Evaluation of the Expository Reading and Writing Curriculum With Respect to English Language Development
This report describes an evaluation and its findings focused on the implementation and outcomes of Expository Reading and Writing Curriculum modules for English language development instruction (ERWC-ELD) in grades 9-12 in California.
Restorative Practices Beyond the Classroom: Integrating Circle Practices Into Existing School Processes
The brief describes the need and rationale for expanding the use of restorative practices in contexts outside of the classroom, including IEP/504 meetings, staff meetings, committee meetings, and online spaces.
Learn how collaboration impacts the academic development of English language and multilingual learners.
What Are Social and Emotional Learning and Culturally Responsive and Sustaining Education — and What Do They Have to Do with Critical Race Theory? A Primer
Ensuring equity in education, whereby all student groups attain comparable positive outcomes, is an ongoing challenge for policymakers and practitioners. While there is no single
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This article explains a process through which teachers can scaffold students’ successful writing called the “Teaching and Learning Cycle" to best serve multilingual learners as well as English-proficient students.
In this paper, we review the status of states’ development of kindergarten readiness assessments (KRAs) and how states are using KRA data to profile skills at kindergarten entry, help track longitudinal progress, provide early warnings for needed intervention, and guide policy decisions.