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
2. 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.
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
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:
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 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: