• 04.21.2017
    • Training
    • Training Tips
    • Curriculum
    • ELD
    • ELL

    Integrated ELD vs Designated ELD

    The forever swinging pendulum in education continues, but regardless of the swings it is very refreshing for Be GLAD trained teachers to be validated for using GLAD strategies to meet the new mandates for integrated and designated ELD instruction. In California and in many other states, there has been a launch of new ELD standards. The new ELD standards are designed to provide guidelines and structures for providing ELL students with multiple opportunities to experience and build their language. There is a heavy emphasis on experiencing language through text, along with a push to amplify academic language versus using a separate isolated curriculum to teach ELD. For California in essence, the CA ELD standards amplify the Common Core State Standards (CCSS) for ELA (English Language Arts). The 5 ELD levels were condensed to three English language proficiency levels: emerging, expanding, and bridging. Three levels are utilized for ease of instruction and assessment.

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  • 11.28.2016
    • Success Stories
    • Data
    • SBAC

    SBAC Be GLAD Data 2016

    With considerable apprehension around new testing measures, this should come as relieving news. We have been finding that classrooms using our strategies have students who are successful on new assessment measures.

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  • 10.01.2016
    • Awards and Recognition
    • Success Stories
    • Data

    Celebrate Teachers!

    We are so excited for our Certified Be GLAD Trainer Karrie Coulter on earning Marin County’s Teacher of Year award. She works tirelessly for her students and school. We are indebted to her for allowing us to post her many classroom artifacts to our social media. We are very lucky to have you on our team! Congrats!

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  • 09.27.2016
    • Training
    • Curriculum
    • Classroom Management
    • ELD
    • ELL

    Input Charts are Fine Art

    We often get the question about the empty spaces on our Input Charts for direct instruction. Early great artists might have been the first ones to use our Input Charts. Some early neurological research in an emerging field of neuroaesthetics shows the greatest artists of our time deliberately leave parts out of their paintings for us to fill in. When we fill them in, we are rewarded by our brains for doing so. In the same way, we leave empty spaces on our Input Charts to have students fill them.

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