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About the English Language Learning Strand
The Center on Instruction provides materials and resources to improve instruction and intervention for English Language Learners, including exemplary delivery models and professional development for teachers in content and language areas.
ELL: Grades K-12: Resources
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As you apply for ARRA funds and implement your plan, COI's resources can help you identify reforms that work and how to implement them. As you advance reforms in the area of "data systems to support instruction", consider that COI's resources cover the use of data to inform instructional practices and decision making; inform professional development for teachers and administrators; and improve teacher and principal effectiveness.
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Published: 1/21/2010 3:17 PM
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As you apply for ARRA funds and implement your plan for "turning around lowest-performing schools", COI's resources can help you understand research-based practices to provide high-quality instruction and effective intervention to reach struggling students. Our resources can also help principals understand how to plan initiatives to improve the instructional programs for students and how to serve as an instructional leader at their school.
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Published: 1/21/2010 3:11 PM
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As you apply for ARRA funds and implement your plan, COI's resources can help you identify reforms that work and how to implement them. As you advance reforms in "effective leaders and teachers", consider that COI's resources cover the research on high-quality instruction and interventions; using data to inform instruction; high-quality coaching and professional development for your teachers; and how to improve teacher and principal effectiveness.
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Published: 1/21/2010 3:01 PM
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As you apply for ARRA funds and implement your plan, COI's resources can guide you in your decision-making about what reforms work and how to implement them most effectively in the area of "standards and assessments". COI's resources can help you implement high-quality assessments and use information from assessments to guide classroom instruction.
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Published: 1/21/2010 2:48 PM
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This report presents information about assessment, instructional interventions, and professional development with a particular focus on ELL students who have been identified with a language and/or learning disability or who are at risk for reading difficulties. The focus of the intervention section is on those that have demonstrated success at remediating reading for ELLs who have either identified language impairment, reading and/or learning disabilities, or those who are performing significantly below their peers in reading achievement. The report also offers recommendations followed by discussion and empircal evidence for the types of instructional interventions that best serve ELLs who are at risk for reading difficulties who may or may not have an identified language and/or learning disability.
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Published: 9/21/2009 10:53 AM
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Intended for state and district leaders, this professional development module provides background knowledge on language development, language assessment of English Language Learners, academic language instruction and vocabulary K-12. It is designed to be used as a four-hour train-the-trainer session. Other options include using the materials in the Facilitator's Guide as a study group tool with other ELL professionals or using the information and completing the activities as a self-study guide.
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Published: 6/30/2009 1:23 PM
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This book, released in October 2006, is the first in a series of three Practical Guidelines for the Education of English Language Learners. It provides evidence-based recommendations for policymakers, administrators, and teachers in K-12 settings who seek to make informed decisions about instruction and academic interventions for ELLs. The domains of focus include reading and mathematics, and the recommendations apply to both a class-wide instructional format and individualized, targeted interventions, depending on the population and the goals of the instruction. A PowerPoint presentation overview of the series is available below for downloading. New for November 2007 is the Professional Development PowerPoint to supplement the content of this book. The detailed slides and speaker notes summarize and augment the information contained in the book and may be used to provide professional development during inservice training to educators teaching in grades K-12.
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Published: 11/12/2007 4:55 PM
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This book, released in October 2006, is the second in a series of three Practical Guidelines for the Education of English Language Learners. This document was written primarily for the group of ELLs who are adolescent newcomers to the United States and who have a relatively short period of time in which to simultaneously develop academic language skills and master grade-level content. It provides evidence-based recommendations for policymakers, administrators, and teachers in middle and high schools who seek to make informed decisions about effectively serving adolescent newcomers. A PowerPoint overview is available below for downloading. New for November 2007 is the Professional Development PowerPoint to supplement the content of this book. The detailed slides and speaker notes summarize and augment the information contained in the book and may be used to provide professional development during inservice training to educators teaching in middle and secondary grades.
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Published: 11/9/2007 5:37 PM
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This book, released in October 2006, is the third in a series of three Practical Guidelines for the Education of English Language Learners. NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for teaching English and content knowledge to ELLs. ELLs present a unique set of challenges to educators because of the central role played by academic language proficiency in the acquisition and assessment of content-area knowledge. This document focuses particularly on research-based recommendations on the use of accommodations to increase the valid participation of ELLs in large-scale assessments. A PowerPoint overview is available below for downloading.
New for November 2007 is the Professional Development PowerPoint to supplement the content of this book. The detailed slides and speaker notes summarize and augment the information contained in the book and may be used to provide professional development during inservice training to educators teaching in the elementary, middle, and secondary grades.
