Tonya W Singer Bücher

"Approximately 1 out of 10 (or nearly 5 million) students in the U.S. have been classified as English Learners. In California, ELs account for nearly a quarter of the public school population. Other states (Arkansas, Kentucky, Tennessee, North Carolina, and South Carolina) report the most significant growth in EL population from 2000 - 2014. And while EL population sizes, policies, program models, and accountability systems vary widely between states and districts, a singular, sobering reality seems to extend across all differences: no matter where they go to school, most ELLs are struggling because they have little or no access to quality instruction tailored to their needs. Consider the following: Only 63 percent of ELs graduate from high school, compared with the overall national rate of 82 percent. In New York State, for example, the overall high school graduation rate is about 78 percent. But for ELs, it's 37 percent, according to the National Center for Education Statistics. Of those who do graduate, only 1.4 percent take college entrance exams like the SAT and ACT. Achievement disparities between ELs and their non-EL peers are still significant. In 2016, 32 states reported not having a sufficient number of teachers to address the needs of EL students"-- Provided by publisher

How do we make educational equity a reality, lesson by lesson? This book shows how team observation and learning can strengthen schools and support educational achievement by all students. It helps to: implement practices for observation-based professional learning; and more.

This book provides assistance to teachers who struggle with the question of how to appropriately present complex subject matter to students who are just learning to speak English.

"Ensuring English Learner achievement is a growing priority among educators across the nation for several reasons: (1) ELs are fastest growing student population in the nation (2) Achievement gaps between ELs and their non-EL peers show little signs of narrowing. ELs also have some of the highest dropout rates of historically underserved subpopulations. (2) ESSA increases local accountability for EL achievement; (3) ELs spend the majority of the school day under the care of mainstream classroom teachers, most of whom have little or no formal preparation in meeting the needs of this complex population. Few would argue that helping every mainstream classroom teachers excel with ELs is the number one way to elevate EL achievement. While there are many books about EL instruction, not one is a practical, user-friendly reference designed specifically to meet the priorities of mainstream teachers. Most of the current EL books are heavy with theory and research, or offer strategies in a vacuum irrelevant to how teachers approach planning and teaching every day"-- Provided by publisher