COVID-19 Update: During this unusual time, we want to keep you up-to-date on changes here at Caslon. We continue to do our very best to provide for our customers. Read More

  • Because some of our staff members are working remotely, there is a slight delay on shipping of print books. However, each of our titles is available as an electronic text; we encourage customers who need quick access to our textbooks to consider purchasing an electronic format.
  • College bookstores wanting to place orders should contact our distributor at 800-565-9523 or [email protected].
  • School districts should email purchase orders to [email protected] rather than faxing.
  • We invite teachers, teacher leaders, specialists, supervisors, and administrators to join us on the Caslon Community discussion board in conversations about professional learning, multilingual learners, and teacher leadership.
  • For help with any technological difficulties, order questions, quotes, or other concerns, please contact us.


About Caslon

Eva  Ponte

Eva Ponte

Associate Professor, University of Hawai‘i–Mānoa

Eva Ponte is an associate professor in the College of Education at the University of Hawai‘i–Mānoa. Her work focuses on integrating teacher education programs with apprenticeship models of teaching and learning using assessment, feedback, and evaluation within a social justice framework. Her research, developed in local public schools, targets minority and bilingual students and families and promotes equity and diversity in education. She is the principal investigator of the Malihini and the Activating Educators Focus on Family Engagement as Central to Teaching (AFFECT) projects.

Alma  Rodríguez

Alma Rodríguez

Dean of the College of Education and P-16 Integration , The University of Texas Rio Grande Valley

Dr. Alma Dolores Rodríguez is Dean of the College of Education and P-16 Integration at The University of Texas Rio Grande Valley (UTRGV) and Professor in the Department of Bilingual and Literacy Studies. Her research and scholarship focus on bilingual and ESL teacher preparation from three interconnected dimensions: 1) issues of language and how those impact teaching and learning; 2) the use of culturally and linguistically responsive and sustaining approaches to teacher preparation with the goal of impacting teacher candidates’ practice; and 3) the improvement of teacher preparation programs with an emphasis on meeting the needs of Latina/o emergent bilingual students, teachers, and communities.
Dr. Rodríguez received her Doctor of Education degree from The University of Houston. She has served in multiple leadership roles including Interim Chair of the Department of Language, Literacy and Intercultural Studies at The University of Texas at Brownsville and Associate Dean for Assessment and Accreditation at UTRGV. Dr. Rodriguez was president of the Texas Association of Teacher Educators (TxATE) and served on the board of the Consortium of State Organizations for Texas Teacher Education (CSOTTE). She was also a member of the Council of Unit Presidents of the Association of Teacher Educators (ATE). Dr. Rodríguez is currently a member dean of Deans for Impact and of the Texas Association of Colleges of Teacher Education (TACTE).

Olivia  Ruiz-Figueroa

Olivia Ruiz-Figueroa

Bilingual Educational Consultant, Literacy Squared

Olivia Ruiz-Figueroa worked in the Tucson (AZ) Unified School District for 22 years. She is one of the original authors of Instrumento de observacíon, the Spanish reconstruction of Marie Clay’s Reading Recovery program and assessment. She co-authored Evaluacíon del desarrollo de la lecture, the Spanish version of the Developmental Reading Assessment, and has worked with Literacy Squared since its inception. Growing up in a bilingual/bicultural home, she continues to focus on assessment, instruction, and cultural equity for emerging bilingual students being educated in the United States.

Cristina  Sánchez-López

Cristina Sánchez-López

Education Specialist, Illinois Resource Center

Cristina Sánchez-López is an education specialist at the Illinois Resource Center (IRC) in Arlington Heights. She collaborates with educators in the United States and Canada on English language learners (ELLs) and special education, middle school mathematics, literacy across the content areas, multilingual education, engaging parents, and supporting preK educators who serve ELLs. Prior to coming to the IRC, she taught at the elementary, middle school, and university levels in the United States and Mexico.

Sánchez-López teaches graduate courses in the areas of ELL reading and the foundations of language minority education. She has been working extensively with her colleague, Theresa Young (SLP), in collaborating with school problem-solving teams as they support ELLs.

Sánchez-López is coauthor of Special Education Considerations for English Language Learners: Delivering a Continuum of Services. She coauthored (along with Barbara Marler) the Illinois Special Education Eligibility and Entitlement within an RtI Framework: A Guidance Document. She also authored the WIDA Guide to Developing Culturally and Linguistically Reponsive Response to Instruction and Intervention (RtI2) for English Language Learners, as well as various articles and chapters on addressing the needs of ELLs.

She and her husband have raised their daughter bilingually.

Kate  Seltzer

Kate Seltzer

Ph.D. Candidate, Urban Education Department, CUNY Graduate Center

Kate Seltzer is a doctoral candidate in the Urban Education Ph.D. program at the Graduate Center, CUNY. Seltzer also teaches courses at the City College of New York, CUNY. Before this, Seltzer worked as a high school English language arts teacher in New York City where most of her students were bilingual.