationale for each component and element of WIDA's standards framework.

In other words, this handbook is designed to provide research-based rationale for the WIDA English Language Development (ELD) standards framework; however, the components are also broad-based quality indicators for working with ELLs. Therefore, one of the main goals is to use it to increase evidence-based practices collaboration among teachers who work with ELLs.

Organization and content

As you can see in the table below, there are 15 Essential Actions (also available in this PDF online, found on pg. 11 of the handbook). The first 12 Actions are directly related to instruction and Actions 13 - 15 are related to effective teacher collaboration. The Actions are designed to stimulate professional conversation about meeting the academic language needs of ELLs and do not need to be followed in order. There is also a self-assessment tool that can be used to determine the highest priority actions and where to start - more on that later.

ACTION 1
Capitalize on the resources
and experiences that ELLs
bring to school to build
and enrich their academic
language.

ACTION 3
Apply the background
knowledge of ELLs,
including their language
proficiency profiles, in
planning differentiated
language teaching.

ACTION 15
Share responsibility so that
all teachers are language
teachers and support one
another within communities
of practice.

Each Action is related to the WIDA matrix and is designed to give more detailed information to assist in effectively using the matrix for planning. In the Essential Actions Handbook, each Action has its own section that follows the same format:

Explanation of the Essential Action

Research to support the Action

A description of how it relates to the WIDA standards framework for English language development

Examples from the field (written by educators) regarding the Action and guiding questions for discussing locally how to apply the Action to practice in your context

How to Use the Handbook with a PLC

There are many ways to use this Essential Actions Handbook and I have chosen to highlight one use that I believe many of the teachers I have worked with would find effective in working together to meet the needs of ELLs. Many educators are receiving professional development through job-embedded learning opportunities such as Professional Learning Communities (PLCs). They may be called different things - Teacher Learning Communities or Professional Communities, but their purpose is to bring educators together in teams to define their own learning in regards to individual or school goals.

One well-known leader in this area is Richard DuFour and if you'd like more detailed information on PLCs, please view this article, " What is a Professional Learning Community?" DuFour highlights three questions that each PLC team needs to answer as they focus on their work together.

What do we want each student to learn?

How will we know when each student has learned it?

How will we respond when a student experiences difficulty in learning?

PLC work, by it's very nature, is collaborative and constructs the learning based on what teachers experience daily in their classrooms. In the discussion below, I will use the Essential Actions Handbook as a guide for the process of meeting the academic language needs of ELLs.

For the purposes of this article, I'll describe our PLC team as a third-grade teaching team: two classroom teachers, an ESL teacher, and a Title I reading and math support teacher. The ESL and Title I teachers are in the third-grade classrooms and also pull out some students for special support up to an hour each day.

There are approximately 15 ELL students out of 50 third-graders and the majority have composite English Language Proficiency (ELP) levels of 3-5 according to ACCESS for ELLs or another annual assessment; however there are three new students who are at ELP level 1 and one student who is at ELP level 2. (See WIDA's Performance Definitions for reference.)

Individually, each ELL student has unique language domain scores, meaning that they all have unique areas of strength and challenge. For example, some are still in earlier stages of developing reading and writing skills in English, while their oral English skills are more advanced and others have a different mix of skills in the language domains.

Needs assessment

The PLC team has been given the task to align their professional learning with the school goal of "Increasing ELL student state reading scores by 6% by May 2014." The team starts by analyzing the detailed assessment scores of their ELLs in order to get a better sense of what they need instructionally. The PLC team looks at:

Students' state reading scores

School-wide assessments that provide scores for vocabulary and comprehension

English Language Proficiency scores from the ACCESS for ELLs test

They can see a pattern forming: the ELL students are weak and need to expand their comprehension and vocabulary - although in general they read fluently.

Next, the PLC team members individually complete the Needs Assessment, Column A from the Essential Actions Handbook (Gottlieb, pg. 68). Using a scale of 0-5, they rate how important each Action is according to their instructional goal. They may have quite a few that come out as their top priority. On their own they may want to read the Essential Action sections they rated most highly in order to familiarize themselves with the research or they may want to write their thoughts in the "comments" box to facilitate discussion with the group.

