NCLB Accountability Requirements for English Learners

Presenters

Robert Linquanti (Primary)

Project Director
WestEd

Description

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.

Targeted towards district categorical program directors, English Learner program coordinators, and assessment/research and evaluation directors, this session will explain California's new expectations for English Learners' annual progress in developing English language skills and attaining fluency. Participants will learn about each annual measurable achievement objective (AMAO), as well as the implications for local accountability and improvement efforts.

Understanding How to Navigate the Map of Standards for English Learners (Introductory)

Understanding How to Use the Essential ELD Standards for Teaching and Assessment (Intermediate)

English Learners and the Language Arts

English Learners and the Language Arts (Follow-up Presentation)

Evaluating English Learner (EL) Services & Results for Accountability & Instructional Improvement, Part 1

Evaluating English Learner Services & Results for Accountability & Instructional Improvement, Part 2

Teaching Science: How to Really Give Universal Access to English Learners

Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent ELLs (Research from CREATE)

Findings from the National Literacy Panel on Language Minority Children and Youth (Research from CREATE)

Building Oral Language into the Basal (Research from CREATE)

Using Formative Assessments to Accelerate the Academic Achievement of English Learners

RTI Process Steps: A Small Elementary School's Approach to Implementation

RTI in a Secondary School Setting: Riverbank High School Story

English Learners and the Language Arts

Taking Center Stage—Act II : Building Effective Programs for English Learners in the Middle Grades

English Learner Literacy Development through Formative Assessment of Oral Language

Making Standards-based Lessons Understandable for English Learners: The SIOP Model (Encore Presentation)

Doing What Works: Teaching Elementary-School English Learners

Building Oral Language into Content Area Instruction (Research from CREATE)

What the Research Does—and Does Not—Say About Teaching English Language Learners

English Learners in Secondary Mathematics: Rigor and Excellence

Quality Teaching for English Learners: High Challenge and High Support

Closing the Learning Gap: Steps That Work

Signal Hill Elementary School: A Road to Results

Cesar E. Chavez High School: High Expectations, Empowerment, and Excellence

Recommendations for Addressing the Needs of English Language Learners: The American Recovery and Reinvestment Act (ARRA)

English Learners and the Language Arts (Encore Presentation)