APRIL 2002 PROFESSIONAL DEVELOPMENT NEWSLETTER
APRIL 2002 PROFESSIONAL DEVELOPMENT NEWSLETTER
English Learners face formidable challenges: mastering academic
content standards, and developing proficiency and fluency in a second
language. If English Learners are to succeed in school and perform at
high levels, we must utilize curricular programs, instructional
practices, and professional development approaches that contribute
to student success. This issue of the Professional Development
Newsletter includes links to articles, publications, Web sites,
and other resources that address the critically important issue of
effective instruction for students who are English Learners.
THEME: EFFECTIVE INSTRUCTION OF ENGLISH LEARNERS
1. Schooling English Learners
2. ELD and ELA Standards "Map"
3. Standards-Based Instruction for English Learners
4. Developing English Language Proficiency - How Long?
5. English Learners-Language and Culture in Education
6. National Clearinghouse Resources on Professional Development
7. Bilingual Teacher Training Program (BTTP)
8. Center for Applied Linguistics (CAL)
9. National Clearinghouse
10. The ERIC Clearinghouse on Languages and Linguistics (ERIC/CLL)
11. Online Directory of ESL Resources
12. Teachers of English to Speakers of Other Languages (TESOL)
13. National Center for ESL Literacy Education (NCLE)
14. International Reading Association
15. National Study of Programs for English Learners
16. Biliteracy For A Global Society
17. National Association for Bilingual Education (NABE)
18. California Association for Bilingual Education (CABE)
19. California Tomorrow
20. NBPTS English Language Standards
CURRENT EVENTS
21. Mathematics and Reading Professional Development Program - AB 466
22. Principal Training Program - AB 75
23. Legislation At A Glance
24. Science Framework for California Public Schools
26. Aiming High Overview
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1. SCHOOLING ENGLISH LEARNERS
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The February edition of the California Curriculum News Report, a
publication of the California County Superintendents Educational
Services Association (CCSESA) Curriculum and Instruction Steering
Committee, features a series of articles addressing the effective
instruction of English Learners. The lead article, “A Framework for
Schooling English Learners for Success in the 21st Century” by
Francisca Sanchez, San Bernardino County Office of Education,
examines essential elements for English Learner success.
http://www.mcoe.org/instruct/ccnr/%20CCNR%20V.27%20N.3.pdf
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2. ELD AND ELA STANDARDS "MAP"
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WestEd's "A Map for Teaching and Assessing California's English
Language Development and English-Language Arts Standards for
English Learners" is a standards-based tool for classrooms with mixed
English-ability students. It is a side-by-side "map" of California's
English Language Development (ELD) standards and the state's
English-Language Arts (ELA) standards. This document enables
educators to see the match of these two related sets of standards
within a grade span. This document assists teachers in planning
integrated lessons for the whole class. By clustering similar
standards, the map can also assist educators in the design of
assessments that measure both sets of standards. Standards are
clustered K-2, 3-5, 6-8, and 9-12.
http://www.wested.org/cs/wew/view/rs/479
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3. STANDARDS-BASED INSTRUCTION FOR ENGLISH LEARNERS
=============================
This briefing paper by Joseph Laturnau examines ways in which
standards-based instruction can benefit English Learners (EL).
It also presents a backward mapping process for designing
standards-based teaching units, and presents examples of
instructional accommodations or modifications that have proven
effective with EL students.
http://www.ncbe.gwu.edu/miscpubs/prel/standards-based.pdf
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4. DEVELOPING ENGLISH LANGUAGE PROFICIENCY - HOW LONG?
=============================
The paper “How Long Does It Take English Learners To Obtain
Proficiency?” examines time required for students to develop oral and
academic English proficiency. According to authors Hakuta, Butler,
and Witt, research indicates that it takes 3-5 years to develop oral
proficiency, and 4-7 years to develop academic English proficiency.