When the PLC team meets, they each share their top three Actions they've identified as most important to reaching their ELL reading goal. They will look for overlap in their priorities and select one or two as their instructional focus for their PLC work over the next six-eight weeks.

Create goal

Let's say that our PLC team decides to focus on Essential Action 3: "Apply the background knowledge of ELLs, including their language proficiency profiles, in planning differentiated language teaching." The Essential Action Handbook research states, "Information about the backgrounds of the students, including their linguistic and content abilities, is key to plan and deliver differentiated instruction to optimize opportunities for learning (Tomlinson, 2003;Fairbairn & Jones-Vo, 2010)." (Gottlieb, pg. 20)

The teachers feel that planning targeted instruction based on the students' language proficiency levels will make good use of their ESL and Title I individualized support, in addition to the scaffolded content instruction the classroom teachers will provide. In order to crystalize their background knowledge on Action Three, the teachers read the section and discuss the following reflection questions (Gottlieb, pg. 24)

1. How might you use the Performance Definitions to help formulate instructional strategies (e.g., in grouping students or differentiating language objectives)?

2. How might you use the Performance Definitions to help scaffold content instruction for ELLs?

3. When might educators use a student's overall composite language proficiency level (from ACCESS for ELLs) versus the language proficiency level for each language domain?

The teachers write their collective answers to these reflection questions. It's okay if their answers are tentative at first and begin with, "We're not sure but we think..." They will return to these questions as part of the reflection process in the PLC.

The PLC teams sets their goal to "Increase ELLs reading comprehension by providing differentiated language instruction based on student language proficiency levels."

To begin their work towards their goal, the teachers discuss, "What will success look like?" In other words, how will they know when they are implementing Action Three successfully? They decide on three success indicators:

Teachers will:

Know students' language domain proficiency levels

Use language domain information to provide differentiated options for classroom and pull-out instruction and tasks

Assess reading comprehension using language proficiency accommodated tasks

Implement strategies

Over the next two meetings, the PLC team organizes their work around the three success indicators they identified. They determine they need to continue their learning in a few different ways.

First, they need to know their students' language domain proficiency levels and have them easily available for instructional planning. They download the " Can Do Name Charts" from the WIDA website and work together to complete the charts and make copies to share. They also need more information about what educators can expect from students at different language proficiency levels according to the WIDA Performance Definitions (Gottlieb, pgs. 22 & 23).

The ESL teacher is able to provide further guidance in this area and the group also accesses some online resources from their state website about strategies for different language proficiency levels. Finally they have a conversation about what formative comprehension assessment looks like connected with content instruction. They study some resources about common formative assessments and use the Academic Language Framework as a guide as they determine some common vocabulary, sentence structures, and discourse needed for an upcoming unit on geographic landmarks. (This fits DuFour's first question, "1. What do we want them to learn?")

Collect evidence

At each PLC meeting the teachers provide evidence of student learning and discuss DuFour's other two questions:

How will we know when each student has learned it?

How will we respond when a student experiences difficulty in learning?

The teachers share insights on how to differentiate according to different language levels - how they've successfully modified materials or grouped students, examples of student learning using language related to content, and what works to help students who are still developing the academic language they need to communicate what they know. The types of evidence teachers might share are student assignments, notes or rubrics on student language production, student questions, and audio or video clips of student interaction.

Share and discuss

Throughout the process, teachers assist each other in brainstorming ways to model, instruct, and assess the students using content-based language at their proficiency levels. They may need to discover more resources to help them in certain areas and they may find items in the WIDA download library, online video clips or other research resources that will provide further guidance.

During this phase of PLC work teachers will often say things such as, "Tell me more about that?", "How exciting!", "I can hear your frustration, I'm wondering if..." or "One thought I had was..." The sharing is open, supportive, and focused on listening while also providing ideas. At the end of the PLC, each teacher should have a clear action step in mind for implementing with the students and will report back to the PLC in the next meeting.

