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Ferlazzo, Larry – Educational Leadership, 2020
The author, a veteran ESL teacher, describes a set of specific supports to help long-term English language learners make academic progress that he and other teachers piloted at Luther Burbank High School in California. The interventions included a daily academic support class; monitoring this group's academic progress; "cohorting" them…
Descriptors: English Language Learners, High School Students, Social Support Groups, Intervention
Ferlazzo, Larry; Hull-Sypnieski, Katie – Educational Leadership, 2014
"How in the world are we supposed to apply the Common Core writing standards to teaching English language learners?" The authors propose a tentative answer to a question that has been troubling educators of late. Educators, they suggest, need to keep in mind three crucial elements: Students should (1) begin by reading more informational…
Descriptors: English Language Learners, Persuasive Discourse, Writing Instruction, Nonfiction
Ferlazzo, Larry – Educational Leadership, 2011
To create the kinds of school-family partnerships that raise student achievement, improve local communities, and increase public support, schools need to understand the difference between family involvement and family engagement. Schools that emphasize the latter tend toward doing with families, rather than doing to families. These schools do more…
Descriptors: Community Needs, Family Involvement, School Community Relationship, Public Support