Margo Gottlieb Knihy

"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.

"Assessment is the bedrock of academic success in educational circles, but without assessment in multiple languages it is impossible to make valid inferences about multilingual student performance. "Assessing Learning in Multiple Languages" demonstrates the additive value of assessment in multiple languages by giving teachers tips for weaving such assessment strategies into their instruction. Using the assessment cycle as an organizing principle for the work, it portrays MLLs in a variety of contexts, provide evidence of MLLs' language development, and brings the personal dimension of socio-emotional development into sharp focus by aiming to build MLL agency and autonomy. This gives educators the ability to understand the rationale for and cite evidence of the value and benefits of assessment in multiple languages. It also provides tools teachers need to be more precise and effective in their assessments, and it will give MLLs a voice in the planning and enacting of their assessments. This is, in many ways, a cutting edge text as it gathers and synthesizes a growing body of research around the subject of multilingual programs, proficiency growth, and academic achievement"-- Provided by publisher

Discover how to bridge the gap between equitably assessing linguistic and academic performance!This well-documented text examines the unique needs of the growing population of English language learners (ELLs) and describes strategies for implementing instructional assessment of language and content. With both depth and breadth, the author articulates how to equitably and comprehensively assess the language proficiency and academic achievement of ELLs. Both practicing and aspiring educators will benefit

Focusing on the needs of multilingual learners, this book provides strategies and insights for educators and families to foster an inclusive learning environment. It emphasizes the importance of cultural diversity and offers practical tools to support language development and academic success. By highlighting effective communication and collaboration among teachers, families, and students, the book aims to empower all stakeholders in the educational process, ensuring that multilingual learners thrive in their academic journeys.

Strong partnerships are fostered through collaborative assessment practices that emphasize communication and shared goals. This book explores innovative strategies for educators to engage with students, families, and communities, enhancing the assessment process. It provides practical tools and insights for building trust and understanding among all stakeholders, ultimately aiming to improve educational outcomes. By focusing on collaboration, the text highlights the importance of inclusive practices in creating effective learning environments.

Assessing the full capabilities of your multilingual learnersAssessment  as ,  for , and  of  learning complement effective curricular and instructional practices, however, the complexities of assessment for multilingual students are too-often overlooked and misunderstood. What if multilingual learners, teachers, and educational leaders all had opportunities to plan for and use assessment data in multiple languages? Imagine the linguistic, academic, and cultural reservoirs we could tap to highlight what our multilingual learners know and can do. Assessment in Multiple A Handbook for School and District Leaders  shows how superintendents, principals, directors, coaches, and other educational leaders can more accurately portray the academic, language, and social-emotional development of multilingual students. As a companion to  Classroom Assessment in Multiple Languages , this book illustrates how the assessment cycle unfolds at school and district levels. Together the two books provide comprehensive guidance for enacting linguistically and culturally sustainable assessment in multiple languages in K-12 settings. Grounded in leading-edge research, with an emphasis on instilling equity and social justice in assessment practices, this   Written by leading multilingual education and assessment authority Margo Gottlieb, this guide will help educational leaders highlight the true capabilities of multilingual learners.