Reflect

Finally at the end of the PLC cycle (usually six-eight weeks), the teachers will revisit the Action Three reflection questions, their identified success indicators, and evidence of student learning. They review their initial responses to the Action Three reflection questions and add further information based on their learning experiences, adding their own evidence as much as possible. They discuss the evidence they have around their success indicators. Are all teachers aware of the student language proficiency levels and using them to differentiate instruction? Again, they provide as much evidence as possible to support their claims.

Finally, they look for evidence of student learning. When language was presented at a proficiency level that allowed the student to use the discourse, sentence structure and vocabulary required to demonstrate content knowledge - could they do it?

Teachers share evidence of student language production and content learning. Then they have a group hug, go home feeling great about their teaching career and all week people keep asking them if they've lost weight or done something with their hair... Okay, I may be exaggerating a bit there at the end, but really, a PLC team that works well together with a mission to become better for the students they love will feel very empowered and see positive results - both in student learning and in developing stronger collaborative partnerships with other educators.

Extension-Digital Tools

If the PLC team members have a positive experience and feel strongly that others will benefit from what they've learned, it's a great idea to seek ways to share their new knowledge with other educators. This could be with another grade-level PLC team, at a school-wide staff meeting or ELL focus data day, or at a district professional development forum where other teachers are gathering to focus on the needs of ELLs. It's also possible that they may want to share their findings digitally so others can access it according to their own schedules. If the PLC members want to explore digital sharing, they may want to experiment with some digital tools throughout the process so they have something to share electronically.

Here are a few (mostly free) tools I've been enjoying lately and they lend themselves nicely to connecting through digital media:

is an online video response system that allows a teacher to pose a question and send the link to a group. Respondents each record a 90-second video response, and the responses are visible to all with the link. I like this system because it's quick, easy, allows you to view on your own time, and it's fun to hear your colleagues' responses rather than reading it on a bulletin post. Flipgrid has a free trial period and then there is an annual subscription fee. (Try it out with the example below!)

Teaching Channel is a great online video resource website that has professional classroom video clips, study guides, and teacher discussion posts. It is a website designed for teachers who want to "get into other peoples' classrooms" and see instructional strategies. The other tool they've created that I'm excited about is the Tch Recorder app (for iPad and iPhone). This is a video recording app that allows you to easily record your own instruction or student interaction with the tap of a button and then easily upload it to your "workspace" on the Teaching Channel. The videos can be kept private for your own review, or if your school or district decides to use this system for team sharing, there is a "Teaching Channel Teams" component that allows you to interact in a coaching manner with the videos to make comments and share resources. Teaching Channel resources and workspace is free, but the Teaching Channel Teams cost money for site or district-level use.

Wikispaces is an online content management system that allows for sharing of resources, photos, video clips and much more. This is a great "virtual desktop" that allows many users to create the content and have online discussions. It is free for educators.

There are many tools a PLC team can use for their own learning and for ultimately sharing with others. These are just a few ideas that educators might enjoy playing with to gain new insights into their own learning and an opportunity to share meaningfully with others.

Conclusion

In the current climate of finger pointing and blaming about how bad education is, I actually see improvement in the use of collaboration, especially around meeting the needs of traditionally underserved populations such as ELLs. With more research and tools to guide conversations between educators, ELL academic achievement will continue to climb. If I had had ELD standards, support for effective collaboration, and a useful resource such as the Essential Actions Handbook long ago, I believe I would have done more than listen to stories and help with worksheets. Together we would have been an educational team focused on the identified language needs of ELLs and providing differentiated support to help them achieve.

As Helen Keller said, "Together we can do so much." These days, I see many educators teaming up, working hard to learn new instructional strategies for diverse learners and giving their best every day to ensure the achievement of all students. I would love to hear from educators who use the Essential Actions Handbook for their own learning or as part of a PLC or professional learning environment. Please click on the Flipgrid question below and tell us in 90 seconds or less how you've used the Essential Actions Handbook to take action in your classroom, school, or district!

