ࡱ>  @ >bjbjʚʚ _t4RRRRRRR$v>>>PDvENj 4 4 4 !%&MMMMMMM$PRES8MR*5!!*5*5MRR4 4 M&:&:&:*5R4 R4 M&:*5M&:&:BJ|RRK4 ^ p>6>J`MdN0ENJ}TV8}T$KvvRRRRKV}TRKtR'H+&:.D`0R'R'R'MMvvD :vv - DRAFT - RESOURCES FOR WORKING WITH STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS AND/OR IMMIGRANTS/REFUGEES  RESOURCES Assessment and Accountability for Recently Arrived and Former Limited English Proficient (LEP) Students: Non-Regulatory Guidance. Office of Elementary and Secondary Education, US Department of Education. May 2007.  HYPERLINK "http://www.ed.gov/policy/elsec/guid/lepguidance.doc" http://www.ed.gov/policy/elsec/guid/lepguidance.doc Guidance on regulations regarding assessment and accountability for recently arrived and former limited English proficient (LEP) students. The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. By Anna Uhl Chamot and J. Michael OMalley. 1993. Provides a step by step breakdown of the CALLA process for working with linguistically diverse students. Originally designed for use with English Language Learners, CALLA utilizes effective cognitive strategies that can be used with all struggling students. $25.01 plus s/h from Amazon.com. Educating English Language Learners: Implementing Instructional Practices. By Jacqueline Vialpando, Jane Yedlin, Caroline Linse, Margaret Harrington, and Geraldine Cannon. 2005. National Council of La Raza  HYPERLINK "http://www.nclr.org/files/36199_file_ELL_Guide_2_FNL.pdf" http://www.nclr.org/files/36199_file_ELL_Guide_2_FNL.pdf [excerpted from the guide] This guide is designed for teachers, academic coaches, staff developers, and school leaders; ESL, bilingual, and general education teachers especially should find its instructional strategies, techniques, and guidelines helpful for engaging English language learners (ELLs) and other diverse learners. This guide emphasizes implementation by charter school professionals, but its information would be of use to any K-12 school with ELLs in the U.S., Puerto Rico, Guam, or Trust Territories [end excerpt]. Educating English Language Learners: Understanding and Using Assessment. By Jacqueline Vialpando, Caroline Linse, and Jane Yedlin. 2005. National Council of La Raza  HYPERLINK "http://www.nclr.org/files/32971_file_Eng_Lang_Learners_Assessment_Guide.pdf" http://www.nclr.org/files/32971_file_Eng_Lang_Learners_Assessment_Guide.pdf This guide addresses the development of an effective assessment program for schools serving English language learners (ELLs). Emphasis is on charter schools, but the information in this guide would be of use to any K-12 school in the U.S., Puerto Rico, Guam, or Trust Territories with ELLs. An abundance of information exists, and this book represents an attempt to synthesize and break it down into simple and comprehensible blocks of information. Education in Bosnia. From the Iowa Parent Resource Center.  HYPERLINK "http://www.iowaparents.org/files/bosnia.pdf" http://www.iowaparents.org/files/bosnia.pdf An overview of education in Bosnia. Education in Southeast Asian Communities. From the Iowa Parent Resource Center.  HYPERLINK "http://www.iowaparents.org/files/southeastasia.pdf" http://www.iowaparents.org/files/southeastasia.pdf Information about some of the special factors impacting children in Southeast Asian communities in the US. Education of Refugees. From the Iowa Parent Resource Center.  HYPERLINK "http://www.iowaparents.org/files/refugee.pdf" http://www.iowaparents.org/files/refugee.pdf Information about some of the learning of refugee children. Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. Russell Gersten, Scott Baker, Timothy Shanahan, Sylvia Linan-Thompson, Penny Collins and Robin Scarcella. National Center for Education Evaluation and Regional Assistance, July 2007.  HYPERLINK "http://ies.ed.gov/ncee/pdf/20074011.pdf" http://ies.ed.gov/ncee/pdf/20074011.pdf An expert-developed practice guide for teachers, principals, staff specialists and district-level administrators. The guide offers five recommendations for literacy instruction for English learners in the elementary grades. The ELL Companion to Reducing Bias in Special Education Evaluation. Elizabeth Watkins. Minnesota Department of Education, Fall 2003.  HYPERLINK "http://education.state.mn.us/mde/Learning_Support/Special_Education/Evaluation_Program_Planning_Supports/Cultural_Linguistic_Diversity/ELL_Companion_Manual/index.html" http://education.state.mn.us/mde/Learning_Support/Special_Education/Evaluation_Program_Planning_Supports/Cultural_Linguistic_Diversity/ELL_Companion_Manual/index.html (to download sections of the manual) or  HYPERLINK "http://www.asec.net/Archives/ELLmanual.pdf" http://www.asec.net/Archives/ELLmanual.pdf (to download the entire 173 page document) A guide developed by the Minnesota Department of Education to help Minnesota educators minimize bias when evaluating students who are English Language Learners. English Language Learners With Special Education Needs: Identification, Assessment and Instruction. By Alfredo Ariles and Alba Ortiz (Editors). 