Says Hakuta in speaking of the challenge that EL students face in
keeping pace with native English speakers, “It may simply not be
possible, within the constraints of the time available in regular
formal school hours, to offer efficient instruction that would
enable the EL students to catch up with the rest. Alternatives
such as special summer and after-school programs may be needed.”
http://www.cde.ca.gov/el/hakuta2.pdf
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5. ENGLISH LEARNERS - LANGUAGE AND CULTURE IN EDUCATION
=============================
The English Learners Web site at the California Department of
Education includes a variety of resources for educators who work
with limited-English proficient students.
http://www.cde.ca.gov/el/
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6. NATIONAL CLEARINGHOUSE RESOURCES ON PROFESSIONAL DEVELOPMENT
=============================
Professional Development resources from the National Clearinghouse
for English Language Acquisition and Language Instruction Educational
Programs provide extensive information related to the professional
education of staff who work with English Learners.
http://www.ncbe.gwu.edu/library/profdev.htm
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7. BILINGUAL TEACHER TRAINING PROGRAM (BTTP)
=============================
The Bilingual Teacher Training Program (BTTP) was established
in California to prepare teachers in methodologies that facilitate
English Learners' acquisition of English and academic development.
The BTTP training modules were developed to assist teachers in
acquiring the Cross-cultural, Language and Academic Development
(CLAD) and Bilingual Cross-cultural, Language and Academic
Development (BCLAD) certificates.
http://www.cde.ca.gov/pd/bttp.html
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8. CENTER FOR APPLIED LINGUISTICS (CAL)
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CAL uses linguistics and related sciences to identify and address
language-related issues. CAL activities include research, teacher
education, analysis and dissemination of information, design and
development of instructional materials, and policy analysis. CAL
is a private, non-profit organization.
http://www.cal.org/
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9. NATIONAL CLEARINGHOUSE
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The National Clearinghouse for English Language Acquisition and
Language Instruction Educational Programs, formerly the National
Clearinghouse for Bilingual Education, is funded by the U.S.
Department of Education's Office of English Language Acquisition,
Language Enhancement and Academic Achievement for Limited English
Proficient Students (OELA, formerly OBEMLA). The Clearinghouse
collects, analyzes, and disseminates information relating to the
effective education of linguistically and culturally diverse learners
in the U.S. This Web site contains many resources for planning
and implementing high-quality programs and services for English
Learners.
http://www.ncbe.gwu.edu/
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10. THE ERIC CLEARINGHOUSE ON LANGUAGES AND LINGUISTICS (ERIC/CLL)
=============================
ERIC/CLL provides a wide range of services and materials for language
educators. Products and services include resource guides with links
to Web sites, publications, and other sources of information, an online
newsletter, information digests, a semiannual print newsletter, and a
question answering service. All publications focus on current trends
and issues in the language education field.
http://www.cal.org/ericcll/about.html
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11. ONLINE DIRECTORY OF ESL RESOURCES
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This online database contains links to more than 300 Web sites,
online publications, instructional materials, listservs, databases
and other English as a Second Language Resources. ERIC/CLL
partnered with the National Clearinghouse for English Language
Acquisition and Language Instruction Educational Programs to
create the “Online Directory of ESL Resources.”
http://www.cal.org/ericcll/ncbe/esldirectory/
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12. TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL)
=============================
TESOL's mission is to develop the expertise of its members and
others involved in teaching English to speakers of other languages to
help them foster effective communication in diverse settings while
respecting individuals' language rights.
http://www.tesol.org/index.html
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13. NATIONAL CENTER FOR ESL LITERACY EDUCATION (NCLE)
=============================
NCLE is maintained by the Clearinghouse on Languages and Linguistics,
and is a national information center that focuses on the language
and literacy education of adults and out-of-school youth learning
English.
http://www.cal.org/ncle/
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14. INTERNATIONAL READING ASSOCIATION
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The International Reading Association is a professional organization
that promotes high levels of literacy by improving the quality of reading
instruction, disseminating research and information about reading, and
encouraging lifetime reading. Many resources on the Web site address
issues related to English Learners.
http://www.reading.org/
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15. NATIONAL STUDY OF PROGRAMS FOR ENGLISH LEARNERS
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This national five-year research study of school effectiveness for language
minority students by Wayne Thomas and Virginia Collier examines the
types of U.S. school programs provided for linguistically and culturally
diverse students, and focuses on English Learners’ academic
achievement in grades K-12.