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Essential Actions: 15 Research-based Practices to Increase ELL Student Achievement

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In this article written for Colorín Colorado, Bright Ideas author Kristina Robertson offers an overview of WIDA's new Essential Actions handbook and shares a step-by-step process for using this tool as part of a professional learning community focused on meeting ELLs' academic language needs. Alone we can do so little, together we can do so much.

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Academic Language and English Language Learners

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Academic Language and English Language Learners

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As part of our Professional Development resources, Colorín Colorado offers free webcasts featuring experts in the English language learner (ELL) field. These webcasts were created with the generous support of the American Federation of Teachers and are available online to view at your convenience.

Each webcast features a 45-minute video program, which includes discussion with educators and researchers from the field, recommended readings, and suggested discussion questions. Some webcasts also have an accompanying Power Point presentation.

Related Resources

For more on-demand resources, take a look at the following archived webinars and related resources:

Share My Lesson: Webinars

The following webinars were produced in collaboration with AFT and Share My Lesson:

Colorín Colorado also has produced a Facebook Live Series featuring great conversations with ELL educators.

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As part of our Professional Development resources, Colorín Colorado offers free webcasts featuring experts in the English language learner (ELL) field. These webcasts were created with the generous support of the American Federation of Teachers and are available online to view at your convenience.

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This 45-minute webcast is a thorough introduction to assessment for teachers of English language learners. Dr. Lorraine Valdez Pierce will discuss performance-based standardized assessments; assessment as a tool for informing instruction; use of assessment to reinforce reading comprehension; and student self-assessment and self-monitoring.

Dr. Lorraine Valdez Pierce will also provide practical advice on how ESL and classroom teachers can collaborate when assessing English language learners and making decisions based on those assessments. Tips on record keeping and rubrics are also included.

Recommended resources

The articles and books below were chosen by Reading Rockets to help you learn more about this issue. The links to Amazon.com are provided for your convenience, and a portion of your purchase helps support Reading Rockets. Thank you!

Articles about assessment of English language learners

Books by our presenter

Additional books

Related links

ColorinColorado.org: Reading Rockets' sister site features information for families and educators of English language learners.

Discussion questions

1. Discuss ways that assessment can promote learning.

2. Generate your own definition of "performance-based classroom assessment."

3. Share strategies you currently use that encourage students to monitor their own learning.

4. How do a child's native language literacy skills help them acquire literacy skills in a second language?

5. Is there a system in place at your school to assess native language literacy skills?

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This 45-minute webcast is a thorough introduction to assessment for teachers of English language learners. Dr. Lorraine Valdez Pierce will discuss performance-based standardized assessments; assessment as a tool for informing instruction; use of assessment to reinforce reading comprehension; and student self-assessment and self-monitoring.

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Comprehension: Helping ELLs Grasp the Full Picture

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Comprehension: Helping ELLs Grasp the Full Picture

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Comprehension: Helping ELLs Grasp the Full Picture

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Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from the American Federation of Teachers and National Education Association.

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English Language Learner Instruction in Middle and High School

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English Language Learner Instruction in Middle and High School

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This 45-minute webcast is a thorough introduction to the challenges facing teachers of English language learners in middle and high school. Dr. Short will discuss how to teach content to late-entry English language learners and how to ensure reading comprehension for success in all content areas.

Dr. Short will also review effective instructional strategies and introduce why "newcomer schools" are effective in preparing English language learners for the challenges of grade-level academic content.

Recommended readings

The articles and books below were chosen by Reading Rockets to help you learn more about this issue.

Articles about instruction for middle and high school ELLs

The SIOP Model of Sheltered Instruction, (Center for Applied Linguistics)

A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement: Final Report Executive Summary, by Wayne P. Thomas and Virginia P. Collier (Center for Research on Education, Diversity, and Excellence)

The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher Collaboration and Professional Development, by Deborah J. Short and Jana Echevarria (Center for Research on Education, Diversity, and Excellence)

Bilingual Books: Promoting Literacy and Biliteracy in the Second-Language and Mainstream Classroom, by Gisela Ernst-Slavit and Margaret Mulhern (Reading Online)

Responding to the Demographic Challenge: An Internet Classroom for Teachers of Language-Minority Students, by Jill Kerper Mora (Reading Online)

Literacy for all Children in the Increasingly Diverse Schools of the United States, by Claude Goldenberg (California State University, Long Beach)

Books and additional articles by our presenter

For a full listing of Deborah Short's publications with the Center for Applied Linguistics, see the CALStore.