2002. Washington, DC: Center for Applied Linguistics (CAL). [From the CAL website] This book describes the challenges involved in identifying, placing, and teaching English language learners with special education needs. It describes model programs and approaches, including early intervention programs, assessment methods, parent/school collaboration, and native and dual language instruction. Available for $20.95 plus s/h from the Center for Applied Linguistics Store at  HYPERLINK "http://calstore.cal.org/store/default.aspx" http://calstore.cal.org/store/default.aspx. In the Classroom: A Toolkit for Effective Instruction of English Learners  HYPERLINK "http://www.ncela.gwu.edu/practice/itc/index.htm" http://www.ncela.gwu.edu/practice/itc/index.htm [excerpted from the Toolkit website] The "In the Classroom" Toolkit is designed to bring research and practice together for those involved in the education of culturally and linguistically diverse learners. Initiated by National Clearinghouse staff with experience in English as a second language (ESL)/bilingual classroom teaching, the project has the specific goal of making research-based lessons, activities, and curriculum accessible to all teachers of English language learners (ELLs), whether within bilingual education, ESL, or English-only settings [end excerpt]. Involving Refugee Parents in their Childrens Education. From Bridging Refugee Youth & Childrens Services, United States Conference of Catholic Bishops/Migration and Refugee Services. Spring 2007.  HYPERLINK "http://www.brycs.org/brycs_spotspring2007.htm" http://www.brycs.org/brycs_spotspring2007.htm Newsletter providing information and resources for educators and others working with refugee families. Limited English Proficient (LEP) Parent Involvement Project: A Guide for Connecting Immigrant Parents and Schools. Minnesota Department of Education. 2005  HYPERLINK "http://brycs.andornot.com/documents/LEP_UserGuide050905.pdf" http://brycs.andornot.com/documents/LEP_UserGuide050905.pdf Originally developed by the Minnesota Department of Education, this six module program was developed to help parents and caretakers with limited English see themselves as active participants in their childrens learning. Linguistically Culturally Diverse II -- Populations: American Indian & Spanish Speaking. 2003. Wisconsin Department of Public Instruction. This guide assists educators in understanding the difference between speech and language disorders and linguistic and cultural differences. Developed to provide guidelines for assessment procedures used with American Indian and Spanish speaking students who are experiencing academic and communication difficulties in the educational environment. $27.00 For information on ordering a copy, please contact Publication Sales at 800-243-8782. Office of English Language Acquisition at the US Department of Education  HYPERLINK "http://www.ed.gov/about/offices/list/oela/index.html" http://www.ed.gov/about/offices/list/oela/index.html OELA administers Title III of No Child Left Behind Act (2001) and provides national leadership in promoting high quality education for English language learners (ELLs). The office identifies major issues affecting the education of English language learners, and to assist and support State and local systemic reform efforts that emphasize high academic standards, school accountability, professional training and parent involvement. Peer Assisted Learning Strategies - WWC Intervention Report. What Works Clearinghouse. 2007.  HYPERLINK "http://ies.ed.gov/ncee/wwc/reports/beginning_reading/pals/" http://ies.ed.gov/ncee/wwc/reports/beginning_reading/pals/. Peer-Assisted Learning Strategies is an instructional program for use in elementary school classrooms to improve student proficiency in reading and math. It was developed for use with students with diverse academic needs, including English language learners. Although other programs emphasize peer-to-peer learning strategies that can be utilized in classrooms, this report focuses on Peer-Assisted Learning Strategies because of its possible usefulness with students with diverse academic needs, including English language learners with learning disabilities. Qu Significa ser Padres? (What Does It Mean To Be Parents?). National Institutes of Health. 2007.  