Fostering Mutually Affirming Relationships, Curriculum Rigor and Relevance – Science Strategies for English Language Learners
In diverse classrooms where there are ELL students, teachers often ask themselves what they can do to help students learn the English language while teaching the content that is required on top of preparing all the students to meet standards of a rigorous curriculum and state assessments. IDRA’s publication, Science Instructional Strategies for English Learners – A Guide for Elementary and Secondary Grades, presents seven umbrella research-supported strategies for the science classroom (Villarreal, et al., 2012). In this article, Nilka Avilés, Ed.D., describes one of the strategies: foster mutually affirming relationships, curriculum rigor and relevance in successful bilingual and ESL science. The strategies also can be used as a base for teacher professional development at both the elementary and secondary levels.

May issue of the IDRA Newsletter Focusing on College Access and Success
Take a look at our latest newsletter with articles on teaching quality, civil rights concerns with state ESEA flexibility waivers, student tracking, and effective dropout prevention, IDRA’s Coca-Cola Valued Youth Program. The IDRA Newsletter is now in a mobile-ready e-Letter format! So you can choose how you want to receive the newsletter, which is also published in print and on the IDRA website. Sign up to get the IDRA Newsletter by email today!

Science Classroom Strategies for English Learners – iPads and Other Tablets for Teachers
Having already explored some iPad possibilities as a student tool in their previous article, in which they discussed the learning potential for students when the iPad becomes a medium for producing knowledge, Veronica Betancourt, M.A., and Paula Johnson, M.A., shift their focus to how teachers, as instructional leaders, can maximize the capabilities of iPads and other tablets in the classroom as a teacher tool. In addition to giving examples of how teachers are using iPads, this article presents steps to ensuring teachers feel comfortable in implementing apps in the classroom.

New Teachers Learning and Leading through IDRA’s Transition to Teaching Programs
To be successful, schools must have skilled, committed teachers who are passionate about innovation and engaging all students. IDRA has teamed up with universities and K-12 schools across Texas to address this need. IDRA’s teacher preparation strategy is cultivating hundreds of new teachers to serve a more diverse student body, engaging seasoned teachers as mentors, and building networks for ongoing growth and support. Linda Cantú, Ph.D., Shares highlights of these programs and stories from some of the many successful teachers who are part of IDRA’s Transition to Teaching programs working today in Texas high-need schools and working in high-need areas.