Making Content Comprehensible to English Learners: The SIOP Model, by Jane Echevarria, MaryEllen Vogt, and Deborah Short (Pearson/Allyn & Bacon)

School Reform and Standards-based Education: How Do Teachers Help English Language Learners?(183K PDF)*, by Jane Echevarria, Deborah Short, and Kristen Powers (Center for Research on Education, Diveristy, and Excellence)

What Principals Should Know About Sheltered Instruction for English Language Learners, by Deborah Short (NASSP Bulletin)

A High Point: Success in Language, Literature, & Content, by Afredo Schifini, Deborah Short, and Josefina Tinajero (Hampton-Brown Co.)

Additional articles and books

Discussion questions

1. Review student demographic information for your school or school district. Does your ELL population reflect the trends described by Dr. Short? Specifically, what percentage of students is ELL this school year as compared to five years ago? What is the primary language spoken by ELLs at home?

2. The term "English language learner" is a broad term. Describe the diverse population that falls into this category.

3. Dr. Short described four challenges facing middle and high school teachers in terms of educating ELL students. Describe the ways your school is addressing those challenges. In addition, describe other challenges that you face as a faculty in educating your ELL students. Then, brainstorm some solutions to those challenges.

4. Consider the objectives for one content area you teach, and consider the key language features for that content. In what ways are you already incorporating some aspects of the SIOP model? Share those strategies with your colleagues. What did you learn from watching the 6th grade social studies lesson that you could incorporate into your classroom?

5. Describe the similarities and differences between the SIOP plan for teaching reading processes and what you know about effective strategy instruction for middle and high school students.

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English Language Learner Instruction in Middle and High School

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This 45-minute webcast is a thorough introduction to the challenges facing teachers of English language learners in middle and high school. Dr. Short will discuss how to teach content to late-entry English language learners and how to ensure reading comprehension for success in all content areas.

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English Language Learners in Middle and High School: An Introduction

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English Language Learners in Middle and High School: An Introduction

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English Language Learners in Middle and High School: An Introduction

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Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from the American Federation of Teachers and National Education Association.

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English Language Learners with Learning Disabilities

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English Language Learners with Learning Disabilities

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English Language Learners with Learning Disabilities

# data[].attributes.attachment_link.description
Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from the American Federation of Teachers and National Education Association.

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Many students encounter difficulty as they transition from "learning to read" to "reading to learn" in fourth grade, and this difficulty can be even more pronounced for English language learners. Why do so many students experience what is often referred to as the "fourth grade slump"?

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Teaching English Language Learners to Read

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Teaching English Language Learners to Read

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In classrooms around the country, teachers need to teach reading to children who don't speak English, and they haven't been trained. Last year, the U.S. Department of Education convened a panel of scholars to determine the best research-based practices for teaching English language learners. The panel hopes to release its report in 2004. For this teleconference, we brought you three members of the panel who shared their expertise as independent researchers in the area of second language acquisition.

This teleconference was produced by Reading Rockets in partnership with the National Association of State Directors of Special Education (NASDSE), the National Education Association (NEA), the International Reading Association (IRA), and the National Association of Bilingual Education (NABE). Funding for this teleconference was provided by the U.S. Department of Education, Office of Special Education.

Teaching English Language Learners to Read is available for purchase at our online store, LearningStore.

