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Several NCLB provisions seek to strengthen instruction and accountability for English Language Learners (ELLs). Schools and districts are required to make adequate yearly progress for ELLs as a subgroup. The Act includes a grant program (under Title III) to help school districts provide high-quality language instruction programs for ELLs. That grant program also requires districts to provide professional development to teachers, principals, administrators, and community-based personnel in order to improve the instruction and assessment of ELLs. Title III requires that each state establish English language proficiency standards, define annual measurable achievement objectives (AMAOs) for increasing students level of English proficiency, and hold districts accountable for meeting them. Guidance, Regulations, Legislation, and Announcements Guidance Non-Regulatory Guidance, Assessment and Accountability for Recently Arrived and Former Limited English Proficient (LEP) Students (Word) Preliminarily Guidance, TITLE III, Part A, STATE FORMULA GRANT PROGRAM For specific information on English Language Learners, refer to pages A1-A3. Legislation Final Legislation, Public Law print of PL 107-110, the No Child Left Behind Act of 2001; Title III, Part A, Sec. 3102-English Language Acquisition, Language Enhancement, and Academic Achievement Act Announcements Secretary Paige Announces New Policies to Help English Language Learners (February 2004) Secretary of Education Announces Partnership with States to Improve Accountability for Limited English Proficient Students (July 2006) Related Resources from SchoolsMovingUp Useful Links Colorín Colorado This site provides information and activities for educators and parents of Spanish-speaking English language learners. Specific resources include instructional practices for teaching reading and content; a toolkit on effective outreach to Hispanic families; and bilingual (Spanish-English) information for parents on how to help their child succeed in school. Consortium of School Networking (CoSN) CoSN is a national non-profit organization and a premier voice in education technology leadership. Their mission is to advance the K-12 education community's capacity to effectively use technology to improve teaching and learning. Noteworthy resources found on their website include: Taking TCO to the Classroom; 3D (Data-Driven Decision Making); Accessible Technologies for All Students project; Cyber Security for the Digital District; and much more. Doing What Works The "Doing What Works" site offers a user-friendly interface to quickly locate teaching practices that have been found effective by the U.S. Department of Education’s research arm, the Institute of Education Sciences, and similar organizations. In addition, it cites examples of possible ways, although not necessarily the only ways, this research may be used to help students reach their academic potential. National Clearinghouse for English Language Acquisition The National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA) collects, analyzes, synthesizes and disseminates information about language instruction educational programs for English language learners. Their Web site features current information regarding federal policies and major events, as well as databases, research, and additional links for a variety of users. NCELA is funded by USDE through the Office of English Language Acquisition, Language Enhancement & Academic Achievement for LEP Students (OELA). OELA Title III Toolkit This toolkit lists the resources from the U.S. Department of Education that support educators (teachers, LEAs, and SEAs) in implementeming Title III of NCLB. It provides legal, implementation, and other ELL-related resources. Office of English Language Acquisition The Web site for the U.S. Department of Education's Office of English Language Acquisition (OELA) provides information for administering Title III of No Child Left Behind Act (2001) and promoting high quality education for English language learners (ELLs). It is also the umbrella site for National Clearinghouse for English Language Acquisition and the OELA Title III Toolkit. Promising Practices for Elementary Literacy Instruction This Knowledge Loom Spotlight highlights promising practices for elementary literacy instruction, with sections covering instruction in reading, writing, listening, and speaking. Within each section are insights and strategies targeted specifically to English language learners (ELLs). Also included are supporting research studies and related resources. Stanford University's English Learner Video Library Web Site This Stanford University Web site provides multimedia materials (video lectures and commentary, video cases, homework activities, and various supporting documents) for courses and professional development seminars related to educating English language learners (ELLs). Its intended audience is professors, teacher educators, and district professional development personnel who work with educators serving ELLs. University of California Linguistic Minority Research Institute (UC LMRI) This Web site from UC LMRI (a research unit of the University