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Our Top 10 NCLB Challenges: |
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There are many effective strategies identified by research together with programs designed for LEPs. While a program design is not as significant as what is happening in the classroom there are strategies that will support and encourage the success of instruction for LEPs. In the readings you will find strategies that can be helpful in teaching LEP students. |
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 Understanding Universal Design
Resource Type: 
Date: 2/1/2010 Author: National Dissemination Center for Children with Disabilities
| | | "According to the Access Center, universal design is ""an approach to designing environments and products so they can be used by the widest range of users without adaptation." You'll find a wide variety of products at the Access Center on this vital subject, including professional development modules, briefs, and presentations. Here is a list of links to resources that will help you gain familiarity with the concepts behind UDL and consider strategies for getting started with implementation in your school of classroom. | |
From the Ballot Box to the Classroom
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Date: 4/1/2009 Author: Jill Kerper Mora
| | | From 1998 to 2008, voters in California, Arizona, and Massachusetts passed anti-bilingual education ballot initiatives that required English-only instruction for the vast majority of the states' English language learners. The contentious political discourse leading up to the votes largely ignored the research on best practices for educating English language learners, as well as the practical and pedagogical issues facing educators. The author of this article examines the research to counter several "myths" underlying the English-only movement: that all schools should be required to adopt the same approach in serving their differing populations of English language learners; that bilingual instruction is the reason for English language learners' low levels of English proficiency; and that students can learn English quickly and then easily catch up with native English speakers in literacy and content learning. | |
Best Practices for Adolescent ELLs
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Date: 4/1/2009 Author: Judith Rance-Roney
| | | Adolescent English language learners present particular challenges for schools. The population of adolescent ELLs is diverse, and their educational needs are affected by differences in immigration status, quality of educational background, native language, cultural distance from U.S. culture, future plans, and economic status. The article offers five practices that can help schools improve educational achievement for these students: acceptance of shared responsibility by school staff; a dual curriculum that promotes language development as well as academic needs; careful consideration of how to integrate immigrants with the general school population; extended learning time; and individual progress records. | |
A Process--Not a Test
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Date: 4/1/2009 Author: W. James Popham
| | | Formative assessment is not a test; rather, it is an ongoing process in which teachers use test-elicited evidence to adjust their instruction. | |
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