Practical Strategies and Resources for EL Distance Learning

Posted by SupportEd Team
On April 6, 2020
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Note: This post is a guest blog written by Dr. Eugenia Krimmel. Dr. Krimmel is the founder of CollegeESL.com and an ESL Instructional Coach at Commonwealth Charter Academy in Harrisburg, Pennsylvania. Countless schools across the country are temporarily closing their brick and mortar facilities to help minimize the spread of COVID-19 with many schools moving instruction […]

From Deficit-Based to Assets-Based: Breaking Down the Wall One Essential Shift at a Time

Posted by Diane Staehr Fenner
On February 5, 2020
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Note: This Q&A with Debbie Zacarian and SupportEd president Diane Staehr Fenner first appeared on languagemagazine.com January 22, 2020. That piece is titled From Deficit-Based to Assets-Based: Breaking Down the Wall One Essential Shift at a Time. Staehr Fenner and Zacarian are two of nine co-authors of Breaking Down the Wall. – Dan Alpert: Debbie and […]

Winter News

Posted by Kate Monick
On January 24, 2020
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We are having a productive start to the new year fostering ELs’ success with five online courses, new and ongoing long-term technical assistance projects, professional development (PD) in several states, upcoming conference keynotes and presentations, and more. Online EL Professional Development Courses (January 21 – March 6, 2020) This winter, we are proud to run […]

Supporting Undocumented Students Applying to College: 4 Advocacy Steps

Posted by Marley Zeno
On December 13, 2019
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In October at the annual WIDA Conference, Diane Staehr Fenner and I presented a session on Strengthening English Learners’ Pathways to High School Graduation. During the Q&A, an educator raised the issue of undocumented students applying to college and the added layer of complications they face. We quickly realized there is still a lot of […]

Top Three Takeaways – WIDA 2019

Posted by SupportEd Team
On November 8, 2019
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We enjoyed seeing many of you in person recently to collaborate around better serving our ELs at the 2019 WIDA conference in Providence, Rhode Island. In this blog post, we’d like to share SupportEd’s Top Three Takeaways from that conference. – – Disrupting ELs’ and multilingual learners’ education was a common theme that surfaced during […]

3 Strategies for Promoting English Learners’ Assets

Posted by Diane Staehr Fenner
On September 26, 2019
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Note: This post first appeared on k-12talk.com September 24, 2019. That piece is titled Back to School: Promoting English Learners’ Assets. The proportion of English learners (ELs) in the United States public school system has reached nearly ten percent of all students and is on a nationwide growth trajectory¹. Along with this growth in numbers, […]

Fall News 2019

Posted by Kate Monick
On September 11, 2019
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We’ve had an engaging and productive fall fostering English learners’ success with new and ongoing long-term technical assistance projects, professional development (PD) in several states, various conference presentations, and the launch of two new online short courses in upcoming months. Ongoing Technical Assistance Projects NCELA. We are continuing our work to manage the U.S. Department […]

Overcoming Barriers to EL Family Engagement

Posted by Sydney Snyder
On August 30, 2019
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The start of a new school year marks an excellent time to determine priorities and set goals that encourage and support the success of our ELs. One topic to consider as you begin the 2019-2020 school year might be EL family engagement. In this blog post, I will discuss why EL family engagement matters, what it […]

A Q & A with Diane Staehr Fenner

Posted by SupportEd Team
On August 6, 2019
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Note: This Q&A with SupportEd president Diane Staehr Fenner first appeared on educateiowa.gov June 18, 2019. That piece is titled Keynote: Ending the education gap for English learners can be done. Staehr Fenner was a keynote speaker at the 15th Annual Our Kids Summer Institute held during June 2019 in Ankeny, Iowa. – – There’s […]

6 Steps to Making Texts Accessible for ELs

Posted by Jill Kester
On April 24, 2019
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Imagine the following scenario. Ameena is an English learner (EL) in the 8th grade who entered a U.S. public school for the first time one and a half years ago. Her overall proficiency level is 3 on a scale in her state where 1=entering and 6=proficient. When her teachers use complex grade level text for […]

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