English Language Learners

Overview of C-SAIL’s Year 1 and 2 Implementation Study Findings

This brief details six themes that emerged from C-SAIL's Year 1 and 2 Implementation Study survey and interview work in California, Kentucky, Massachusetts, Ohio, and Texas.

Implementation of Kentucky's Learning Standards in English Language Arts and Math: Insights, Innovations, and Challenges in Six Districts

This brief reports how district administrators, principals, and teachers are understanding, experiencing, and implementing the Kentucky Academic Standards in English language arts and math. C-SAIL examines how and what kinds of supports are provided to teachers of all students, including students with disabilities and English learners who take the general state assessment.

Implementation of Ohio’s Learning Standards in English Language Arts and Math: Insights, Innovations, and Challenges in Six Districts

This brief reports how district administrators, principals, and teachers are understanding, experiencing, and implementing the Ohio Learning Standards in English language arts and math. C-SAIL examines how and what kinds of supports are provided to teachers of all students, including students with disabilities and English learners who take the general state assessment.

Implementation of Texas’s Learning Standards in English Language Arts and Math: Insights, Innovations, and Challenges in Six Districts

This brief reports how district administrators, principals, and teachers are understanding, experiencing, and implementing the Texas Essential Knowledge and Skills (TEKS) state standards in English language arts and math. C-SAIL examines how and what kinds of supports are provided to teachers of all students, including students with disabilities and English learners who take the general state assessment.

Lessons Learned on Standards Implementation from State and District Leaders

 

Year 2 Conference | English Language Learners Presentation

English language learners Year 1 findings presentation from C-SAIL's first annual "A Conversation on College- and Career-Readiness Standards" in November 2016.

What are states doing to support ELLs in becoming college- and career-ready?

C-SAIL’s partner states offer a range of contexts for understanding the implementation of college- and career-readiness (CCR) standards for English language learners (ELLs). Two of our partner states, Kentucky* and Ohio, have historically had few ELLs, though both have experienced a doubling of their numbers within the past 10 years. One of our partner states, Massachusetts, has a moderate and growing ELL population. Two of our partner states, California and Texas, have long histories of working with ELLs.

How Rescinding DACA Undermines College- and Career-Readiness Standards

Several years ago, when I was a high school ESL teacher I noticed that one of my best students, who I will call Gloria, became uncharacteristically withdrawn and inattentive in class. Concerned by her sudden change in behavior I pulled her aside at the end of class one day to ask her what was going on. At first, she didn’t want to tell me. Then she began to cry. She shared with me that she was undocumented and that she was worried about what was going to happen to her after graduation. I hugged her and tried to comfort her but I didn’t really know what to say.

Is a New English-Proficiency Test Too Hard? Educators and Experts Debate.

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