Resources
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
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:
Challenging Narrow Notions of Accountability for Bilingual Learners
Freeman Field's presentation from La Cosecha 2012 in Albuquerque, NM.
Session description: This interactive session situates current debates about education and accountability for bilingual learners within a larger sociopolitical context. Freeman Field draws on her own ethnographic research and practical experiences in different dual language contexts over time. She highlights the role of dual language educators as agents for change.
Session objectives:
Participants in this session are encouraged to…
1. Look critically at their (dual language) programs in relation to current assessment and accountability requirements under NCLB'
2. Identify concrete assessment and accountability strengths and challenges, broadly defined, that they face in their programs
3. Identify action steps they can take to improve their assessment and accountability systems, and counter English-only discourses (policies, programs, beliefs, practices) on the local level.
This session is based on a paper that Freeman Field wrote in the summer of 2011. The reference to the paper is:
Freeman Field, R. (2011). Competing discourses about education and accountability for ELLs/bilingual learners. JMER vol. 2, pp. 9 - 34.
Publication: Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers
Topic: Curriculum, Instruction, and Assessment
Specialty:
Object(s): presentation
Johnson, Adrienne - Special Education Considerations for ELLs, 1st Ed. Review (2008).
This pdf is the book review that Adrienne Johnson, Adrienne wrote about Special Education Considerations for English Language Learners: Delivering a Continuum of Services by Else Hamayan, Barbara Marler, Cristina Sanchez-Lopez, and Jack Damico. Retrieved from www.mabemi.org/eresources.html
Publication: Caslon Community
Topic: Curriculum, Instruction, and Assessment
Specialty:
Object(s): review
X1 - Damico, Jack S.
Professor and Doris B. Hawthorne Eminent Scholar in Communicative Disorders
University of Louisiana, Lafayette
Lafayette, LA
Caslon Author: Special Education Considerations for English Language Learners, second edition
Contributor for
English Language Learners at School, second edition
Publication: Caslon Community
Topic: Program Implementation and Evaluation
Specialty:
Object(s): Bio
X1 - Sanchez-Lopez, Cristina
Associate
Paridad Education Consulting
Chicago, IL
Caslon Author: Special Education Considerations for English Language Learners, second edition
Contributor for
English Language Learners at School, second edition
Publication: Caslon Community
Topic: Professional Development
Specialty:
Object(s): Bio