of California) provides research, instructional materials, and other resources for K-12 teachers, administrators, and other educators interested in issues of language, education, and public policy, especially as they relate to linguistic minorities. WIDA Consortium English Language Proficiency Standards The World-class Instructional Design and Assessment (WIDA) Consortium is a consortium of twelve states (Alabama, Delaware, the District of Columbia Public Schools, Georgia, Illinois, New Hampshire, New Jersey, Maine, Oklahoma, Rhode Island, Vermont, and Wisconsin) dedicated to the design and implementation of high standards and equitable educational opportunities for English Language Learners (ELLs). This Web site provides and develops ELL standards, resources, and programs related to assisting English Language Learners. Tips to Go Literacy Bags Learn how one rural school helps migrant students keep up with their English while visiting their home countries. Events Making Standards-based Lessons Understandable for English Learners: The SIOP Model (Encore Presentation) November 12, 2008 This presentation is co-sponsored by SchoolsMovingUp and CREATE (Center for Research on the Educational Achievement and Teaching of English Language Learners) and focuses on the challenges English learners encounter in learning grade-level content (e.g., math, science, social studies) through a second language. In this interactive online presentation Jana Echevarria, Professor of Education at California State University, Long Beach, will provide an overview of the Sheltered Instruction Observation Protocol (SIOP) Model of instruction, which provides educators with a research-based approach for making standards-based lessons understandable for English learners. With an emphasis on engaging learners and providing ample opportunity for students to use academic English in meaningful ways, the SIOP’s 8 components and 30 features offer a framework around which lessons are organized. With its growing body of research, the SIOP Model has been shown to improve the achievement of students whose teachers implemented it to a high degree. The observation protocol is used by school administrators, teachers, staff developers, and university faculty for observing and quantifying a lesson’s effectiveness. Currently, the SIOP Model is used in all 50 states in the U.S. and in several countries. What the Research Does—and Does Not—Say About Teaching English Language Learners October 28, 2008 In this presentation, Claude Goldenberg, Professor of Education at Stanford University, will summarize key findings of two major reviews of the research on educating English learners. These reviews represent the most concerted efforts to date to identify the best knowledge available and set the stage for renewed efforts to find effective approaches to help English learners succeed in school. Although there are numerous areas in which there is insufficient research to guide policy and practice, this webinar will provide guidelines based on the strongest research about effective practices for teaching English learners. Findings from the National Literacy Panel on Language Minority Children and Youth (Research from CREATE) June 14, 2007 In this interactive online presentation, Diane August, Senior Research Scientist at the Center for Applied Linguistics, will review recent research on the development of literacy in language-minority children. Central to this discussion of current research will be the findings from the National Literacy Panel. The role of the panel was to identify, assess, and synthesize literacy research related to language-minority children and youth in six areas: the development of literacy, the relationship between second language oral proficiency and second language literacy, cross-linguistic relationships, sociocultural contexts and literacy development, instructional approaches and professional development, and student assessment. Participants are encouraged to download the Executive Summary of the panel report prior to the event. Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent ELLs (Research from CREATE) April 5, 2007 In this interactive online presentation, participants will explore research on adolescent English language learners (ELLs) and examined the findings and policy recommendations from a recent report, Double the Work. The study’s co-author, Deborah Short, Senior Research Associate at the Center for Applied Linguistics, will discuss the development of academic literacy for second language learners, identify the backgrounds of adolescent ELLs in U.S. schools, and compare model programs for these students with current practices. Specific instructional strategies that promote academic literacy for language and content classrooms will also be described. Teaching Science: How to Really Give Universal Access to English Learners  November 30, 2006 This interactive presentation will address practical, powerful ways to differentiate science instruction for English Learners. Many science teachers know about the 5 Es (Engage, Explore, Explain, Elaborate, Evaluate) of inquiry-based instruction and teaching tools such as graphic organizers, but they want to know how to