HYPERLINK "http://www.nichd.nih.gov/significapadres" http://www.nichd.nih.gov/significapadres  HYPERLINK "http://www.nichd.nih.gov/publications/pubs/upload/que_significa_ser_padres.pdf" http://www.nichd.nih.gov/publications/pubs/upload/que_significa_ser_padres.pdf A Spanish-language version of the NICHD's "Adventures in Parenting" booklet-offers parenting strategies based on scientific research that can be used for children of any age. The booklet gives practical suggestions for successful parenting that parents can adapt for their own lives and situations. It also includes real-life examples of how some parents have incorporated these strategies into their own day-to-day parenting activities. For free copies of "Qu Significa ser Padres?" call 1-800-370-2943 or visit < HYPERLINK "http://www.nichd.nih.gov/significapadres" http://www.nichd.nih.gov/significapadres>. Serving Refugee Students: Case Studies of Somali, Bosnian and Liberian Students in Minnesota Schools. Minnesota Department of Education.  HYPERLINK "http://education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName=002177&RevisionSelectionMethod=latest&Rendition=web" http://education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName=002177&RevisionSelectionMethod=latest&Rendition=web or  HYPERLINK "http://education.state.mn.us/MDE/Learning_Support/English_Language_Learners/Resources/002177" http://education.state.mn.us/MDE/Learning_Support/English_Language_Learners/Resources/002177 [Excerpt] Each of the three case studies presented below are based on real stories. Names have been changed, of course, and some details have been introduced or deleted. Each study is, however, a story that you have heard or will very likely hear in your work with refugee students. Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. By Pauline Gibbons. 2002. Portsmouth, NH: Heinemann. [from the Heinemann website] How does a mainstream elementary classroom teacher with little or no specialized ESL training meet the challenge of teaching linguistically diverse students? Pauline Gibbons suggests how: integrate the teaching of English with the content areas of the regular curriculum. What's more, she shows how in this practical resource book. Available via online ordering for $18.00 plus s/h from  HYPERLINK "http://books.heinemann.com" http://books.heinemann.com. Working with Second Language Learners: Answers to Teachers Top Ten Questions. By Stephen Cary. 2000. Portsmouth, NH: Heinemann. [From the Heinemann website] Good teaching starts with good questions. And when youre a regular classroom teacher with second language students, youre certain to have plenty of questions. Stephen Cary, a second language learner specialist, has coached hundreds of teachers in public school districts, county offices of education, and university teacher preparation classes. Working with Second Language Learners represents these teachers top ten most frequently asked questions along with Carys practical, research-informed answers. Each question on the Top Ten List is real, meaning a real teacher teaching real kids asked it. Available via online ordering for $16.95 plus s/h from  HYPERLINK "http://books.heinemann.com" http://books.heinemann.com. The Changing Face of the Classroom: Serving ELL Students. Northwest Education Volume 11 Number 3 Spring 2006.  HYPERLINK "http://www.nwrel.org/nwedu/11-03/" http://www.nwrel.org/nwedu/11-03/ or  HYPERLINK "http://www.nwrel.org/nwedu/11-03/pdfs/nwedu_11-03.pdf" http://www.nwrel.org/nwedu/11-03/pdfs/nwedu_11-03.pdf The Spring 2006 issue of the NWREL newsletter examines issues pertaining to education and English Language Learners. 7/18/08 EMK Disclaimer: Inclusion of a website, article or other resource does not constitute endorsement by the Wisconsin Department of Public Instruction or any of its employees. This list is offered for informational purposes only. -  PAGE 2 - ELL/Immigrant/Refugee Students Wisconsin Department of Public Instruction Resource List 7/18/2008 (Draft) State of Wisconsin Department of Public Instruction Elizabeth Burmaster, State Superintendent  Mailing Address: P.O. Box 7841, Madison, WI 53707-7841 ( Street Address: 125 South Webster Street, Madison, WI 53702 Telephone: (608) 266-3390 ( Toll Free: (800) 441-4563 ( FAX: (608) 267-1052 ( TDD: (608) 267-2427 ( Internet Address: dpi.wi.gov  2oprs|}~W Ķᔂp_M< h`$JhW`CJOJQJ^JaJ#h`$JhW`5CJOJQJ^JaJ h`$JhuDCJOJQJ^JaJ#h`$JhW55CJOJQJ^JaJ#h`$Jhz5CJOJQJ^JaJhs&hOJQJ^JhuDOJQJ^JhJ5OJQJ^JhPhuD5OJQJ^Jh9/h:=5CJOJQJ^Jh:=5CJOJQJ^Jh5OJQJ^Jh9/CJOJQJh$CJOJQJpqrR}kd$$Ifl$h%  t 0644 l` ap $IfgduD $$Ifa$gduD $$Ifa$gd:= $$Ifa$gd<>rs}~W \ ]  c wx!2VgdOi 7$8$H$gdOigdm|gduD$a$gd)(gdW X \ ]  X Z ] ٜوwewQ?. h`$JhOiCJOJQJ^JaJ#h`$JhOi5CJOJQJ^JaJ&h`$JhOi56CJOJQJ^JaJ#h`$Jhm|5CJOJQJ^JaJ h`$Jhm|CJOJQJ^JaJ&h`$Jhm|56CJOJQJ^JaJ#h`$JhW`6CJOJQJ^JaJ$h`$JhW`0JCJOJQJ^JaJ/juh`$JhW`CJOJQJU^JaJ h`$JhW`CJOJQJ^JaJ)jh`$JhW`CJOJQJU^JaJ] & ' ( ` a c vx!"{|}ȳٛtٳ\Jٳ#h`$JhOi5CJOJQJ^JaJ/j+h`$JhOiCJOJQJU^JaJ&h`$JhOi56CJOJQJ^JaJ$h`$JhOi0JCJOJQJ^JaJ/jh`$JhOiCJOJQJU^JaJ)jh`$JhOiCJOJQJU^JaJ h`$JhOiCJOJQJ^JaJ h`$JhOiCJOJQJ^JaJ)h`$JhOiB*CJOJQJ^JaJph# 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