The Accountable Talk^® Sourcebook is an extensive introduction to the purposes of and classroom practices that promote Accountable Talk discussions at all grade levels. Accountable Talk is the academically productive talk which research has shown to result in robust academic achievements for students of all economic, social and linguistic backgrounds.

School reform work is hard. It is complex because it is a multi-variable problem. It involves implementing and sustaining change in a multilevel system characterized by multiple and shifting priorities. Moving forward requires planning and managing change in intentional ways while reacting to urgent and emerging issues. Good decisions can have negative outcomes. Negative incidents can be used as opportunities. Unfortunately, districts can get caught up in the relentless forward press of the process of district reform. When this happens, districts are often less intentional and less effective than they could be in learning from what they and others have done in order to direct what they should do next.

The Metropolitan District Case Study is the case of a district caught up in this tangled process. The Metropolitan Public Schools case is a hypothetical one constructed to include many of the real actions and issues that take place in IFL districts and others as they work to change schools for the better. The combination of the Metropolitan Public Schools case itself, the framing concepts, and the tools and habits used in the session will challenge participants to analyze, plan, and track district reform in more effective ways.

The "Research on ELLs Aligned with DL Design Principles" bibliography is a resource for district leaders, principals, coaches, and teachers to use in designing rigorous educational experiences for ELLs. The articles contained therein will support district members in a variety of ways ranging from: staying informed about best practices in ELLs teaching and learning that can help inform curricular and pedagogical decision-making to planning for study groups with teachers and coaches. The bibliography is organized according to the IFL DL Design Principles and is aligned with the IFL Principles of Learning.