Miles Morales is just your average teenager. Dinner every Sunday with his parents, chilling out playing old-school video games with his best friend, Ganke, crushing on brainy, beautiful poet Alicia.
If your school is faced with a disproportionate rate of suspensions, gifted program enrollment, or special education referrals for students of color, this book shows how school leaders how to uncover the root causes and rally staff to face the challeng
In these special Colorín Colorado interviews, educators share their experiences on teaching and supporting English language learners (ELLs) during the COVID-19 pandemic.
Learn what schools and districts can do to ensure that ELLs and their families have access to the technology, internet connections, tech support, and information they need to succeed in virtual learning.
How can schools best support English language learners (ELLs) and immigrant students through the COVID-19 pandemic? What lessons have we learned so far? This section includes information on distance learning for ELLs, communicating and partnering with families, and social-emotional supports for ELLs and immigrant students.
Learn more about how schools can effectively partner with families of English language learners (ELLs) and immigrant students during COVID-19 from the following resources.
This guide by Kristina Robertson shares ideas for distance learning with English language learners, tools that can increase language production, and lessons learned about communicating with multilingual families remotely.
Learn more about what's happening around the country related to English language learners (ELLs), immigrant families, and refugees during COVID-19.
Learn more about how the COVID-19 pandemic is impacting English language learners (ELLs) and immigrant families and how schools can partner with families to support students.
In 2015, the Board of Regents adopted amendments to Part 154 of the Commissioner’s Regulations regarding Bilingual Education and English as a New Language (ENL) programs.