Top Downloads
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California Professional Standards for Educational Leaders (CPSEL) Updated Tri-Fold Version
This version of the California Professional Standards for Education Leaders is a quick reference most helpful when used with the updated Moving Leadership Standards Into Everyday Work: Descriptions of Practice.
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Supporting English Learners During School Closures Considerations for Designing Distance Learning Experiences
While a fair amount is known about effective instructional practices for English learners, less is known about how these practices might look in a distance learning environment. This brief is designed to help educators make this critical shift.
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Scaffolding Writing Through the "Teaching and Learning Cycle"
Help your students become effective writers through scaffolding and the Teaching and Learning Cycle.
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Mindfulness in Education: An Approach to Cultivating Self-Awareness That Can Bolster Kids' Learning
This brief introduces the concept of mindfulness, provides examples of mindfulness strategies, and explains the potential, practical benefits for pre-K-12 students and educators.
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Four Domains for Rapid School Improvement: A Systems Framework
This framework assists educators in rapid school and district improvement efforts through turnaround leadership, talent development, instructional transformation, and culture shift.
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Strategies to Identify and Support English Learners With Learning Disabilities
This REL West brief presents a summary of research and practice and compares 15 state guidance manuals and other resources for policymakers, administrators, and practitioners.
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Family Engagement Toolkit: Continuous Improvement Through an Equity Lens
This toolkit offers districts and schools practical planning and evaluation tools designed to engage all families, particularly those of underrepresented and underserved students.
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Family Engagement Framework: A Tool for California School Districts (2014 Edition)
This resource helps schools and school districts develop and expand school/family partnerships to support student achievement.
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Developmental and Behavioral Screening Guide for Early Care and Education Providers
If developmental concerns are caught early on, early care and education providers can help ensure young children receive the support and services they need.
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Evidence-Based Improvement: A Guide for States to Strengthen Their Frameworks and Supports Aligned to the Evidence Requirements of ESSA
This guide provides an initial set of tools to help states and school districts understand and plan for implementing evidence-based improvement strategies.
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Bridging Cultures in Our Schools: New Approaches That Work: Knowledge Brief
As classrooms around the United States continue to become more and more culturally and linguistically diverse, educators need to understand the deep value orientations underlying
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Understanding Formative Assessment: Insights from Learning Theory and Measurement Theory
Formative assessment can yield real-time information about if and how students are learning—and what might be impeding their progress. Insights gained from ongoing assessment can help teachers shape instruction and guide student efforts.
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The Invisible Achievement Gap: Education Outcomes of Students in Foster Care in California's Public Schools
This first-of-its-kind report details a previously invisible achievement gap between children in foster care and other students, including students with low-socioeconomic status, English language learners, and students with disabilities.
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Zone of Proximal Development: An Affirmative Perspective in Teaching ELLs
Learn how collaboration impacts the academic development of English language and multilingual learners.
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California Infant/Toddler Learning & Development Foundations
"The first three years are a crucial time of development. Research on brain development indicates that the brains of infants and toddlers are twice as active as those of adults. By the time children reach the age of three, they have become competent in at least one language, formed a sense of self, learned about basic concepts such as cause-and-effect and quantity, and developed numerous large- and small-muscle skills." — Jack O’Connell, State Superintendent of Public Instruction (from the foreword)
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