Resources


12 Key Practices Checklist

The 12 Key Practices checklist is aligned with the 12 Key Practices framework that structures Implementing Effective Instruction for ELLs by Suzanne Wagner and Tammy King (2012). Administrators, teachers, and leadership team members can use this Checklist when they are 1) reviewing their current instructional programs for ELLs, 2) assessing program and professional development needs, 3) monitoring implementation, 4) evaluating program effectiveness, and 5) restructuring programs.

Publication: Implementing Effective Instruction for English Language Learners: Twelve Key Practices for Administrators, Teachers, and Leadership Teams

Topic: Program Implementation and Evaluation

Specialty:  

Object(s): checklist



12 Key Practices Framework

This downloadable pdf file includes the Wagner & King (2010) Key Practice 1 framework that structures their book. The framework is divided into four parts: 1) Shared Practices at the District, School, and Classroom Levels; 2) Common Classroom Practices for All ELL Educators; 3) Core Instructional Practices of Every Program for ELLs; and 4) Organizing the Key Practices into Effective Program Configurations. The 12 Key Practices checklist is aligned with this framework.

Publication: Implementing Effective Instruction for English Language Learners: Twelve Key Practices for Administrators, Teachers, and Leadership Teams

Topic: Curriculum, Instruction, and Assessment

Specialty:  

Object(s): framework



1 - Notemaking Guide for Expository Text

Leadership teams can use the Notemaking Guide to structure their team work so they customize for their states, districts, schools, and programs.

Publication: Caslon Community

Topic: Professional Development

Specialty:  

Object(s): handout



Appendix F: Gathering Information and Evaluating the Adequacy of the Learning Environment

This checklist was developed to help schools and districts assess the quality of services they provide to ELLs. The checklist can be used for self-evaluation, or it may be used by an outside evaluator through observations and interviews. It is included as Appendix F of Special Education Considerations for English Language Learners, 2nd Edition by Else Hamayan, Barbara Marler, Cristina Sanchez-Lopez, and Jack Damico.

Publication: Special Education Considerations for English Language Learners: Delivering a Continuum of Services, Second Edition

Topic: Program Implementation and Evaluation

Specialty:  

Object(s): checklist



Appendix H: WIDA Performance Definitions: Speaking and Writing Grades K-12

This document includes the WIDA performance definitions for what ELLs at different levels of English language development (1. entering, 2. emerging, 3. developing, 4. expanding, and 5. bridging) and with instructional support will produce in speaking and writng at the discourse level, the sentence level, and the word level. It is included as Appendix H of Special Education Considerations for English Language Learners, 2nd Edition by Else Hamayan, Barbara Marler, Cristina Sanchez-Lopez, and Jack Damico.

Publication: Special Education Considerations for English Language Learners: Delivering a Continuum of Services, Second Edition

Topic: Curriculum, Instruction, and Assessment

Specialty:  

Object(s): reference



Balanced Assessment for Linguistically Diverse Schools

This presentation from the American Association for School Administrators (AASA) conference in February 2010 by Diep Nguyen, and it was titled Leadership for Achievement: Balanced Assessment Systems for Linguistically Diverse Schools. Nguyen argues that improving the achievement of all students, particularly ELLs and students with disabilities, demands as internal assessment and accountability system that yields real evidence of student growth relative to state standards, program goals, and local benchmarks. The session presents the BASIC model (Gottlieb & Nguyen, 2007), a state-of-the-art system that draws on common formative and summative assessments included in a pivotal portfolio. Participants examine how to use data to inform decisionmaking at the classroom, school, program, and district levels. Practical strategies for using data to foster collaboration among mainstream, ESL, bilingual, and special education teachers, and for planning meaningful professional development are highlighted.

Publication: Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers

Topic: Professional Development

Specialty:  

Object(s): presentation



Biliteracy Unit Framework: Sample for 1st Grade

The biliteracy unit framework featured in this sample is for 1st grade.
Content area: Language arts integrated with science.
Language in which this content is taught: Spanish.

Publication: Teaching for Biliteracy: Strengthening Bridges between Languages

Topic: Curriculum, Instruction, and Assessment

Specialty:  

Object(s): framework



Biliteracy Unit Framework: Sample for 3rd Grade

This biliteracy unit framework features a sample for 3rd grade.
Content area: Language arts integrated with science.
Language in which content is taught: Spanish

Publication: Teaching for Biliteracy: Strengthening Bridges between Languages

Topic: Curriculum, Instruction, and Assessment

Specialty:  

Object(s): framework





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