Recommended resources

Downloadable resources

If you currently teach English language learners (ELLs) you may find the following downloads useful:

Related products from LearningStore

An authoritative reference for teachers facing an increasingly diverse school population that provides pre-service and in-service teachers, curriculum specialists, teacher mentors, and administrators with the necessary tools to meet the educational needs of English language learners in an inclusive classroom.
More >>

This unique bilingual picture dictionary introduces 750 widely used words, arranged thematically and enhanced with brilliant illustrations, language scripts, transliterations and a picture index.
More >>

For a teacher who speaks only English, having students who speak another language can be a daunting prospect. How do teachers teach English language learners (ELLs) to read in a new language?
More >>

Please visit our English language learners/Bilingual section of LearningStore to discover the best research-based practices for teaching ELLs.

Discussion questions

1. How does your school district assess language proficiency of incoming ELL students? Is social proficiency assessed differently from academic proficiency?

2. In your own words, describe the difference between word-level skill and text-level skill attainment for ELL students. Then, describe specific things teachers can do to increase ELL students' text-level skills.

3. Consider a read aloud you recently used. What vocabulary or concepts were presented in the book that could cause confusion for ELL learners? What could you do to scaffold the read aloud experience that would benefit ELL learners?

4. Compare and contrast the teaching of comprehension strategies to ELL students and to native English speakers.

5. Create a list of teaching behaviors that could promote comprehension skill development for ELL students.

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Teaching English Language Learners to Read

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In classrooms around the country, teachers need to teach reading to children who don't speak English, and they haven't been trained. Last year, the U.S. Department of Education convened a panel of scholars to determine the best research-based practices for teaching English language learners. The panel hopes to release its report in 2004.

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This mini-documentary explores the context of language acquisition and development among Native American students in New Mexico. Interviews with researchers and educators highlight the importance of schools' supporting Native American students in two crucial areas: (1) native language acquisition, development, and preservation and (2) English language acquisition and development. Researchers note that heritage language acquisition and development can help Native American students advance their English language skills.

Viewers will learn about promising research-based strategies that educators, administrators, and community and tribal leaders can use to support Native American students' language acquisition. Additional themes explore culturally responsive practices and tribal leader and community engagement.

Featured speakers include Tiffany S. Lee, Ph.D., professor and chair of the Native American Studies Department at the University of New Mexico (UNM); Christine Sims, Ph.D., associate professor and director of the American Indian Language and Policy Research and Teacher Training Center at UNM; and Laurie Smith, English Language Arts instructor at Zuni High School. Smith also discusses her former role on the American Indian English Learners Task Force at the New Mexico Public Education Department.

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regional educational laboratory english language learners

# data[].attributes.attachment_link.description
This mini-documentary explores the context of language acquisition and development among Native American students in New Mexico. Interviews with researchers and educators highlight the importance of schools' supporting Native American students in two crucial areas: (1) native language acquisition, development, and preservation and (2) English language acquisition and development.

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The NACA Inspired Schools Network (NISN) is building a movement of students, families, and educators to create and support excellent schools that are relevant to the communities they serve. NISN works with fellows who are committed to ensuring education is supportive of Indigenous communities throughout the country and that create strong leaders who are academically prepared, secure in their identities, and healthy.

This Resource Hub was developed with the intention of sharing the best practices and resources that have been found and developed for Indigenous students.

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NACA Inspired Schools Network Resource Hub

# data[].attributes.attachment_link.description
The NACA Inspired Schools Network (NISN) is building a movement of students, families, and educators to create and support excellent schools that are relevant to the communities they serve. NISN works with fellows who are committed to ensuring education is supportive of Indigenous communities throughout the country and that create strong leaders who are academically prepared, secure in their identities, and healthy.

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Teaching Academic Content and Literacy to English Learners in Elementary and Middle School

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Teaching Academic Content and Literacy to English Learners in Elementary and Middle School

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Teaching Academic Content and Literacy to English Learners in Elementary and Middle School

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Teaching Academic Content and Literacy to English Learners in Elementary and Middle School

# data[].attributes.headline
Effective Literacy and English Language Instruction for English Learners in the Elementary Grades

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Effective Literacy and English Language Instruction for English Learners in the Elementary Grades

# data[].attributes.attachment_link.title
Effective Literacy and EL Instruction fpr ELs

# data[].attributes.attachment_link.description
Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from the American Federation of Teachers and National Education Association.