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The Intervention IDEAs brief series describes interventions based on evidence, for practitioners and parents that address the academic, developmental and behavioral domains of infants and...
This report was authored by the National Center for Education Evaluation and Regional Assistance, funded by the Institute of Education Sciences. This review of research and policy literature distills several key elements of processes that can help identify and support English learner students with learning disabilities.
This is the sixth chapter of the English Learner Tool Kit, which is intended to help State and local education agencies (SEAs and LEAs) meet their obligations to English Learners (ELs). This tool kit should be read in conjunction with the U.S. Department of Education Office for Civil Rights’ (OCR) and the U.S. Department of Justice’s (DOJ) Dear Colleague Letter on “English Learner Students and Limited English Proficient Parents,” published in January 2015, which outlines SEAs’ and LEAs’ legal obligations to ELs under civil rights laws and other Federal requirements. You also can access the entire English Learner Toolkit for State and Local Education Agencies (SEAs and LEAs).
Featuring bilingual speech-language pathologist Dr. Elsa Cárdenas-Hagan. This webcast discusses effective assessment and instruction strategies for English language learners with learning disabilities, as well as ways to help encourage the active involvement of parents of ELLs with LD in their children's schools.
OSEP has a new infographic that provides information about the OSEP technical assistance (TA) centers, which are funded under the following IDEA programs: Personnel Development Program; Technical Assistance and Dissemination (TA&D) Program; Educational Technology, Media, and Materials Prog
Project ELITE worked with K–3 to implement a new way of reading books aloud to enhance students' vocabulary and comprehension. This flip book presents a routine for teachers to use in their classrooms.
Project ELITE designed professional development and tools for implementing structured data meetings at key assessment points throughout the year (Beginning-, Middle-, and End-of-Year) for all educators serving ELs, as well as monthly for core (Tier I) classroom teachers.
This flip book presents a routine for teachers to use in their classrooms.
List of technical assistance produces for teaching and assessing students with disabilities.
Parent Tool Kit resources pertaining to instructional practices.
This toolkit includes information about the Department’s investments, papers on large-scale assessment, technical assistance (TA) products, and resources. The section on large-scale assessment includes a collection of seven papers and a glossary that address key issues related to the participation of students with disabilities in these standards-based assessments.
Tool Kit on Universal Design for learning resource list pertaining to instructional practices.
Project ELITE worked with K–3 teachers to implement a new way of reading books aloud to enhance students' vocabulary and comprehension. This bookmark presents a routine for parents to use with their children.
In this introductory brief, three model demonstration projects describe their work implementing various tiered instructional models focused on language and literacy at schools with high percentages of English learners in kindergarten through grade 3. This brief is the first in a series devoted to effective practices for English learners.
This document is the third in a series of briefs for school leaders, educators, and policymakers charged with implementing or supporting multi-tiered instruction that meet the needs of English learners (ELs).
This brief is the fourth in a series for school leaders, educators, and policymakers charged with implementing or supporting multi-tiered instruction that meet the needs of English learners (ELs).
This document is the fifth in a series of briefs for school leaders, educators, and policymakers charged with implementing or supporting multi tiered instruction that meet the needs of English learners (ELs).