extend these strategies to reach and teach English Learners. John Carr and Ursula Sexton, Senior Research Associates at WestEd and co-authors of the new book, Making Science Accessible to English Learners: A Guidebook for Teachers, will lead participants through slides, examples, and opportunities for questions and comments. It's all about engaging students through hands-on activities, showing while speaking, and supportive writing so students learn to think and communicate as real scientists do. The focus of this presentation will be middle and high school, but inclusive of upper elementary grades also. Bridging Cultures May 17, 2006 Participants in this interactive event will learn about the differences between more collaborative and individualistic cultures, and how some of those differences can show up in school settings. Using case material developed by the teacher action-researchers who originated the Bridging Cultures work, Noelle Caskey, Senior Research Associate at WestEd, will lead participants in an exploration of alternative ways of understanding the values and behavior of children and families from non-mainstream cultures that are collaboratively oriented. Evaluating English Learner Services & Results for Accountability & Instructional Improvement, Part 2 October 26, 2005 English Learners (ELs) are one of the nation's fastest growing student populations, comprising 7% of all K-12 students nationwide. In this two-part, interactive presentation, WestEd's Robert Linquanti and Linda Carstens, recognized experts in the field, will share tools and strategies district and site leadership teams can use to evaluate practices and systematically improve outcomes for EL students. In this session, led by Linda Carstens, participants will examine a systemic approach to EL instruction, based on a coherent philosophy, pedagogy, and set of instructional practices. The session explores the link between language and literacy and language and content. To access the first Online Event in the series, please go to http://www.schoolsmovingup.net/cs/wested/view/e/503. ............................................................................ Evaluating English Learner (EL) Services & Results for Accountability & Instructional Improvement, Part 1 October 12, 2005 English Learners are one of the nation's fastest growing student populations, comprising 7% of all K-12 students nationwide. In this two-part, interactive presentation, WestEd's Robert Linquanti and Linda Carstens, recognized experts in the field, will share tools and strategies district and site leadership teams can use to evaluate practices and systematically improve outcomes for EL students. In this first session, led by Robert Linquanti, participants will learn about setting district-wide goals, monitoring English learners' expected linguistic and academic progress, analyzing and interpreting assessment results, and prioritizing professional development efforts to more effectively support and accelerate EL students. To view the second Online Event in this series, please go to http://www.schoolsmovingup.net/cs/wested/view/e/553. ...................................................................................... English Learners and the Language Arts (Follow-up Presentation) March 9, 2005 Due to the popularity of this event and the interest in this topic, Vanessa Girard, Senior Research Associate at WestEd, will return to present this session in more depth. This interactive presentation will provide teacher leaders, principals, and district administrators with research-based, foundational knowledge in teaching academic English to K-12 English Learners. English Learners and the Language Arts November 10, 2004 In this interactive presentation, Vanessa Girard, Senior Research Associate at WestEd, will provide teacher leaders, principals, and district administrators with research-based, foundational knowledge in teaching English literacy to K-6 English Learners. Understanding How to Use the Essential ELD Standards for Teaching and Assessment (Intermediate) January 21, 2004 This interactive, online presentation will help participants understand and use the Map of Standards for English Learners: Integrating Instruction and Assessment of ELD and ELA Standards in California. The Intermediate Session is designed for participants who are familiar with the Map of Standards for English Learners or who are very familiar with California's English Language Development (ELD) standards and will help those participants locate the essential ELD standards and use them for powerful teaching and assessment. Understanding How to Navigate the Map of Standards for English Learners (Introductory) January 14, 2004 This interactive, online presentation will help participants understand and use the Map of Standards for English Learners: Integrating Instruction and Assessment of ELD and ELA Standards in California. The Introductory Session is designed for participants who are unfamiliar with the Map of Standards for English Learners and will help those participants understand how to navigate the map and its uses for powerful teaching. NCLB Accountability Requirements for English Learners October 29, 2003 Under No Child Left