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Published: 11/9/2007 5:30 PM
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This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners.
Also included are comments from experts in response to questions about methods for improving academic literacy in adolescents and examples of state activities in support of improved adolescent literacy in California, Florida, Rhode Island, and Washington.
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Published: 3/9/2007 1:22 PM
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This handbook, edited by the Center on Innovation and Improvement, was developed by the five national content centers (Assessment and Accountability Comprehensive Center, Center on Innovation & Improvement, Center on Instruction, National Comprehensive Center for Teacher Quality, and National High School Center). The purpose of the Handbook is to bolster the effective implementation of the intervention models and strategies outlined in the 2009 School Improvement Grant (SIG) program in order to achieve the program’s clear goal—rapid improvement of persistently low-achieving schools. In particular, this Handbook offers practical explanations of the SIG’s required and recommended models and strategies, references to the underlying research, and connections to useful resources. The intended audience includes state education agencies (SEAs), local education agencies (LEAs), charter management organizations (CMOs), education management organizations (EMOs), organizational partners engaged in school improvement, and schools engaged in rapid improvement. To download the entire 210-page document, each chapter individually, or chapters by topic, click here.
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Published: 1/21/2010 2:30 PM
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This series of modules from the National Center on Response to Intervention provides information about how student progress monitoring, specifically Curriculum Based Measurement (CBM), can be used to determine a student's response to an intervention. The six modules include an introduction to CBM, using CBM in reading, math, written expression and spelling, other ways to use CBM data, and using CBM to determine RTI. These modules are designed for conducting professional development, course offerings, or individual study. Each module includes a PowerPoint presentation with notes, a manual, and handouts. While they are intended to be used as a series, each module can stand on its own. To access the CBM Modules, visit http://www.rti4success.org/index.php?option=com_content&task=view&id=1172&Itemid=150.
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Published: 5/7/2009 10:37 AM
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This brief from the Assessment and Accountability Comprehensive Center is an introduction to the Framework itself, which is expected to be released in Winter 2009. The Framework was conceived as a tool to help states and districts develop and implement high-quality standards and assessments that are valid and that reliably measure ELLs' language development. The brief can be downloaded at the AACC website at http://www.aacompcenter.org/cs/aacc/print/htdocs/aacc/resources_sp.htm
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Published: 11/19/2008 2:14 PM
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This practitioner brief from NCCRESt discusses four key elements of culturally and linguistically responsive prereferral intervention for culturally and linguistically diverse students: 1) preventing school underachievement and failure, 2) early intervention for struggling learners, 3) diagnostic/prescriptive teaching, and 4) availability of general education problem-solving support systems.
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Published: 9/16/2008 9:26 AM
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Alfred Artiles presented this keynote address at the 31st annual conference of the New York State Association for Bilingual Education in March 2008. This PowerPoint presentation focuses on 1) trends in ELL placement in Special Education, 2) RTI as a viable option for ELLs, and 3) reflections on potential future directions for ELLs.
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Published: 9/16/2008 9:11 AM
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Doing What Works is a website dedicated to assisting teachers in the implementation of effective educational practices. It contains practice guides developed by IES that evaluate research on the effectiveness of teaching practices described in the guides and examples of possible ways this research may be used. To access this website, visit http://dww.ed.gov/topic/topic_landing.cfm?PA_ID=6&T_ID=13.
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Published: 7/28/2008 10:19 AM
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This practice guide, from the Institute of Education Sciences (IES) National Center for Education Evaluation and Regional Assistance, formulates evidence-based recommendations for teaching literacy to English Language Leaners (ELLs) in the elementary grades based on the current body of studies for each area. The authors evaluated the effect sizes of interventions to measure their impact on programs and practices. The recommendations involve areas such as curriculum selection, sensible assessments for monitoring progress, and reasonable expectations for student achievement and growth, which would be helpful for curriculum directors at the time they make decisions about policy related to literacy instruction for ELLs in elementary grades. The practice guide is available for downloading at http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20074011.pdf.
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Published: 11/12/2007 6:13 PM
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This Executive Summary provides a thorough overview of the major findings analyzed in the report by the National Literacy Panel on Language-Minority Children and Youth. The panel of major scholars in second language learning and literacy analyzed existing evidence on teaching reading and writing to language minority students and identified gaps in this area of research. Professinal Development staff and educators may use the findings described in this summary to support research-based initiatives and instruction for language-minority students. The Executive Summary is available for downloading at the Center for Applied Linguistics website at http://www.cal.org/projects/archive/nlpreports/Executive_Summary.pdf.
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Published: 11/12/2007 5:08 PM
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