Resources


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



A.0.1 Evaluating and Improving Programs for Bilingual and English Learners

Rebecca Field gave this presentation at fall 2016 conferences. Participants learn to 1) conduct an internal and/or external evaluation of their services for bilingual and English learners; 2) collect and analyze program review data; 3) use evidence of student learning (ACCESS for ELLs data) to guide instruction and collaboration among general education, literacy, ELD, and bilingual teachers; and 4) use evaluation findings to strengthen programs and professional development. Examples from diverse districts are provided.

Publication: Caslon Community

Topic: Program Implementation and Evaluation

Specialty:  

Object(s): presentation



A.0.2 Evaluating and Improving Programs for Bilingual and English Learners

Rebecca Field used this handout with her fall 2016 presentations (see Resource A.0.1). The handout can guide district efforts to collect data for the program review.

Publication: Caslon Community

Topic: Program Implementation and Evaluation

Specialty:  

Object(s): handout



A review of Transforming Sanchez School: shared leadership, equity, and evidence

Bilingual Research Journal
The Journal of the National Association for Bilingual Education

ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/ubrj20

A review of Transforming Sanchez School: shared
leadership, equity, and evidence
by R. R. Isola and J. Cummins, Philadelphia, PA, Caslon Publishing, 2019, 216
pp., $39.95 (paperback), ISBN: 978-1-934000-41-0

Anita Caduff

To cite this article: Anita Caduff (2020) A review of Transforming Sanchez School:
shared leadership, equity, and evidence, Bilingual Research Journal, 43:4, 453-456, DOI:
10.1080/15235882.2020.1840457

To link to this article: https://doi.org/10.1080/15235882.2020.1840457

Publication: Transforming Sanchez School

Topic: Policy, Leadership, and Advocacy

Specialty:  



Biliteracy Collection

Biliteracy from the Start: Literacy Squared in Action by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla uses a holistic biliteracy framework to guide and structure educators’ curriculum, instruction, assessment, and research efforts for biliteracy.

Teaching for Biliteracy: Strengthening Bridges between Languages by Karen Beeman and Cheryl Urow shows teachers how to develop biliteracy units of instruction, and introduces the Bridge—the instructional time when teachers bring the two languages together for contrastive analysis.

The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang is a step-by-step guide that provides effective instruction and intervention for 1) emerging English learners learning English as a new language, 2) Spanish speakers learning bilingually, and 3) emerging Spanish learners learning bilingually. It is a tier 2 intervention that helps teachers accelerate literacy development.

The Translanguaging Classroom: Leveraging Student Bilingualism for Learning by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer explains what translanguaging means, presents a flexible translanguaging pedagogy that can be implemented in any context, and demonstrates how teachers can engage with all of the languages in a students’ linguistic repertoire to support content learning, language development, and equity.

La enseñanza en el aula bilingüe: Content, language, and biliteracy by Sandra Mercuri and Sandra Musanti with Alma Rodriguez is a pedagogically-rich text, written primarily in Spanish, that shows bilingual educators how to teach content, language, and biliteracy to their diverse bilingual learners in any type of bilingual classroom. Bilingual educators learn how to plan and implement interdisciplinary biliteracy instruction that enables their bilingual students to learn academic content through two languages and strengthen their oral and written Spanish and English.

Publication: Caslon Community

Topic: Curriculum, Instruction, and Assessment

Specialty:  



CABE 2021 Caslon authors at our Virtual Exhibit

Caslon is proud to have so many authors represented at this year’s CABE 2021 Virtual Conference, Standing Together for Unity, Multiliteracy, and Equity, March 23 – 27, 2021. We are also happy to announce that several of these authors will be at the Caslon Virtual Exhibit between 2 and 3 pm each afternoon. This 1-minute video introduces these conversations with the authors. We will post recordings of these conversations after the conference.

Tuesday: Jim Cummins (keynote) and his co-author Raymond Isola (Transforming Sanchez School: Shared leadership, equity and evidence) talk with bilingual and general education leaders about the dynamic role of the principal in long-term educational change. Isola was engaged in this school transformation for thirteen years as principal of Sanchez School in San Francisco.

Wednesday: Rebecca Field invites your feedback on Caslon Learning, our new web-based professional learning system featuring The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer. Field will demonstrate the system, and invite questions and comments on its different features.

Thursday: Kathy Escamilla and Susan Hopewell, co-authors of Biliteracy from the Start answer your questions about biliteracy instruction and assessment.

Friday: Sandra Mercuri and Sandra Musanti as launch their new book La enseñanza en el aula bilingüe: Content, language, and biliteracy, which is written primarily in Spanish. Sandra and Sandra will talk with you about the strategic and purposeful use of Spanish and English for instructional and assessment purposes on two levels: in the elementary bilingual classroom, and to structure professional learning for bilingual teachers.

Publication: Caslon Community

Topic: Professional Development

Specialty:  



Ch.02 Survey: Fundamental Language Issues

Teachers, coaches, and administrators can use this survey from the end of Chapter 2 (Valdés et al) to investigate fundamental language issues surrounding CCSS and ELLs/emergent bilinguals at their school/district/organization. The survey asks educators to focus on different educators' perspectives on language, language acquisition, and language variation in our context.

After individuals complete their surveys, leadership teams are encouraged to discuss survey responses, and identify one to three issues that stand out as challenges in their context. Then team members are asked to identify one to three action steps they can take to address the challenges they identify. As questions arise, educators are encouraged to turn to expert responses in the chapter for guidance.

Publication: Common Core Bilingual and English Language Learners: A Resource for Educators

Topic: Curriculum, Instruction, and Assessment

Specialty:  

Object(s): survey



Common Core en Español

This link leads to the Common Core Translation Project, also known as Common Core en Español, which has been developed by the San Diego County Office of Education (SDCOE) and the California Department of Education and endorsed by the Council of Chief State School Officers (CCSSO). This translated and linguistically augmented version of the California Common Core ELA/Literacy Standards and Math Standards in Spanish is posted on this website for free public access and is available to individuals in California and across the country.

Publication: Caslon Community

Topic: Policy, Leadership, and Advocacy

Specialty:  

Object(s): website





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  • Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice, third edition
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  • The Literacy Club
  • The Translanguaging Classroom: Leveraging Student Bilingualism for Learning
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  • Common Core Bilingual and English Language Learners: A Resource for Educators
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  • English Language Learners at School: A Guide for Administrators, 2nd edition
  • Implementing Effective Instruction for English Language Learners: Twelve Key Practices for Administrators, Teachers, and Leadership Teams
  • Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers, second edition
  • Biliteracy from the Start: Literacy Squared in Action
  • Teaching for Biliteracy: Strengthening Bridges between Languages
  • Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers
  • Special Education Considerations for English Language Learners: Delivering a Continuum of Services, Second Edition
  • Teaching Adolescent English Language Learners: Essential Strategies for Middle and High School
  • Foundations for Multilingualism in Education: From Principles to Practice

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