 Rdj4 Rdj4

 Table 5.4b. Percentage of students who qualify for limited-English-proficient (LEP) services, by LEP enrollment status and race/ethnicity: 2006 Table 5.4b. Percentage of students who qualify for limited-English-proficient (LEP) services, by LEP enrollment status and race/ethnicity: 2006

 ?video_id=169498&title=Rita_Lasuzzo_SMART _Boards_in_ESL ?video_id=169498&title=Rita_Lasuzzo_SMART _Boards_in_ESL

 Have we gotten too bogged down in labels— ELL, LEP, ESL, BE, IEP, SpEd, GT, etc.?  Can we combine the quest for literate students with ESL?  How do we foster a multicultural environment, reach all learners, and still teach all required curriculum?  How do we define the success of an ELL program?

 Batt, E. G. (2008). Teachers’ Perceptions of ELL education: Potential solutions to overcome the greatest challenges. Multicultural Education, 15 (3),  Brighton, C. M. and Hertberg, H. L. (2004). Reconstructing the vision: Teachers’ responses to the invitation to change. Research in Middle Level Education Online, 27 (2)  Friend, M. and Pope, K. L. (2005). Creating schools in which all students can succeed. Kappa Delta Pi Record, 41 (2)  Frankenberg, E. (2008). The segregation of American teachers. Education Policy Analysis Archives, 17 (1)  De Jong, E. J. (2004). After exit: Academic achievement patterns of former English language learners. Education Policy Analysis Archives, 12 (50)  National Center for Education Statistics (2006). Graph: Minority population as percentage of total population: Selected years, , and projections, 2010 and Retrieved, June 20, 2010 from:  National Center for Education Statistics (2006). Table: Table 5.4b. Percentage of students who qualify for limited-English-proficient (LEP) services, by LEP enrollment status and race/ethnicity: Retrieved, June 20, 2010 from:  Parkay, F. W. (2006). Social foundations for becoming a teacher. Boston, MA: Pearson.