Dialogue Guides are models for conducting interactive discussions across stakeholders.. Each Guide circulates a common set of source materials and suggested procedures for involving various audiences in States and districts. In this manner, stakeholders all over the country can begin interacting in new ways around implementation issues. Each dialogue guide title has questions written specifically for a target audience by representatives of that audience. Use the documents below to create your customized set of materials to ground your dialogue around the implementation of IDEA 2004.

Dialogue guides have 3 parts:

* Facilitator's Handbook to help you think about inviting others into a dialogue:
* Topical documents with content information to ground the dialogue, and
* Dialogue Starters, written by stakeholders, that identify questions to guide the dialogue


Dialogue guides are written for general audiences that includes many different stakeholders: local administrators, family, practitioners (teachers and related service providers), policymakers, and higher education.

To begin, review the Facilitator's Handbook, then choose the topic and the appropriate dialogue guide starters for your audience

* Dialogue Guide Facilitator Handbook



English Language Learners and Assessment

•    Source Document:
Best Practices in Non-Discriminatory Assessment, Samuel O. Ortiz PhD, NASP [PowerPoint with 10 steps for assessment from slides 13 - 14, 16 - 19, 21 – 23, 40 ]

•    Dialogue Question Starters:
English Language Learners and Assessment


English Language Learners and Culturally Responsive Teaching

•    Source Document:
Professional Learning For Culturally Responsive Teaching, Kathleen A. King, Alfredo J. Antiles, and Elizabeth B. Kozleski, NCCRESt Practitioner Brief [excerpted from pp 4, 6-7, April 2009.}

•    Dialogue Question Starters:
English Language Learners and Culturally Responsive Teaching


English Language Learners and Effective Classrooms

•    Source Document:
Fostering Academic Success for English Language Learners: What Do We Know? Section 5. English language Acquisition and Academic Success: What Do We Know? Robert Linquanti.  WestED  [bulleted list]  

•    Dialogue Question Starters:
English Language Learners and Effective Classrooms


English Language Learners and Disproportionate Representation in Special Education

•    Source Document:
Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions– questions were generated in response to reading Key Element 1 introduction located on page 5

•    Dialogue Question Starters:
English Language Learners and Disproportionate Representation in Special Education


English Language Learners and Language Development

•    Source Document:
Challenging Common Myths about English Language Learners.  Linda M. Espinoza, National Association of State Boards of Education. June 2008 [excerpted from p 47] 

•    Dialogue Question Starters:
English Language Learners and Language Development


English Language Learners and Mathematics Instruction

•    Source Document:
Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions [K-12]
Center on Instruction  Math  Recommendations (pp 40-1)

•    Dialogue Question Starters:
English Language Learners and Mathematics Instruction


English Language Learners and Parent Outreach

•    Source Document:
Preparing to Serve English Language Learner Students: School Districts with Emerging English Language Learner Communities.  Zehler, etal.  National Center for Education Evaluation and Regional Assistance. Institute of Education Sciences.  [pp 24-6] 2008 

•    Dialogue Question Starters:
English Language Learners and Parent Outreach


English Language Learners and Reading Instruction

•    Source Document:
Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Instruction and Academic Interventions [K-12]
Center on Instruction Reading  Recommendations  (pp 30-1)

•    Dialogue Question Starters:
English Language Learners and Reading Instruction


English Language Learners and Response-to-Intervention

•    Source Document:
A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners. Julie Esparza Brown and Jennifer Doolittle,  NCCRESt. 2008 [excerpted paragraphs from pp4-5]

•    Dialogue Question Starters:
English Language Learners and Response-to-Intervention


English Language Learners and Multi-tiered Systems of Support: Recommendations for Serving Adolescent Newcomers


•    Source Document:

Research-Based Recommendations For Serving Adolescent Newcomers. (2006). Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston for the Center on Instruction,  pp. 5-6 and 31-32;
Available at http://www.centeroninstruction.org/files/ELL2-Newcomers.pdf


•    Topic Brief

Newcomers Brief: Practical Guidelines for the Education of English Language Learners. Excerpted from: Research-based Recommendations for Serving Adolescent Newcomers, David Francis, Mabel Rivera, Nonie Lesaux, Michael Kieffer, and Hector Rivera, Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston for the Center on Instruction, Excerpted from pp.5-6 and 31-32;


•    Dialogue Starter:

ELL Multi-tiered Systems of Support: Recommendations for Serving Adolescent Newcomers



Multi-tiered Systems of Support: Using School Leadership Teams to Meet the Needs of English Language Learners


•    Source Document:
Information Brief: Using School Leadership Teams to Meet the Needs of English Language Learners. (May, 2010). M. Movit, I. Petrykowska, and D. Woodruff. National Center on Response to Intervention.
Available at
http://www.rti4success.org/images/stories/pdfs/NCRTI%20Information%20Brief_Needs%20of%20ELLs_051910.pdf


•   Topic Brief or Abstract

Using School Leadership Teams to Meet the Needs of English Language Learners (Excerpted  from pp. 2-4 and 6)


•    Dialogue Starter:

ELL Multi-tiered Systems of Support: Using School Leadership Teams to Meet the Needs of English Language Learners