Behind (NCLB), schools must ensure that English Learners show significant annual progress in developing English language skills. This session will explain California's NCLB Title III language requirements, and what they will mean for school districts. Readings Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers Author: Richard-Amato, P. A., Snow, M. A., Eds. Publication Date: 2005 Publisher: Pearson Education Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners Author: Short, D.J., & Fitzsimmons, S. Publication Date: 2007 Publisher: Alliance for Excellent Education English Language Learners: Boosting Academic Achievement Publication Date: 2004, Winter Publisher: AERA Fifty Strategies for Teaching English Language Learners Author: Herrell, A.L. Publication Date: 2000 Publisher: Merrill/Prentice Hall Focus on Effectiveness — Current Education Challenges: English Language Learners Author: Northwest Regional Educational Laboratory Publication Date: 2005 Publisher: Northwest Regional Educational Laboratory Focus on Reading Author: California Mini-Corps: Butte County Office of Education Fostering Academic Success for English Language Learners: What Do We Know? Author: Linquanti, R. Publication Date: 1999 Publisher: WestEd How Long Does It Take English Learners to Attain Proficiency? Author: Hakuta, Kenji, Yuko Goto Butler, and Daria Witt Publication Date: 1999, Fall Publisher: UC Linguistic Minority Research Institute Improving Teaching and Learning for English Language Learners in Urban Schools Author: Snipes, J., Soga, K., Uro, G. Publication Date: 2007, Fall Publisher: Council of the Great City Schools, The Integrated Vocabulary Instruction: Meeting the Needs of Diverse Learners in Grades K–5 Author: Blachowicz, C.L.Z., Fisher, P.J., Watts-Taffe, S. Publication Date: 2005 Publisher: Learning Point Associates Issues in Assessing English Language Learners: English Language Proficiency Measures and Accommodation Uses Author: Wolf, M. K., Kao, J., Griffin, N., Herman, J. L., Bachman, P. L., Chang, S. M., Farnsworth, T. Publication Date: 2008, January Publisher: National Center for Res on Eval Standards and Student Testing Listening to Teachers of English Language Learners Author: Gándara, P., Maxwell-Jolly, J., Driscoll, A. Publication Date: 2005, July Publisher: The Center for the Future of Teaching & Learning Meeting the Literacy Development Needs of Adolescent English Language Learners Through Content Area Learning, Part One: Focus on Motivation and Engagement Author: Meltzer, J., Hamann, E. T. Publication Date: 2004 Publisher: Education Alliance at Brown University Meeting the Literacy Development Needs of Adolescent English Language Learners Through Content Area Learning, Part Two: Focus on Classroom Teaching and Learning Strategies Author: Meltzer, J., Hamann, E.T . Publication Date: 2005 Publisher: Education Alliance at Brown University Meeting the Literacy Needs of English Language Learners (ELLs) Publisher: Education Alliance at Brown University Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments Author: Francis, D., Rivera, M., Lesaux, N., Kieffer, M., Rivera, H. Publication Date: 2006 Publisher: RMC Research Corporation, Center on Instruction Practical Guidelines for the Education of English Language Learners: Research-based Recommendations for Instruction and Academic Interventions Author: Francis, D., Rivera, M., Lesaux, N., Kieffer, M., Rivera, H. Publication Date: 2006 Publisher: RMC Research Corporation, Center on Instruction Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Serving Adolescent Newcomers Author: Francis, D., Rivera, M., Lesaux, N., Kieffer, M., Rivera, H. Publication Date: 2006 Publisher: RMC Research Corporation, Center on Instruction Promising Practices for Elementary Literacy Instruction Publisher: Education Alliance at Brown University Redesignation Dilemma: Challenges and Choices in Fostering Meaningful Accountability for English Author: Linquanti, Robert Publication Date: 2001, Summer Publisher: UC Linguistic Minority Research Institute Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom Author: Gibbons, P. Publication Date: 2002 Publisher: Heinemann Successful Bilingual Schools: Six Effective Programs in California Author: Gold, N. Publication Date: 2006, October Publisher: San Diego County Office of Education Technical Adequacy of Assessments for Alternate Student Populations Author: Rabinowitz, S.N., Sato, E. Publication Date: 2005 Publisher: WestEd Title III Accountability Requirements Under No Child Left Behind Author: California Department of Education's Language, Policy and Leadership Office Publication Date: 2003, September Publisher: California Department of Education WestEd Related Services Discussion Builders Workshop Bridging Cultures Between Home and School Institute English Learner Evaluation and Accountability Support English Learners and the Language Arts (ELLA) Promoting Resilience and Youth Development in School Communities Quality Teaching for English Learners (QTEL): Summer Institutes SB 472 English Learner Professional Development (ELPD) Training and Follow-Up Practicum The Making Science Accessible to English Learners Workshop |
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