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Assessment "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 Languages: 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 book: (1) justifies the legitimacy of assessment in multiple languages; (2) showcases examples from federal to classroom levels; (3) provides practical guidance and tools for school-wide and district level assessment; and (4) applies to any and all programs with multilingual learners whether in dual-language immersion, bilingual, or monolingual settings. Written by leading multilingual education and assessment authority Margo Gottlieb, this guide will help educational leaders highlight the true capabilities of multilingual learners. [For "Classroom Assessment in Multiple Languages: A Handbook for Teachers," see ED614213.]

What if multilingual learners had the freedom to interact in more than one language with their peers during classroom assessment? What if multilingual learners and their teachers in dual language settings had opportunities to use assessment data in multiple languages to make decisions? Just imagine the rich linguistic, academic, and cultural reservoirs we could tap as we determine what our multilingual learners know and can do. Thankfully, Margo Gottlieb is here to provide concrete and actionable guidance on how to create assessment systems that enable understanding of "the whole student," not just that fraction of the student who is only visible as an English learner. With "Classroom Assessment in Multiple Languages" as your guide, you'll: (1) Better understand the rationale for and evidence on the value and advantages of classroom assessment in multiple languages; (2) Add to your toolkit of classroom assessment practices in one or multiple languages; (3) Be more precise and effective in your assessment of multilingual learners by embedding assessment as, for, and of learning into your instructional repertoire; (4) Recognize how social-emotional, content, and language learning are all tied to classroom assessment; and (5) Guide multilingual learners in having voice and choice in the assessment process. Despite the urgent need, assessment for multilingual learners is generally tucked into a remote chapter, if touched upon at all in a book; the number of resources narrows even more when multiple languages are brought into play. Here at last is that single resource on how educators and multilingual learners can mutually value languages and cultures in instruction and assessment throughout the school day and over time. We encourage you to get started right away.

Teachers of English language learners in 21st-century classrooms face a daunting task. The nature of language is complex, learners' needs are diverse, academic content challenges students, and the demand for accountability is an educational reality. "Paper to Practice: Using the TESOL English Language Proficiency Standards in PreK-12 Classrooms" offers sound advice and practical steps for confronting these challenges. As a companion to TESOL's 2006 "PreK-12 English Language Proficiency Standards, Paper to Practice" illustrates how the TESOL standards can function as a starting point for action in all classrooms serving English language learners. "Paper to Practice" is organized in two sections. Section I, on how to approach the standards, analyzes the language of school, elaborates on the components of the TESOL English language proficiency standards, and examines how the standards exemplify the academic language required for student achievement. Section II, on how to implement standards-based instruction and assessment, encourages collaboration among educators in their efforts to use the English language proficiency standards in developing meaningful curricula and instructional practices for English language learners. In each chapter, Guiding Questions stimulate discussion, Vignettes contextualize the content in a variety of settings, Tasks spark new ideas, and Reflect and Respond sections encourage application of the key themes. The book's format is ideal for use in personal study as well as pre-service or in-service workshops. "Paper to Practice" offers a wealth of information and ideas for educators seeking to infuse the TESOL English language proficiency standards into curriculum, instruction, and assessment. By working together to implement a standards-based language curriculum framework, teachers can contribute to a cohesive and equitable educational system for all.