Crossing the Finish Line: An Inspiring Story from Houston ISD

For most educators in America, this is the home stretch of the school year. It’s the time to assess, report, celebrate, and soon enough (let’s hope!) get some rest.

Teachers, administrators, specialists, and staff: if you’re tired, you ought to be. Infusing joy in learning while serving as a springboard so students can rebound from setbacks, and setting stepping stones a single beat ahead of each child’s learning journey is, quite frankly, exhausting.

Topics: District Spotlights

Efficiencies Enable California Districts to Innovate

Educators and administrators from nine California school districts, spanning 345 miles across the state, recently came together to discuss
the changing policy landscape and the systems they have in place to help English Learners (ELs) succeed in school and beyond.

Topics: Leadership, District Spotlights

The Mid-Year LPAC: Setting ELLs Up for Success in Texas

If you follow our blog, then you’ve probably read a thing or two about the
Language Proficiency Assessment Committee, or LPAC, in Texas. All decisions about English Language Learners (ELLs) - from program placement and designated supports setting, to exit decisions and post-exit monitoring - are required to be made by the LPAC.

Topics: Leadership

Lessons Learned: How to Clarify Input for English Learners

They had been filling out their worksheets for 30 minutes, but I knew I wasn’t getting through to them. I could see their eyes glazing over, their heads starting to nod, and some of them even playing with their pencils.

Topics: Technology, Standards & Instruction, Teacher Tips

The "Why” Behind the Extended Four-Year Monitoring Period

Here’s a seemingly simple question: Why did ESSA extend the monitoring period for former ELLs to four years?  

One of the more interesting accountability changes in the new ESSA legislation has to do with the requirement that districts now must monitor former ELLs for four years instead of two. We were pleased to hear this at Ellevation, given our focus on supporting digital monitoring processes for school districts, and we aren’t alone. The Council of Great City Schools praised the change, and Dr. Wayne Wright’s recent webinar compliments the adjustment as well. But I couldn’t help wondering why the change was implemented in the first place. What were lawmakers thinking?

Topics: Technology, Policy

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