http://www.crede.ucsc.edu/research/llaa/1.1es.html
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16. BILITERACY FOR A GLOBAL SOCIETY
=============================
“Biliteracy For A Global Society: An Idea Book On Dual Language
Education” published by the National Clearinghouse for English
Language Acquisition and Language Instruction Educational Programs
presents an overview of promising two way bilingual program models
and their effectiveness.
http://www.ncbe.gwu.edu/ncbepubs/ideabook/dual/biliteracy.pdf
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17. NATIONAL ASSOCIATION FOR BILINGUAL EDUCATION (NABE)
=============================
The National Association for Bilingual Education is a professional
organization that represents the interests of language minority students
and the bilingual education professionals who serve them.
http://www.nabe.org/
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18. CALIFORNIA ASSOCIATION FOR BILINGUAL EDUCATION (CABE)
=============================
The California Association for Bilingual Education works to promote
equity and student achievement for students with diverse cultural,
racial, and linguistic backgrounds.
http://www.bilingualeducation.org/
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19. CALIFORNIA TOMORROW
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California Tomorrow is a nonprofit organization dedicated to
contributing to the building of a strong and equitable multiracial,
multicultural, multilingual society.
http://www.californiatomorrow.org/
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20. NBPTS ENGLISH LANGUAGE STANDARDS
=============================
Teachers of English Learners may want to visit the National Board Web
site to view the complete teaching standards. The National Board for
Professional Teaching Standards (NBPTS) offers certificates in
English as a New Language instruction.
http://new.nbpts.org/standards/complete/ecya_enl.pdf
CURRENT EVENTS
=============================
21. Mathematics and Reading Professional Development Program - AB 466
=============================
California Assembly Bill 466 establishes an intensive professional
development program for teachers of mathematics and reading that is
linked to the implementation and use of standards-based instructional
materials. It also provides for training of paraprofessionals who
assist with classroom instruction. The California Department of
Education provides on-line information about AB 466 including
eligibility, required providers, adopted instructional materials,
professional development requirements for teachers and
paraprofessionals, program funding, and the Local Education Agency
application process. A short version of the Guidelines and Criteria
for the Approval of Training Providers for AB 466 Mathematics
and Reading Professional Development Program is available online
as a pdf file on the AB 466 page of the CDE Web site: a complete
version of the Guidelines and Criteria based on State Board of
Education adopted materials are being distributed to all school
districts on a CD-ROM. For additional information, contact your
county office of education.
http://www.cde.ca.gov/pd/ab466/index.html
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22. PRINCIPAL TRAINING PROGRAM - AB 75
=============================
California Assembly Bill 75 establishes the Principal Training
Program to provide incentive funding to districts for school site
administrator training in six specific areas: school finance and
personnel management; core academic standards; curriculum frameworks
and instructional materials; use of pupil assessment instruments;
instructional leadership and management strategies; and the extension
of knowledge and skills needed to be an effective administrator.
The Technology Information Center for Administrative Leadership
(TICAL) has an on-line presentation that provides a synopsis of the
program. To access the presentation, click on the first entry under
Resource Spotlight entitled “What’s the Lowdown on AB 75?”
http://www.portical.org/
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23. LEGISLATION AT A GLANCE
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The California County Superintendents Educational Services
Association (CCSESA) provides a resource guide with information
about AB 75, Principals Training Program; AB 466, Professional
Development in Reading and Mathematics; and AB 961, High Priority
Schools Grant Program. The document is intended to provide
educators with concise information regarding each bill.
http://www.ccsesa.org/ataglance
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24. SCIENCE FRAMEWORK FOR CALIFORNIA PUBLIC SCHOOLS
=============================
The K-12 Science Framework was adopted on February 6, 2002 by the
State Board of Education (SBE) and is currently only available online.
The Framework is a guide for use by teachers and other educators
responsible for implementing the Science Content Standards. It
is intended to “organize the body of knowledge that students need to
learn during their elementary and secondary education and to
illuminate the methods of science that will be used to extend that
knowledge during the students’ lifetime.” Although the Framework
is subject to technical editing, it is not expected to incur any
major changes before publication later this year. The State Board
of Education will update the document on the web periodically.
http://www.cde.ca.gov/cfir/index.html#3
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26. RESOURCE COMMITTEE MEETINGS FOCUS ON “AIMING HIGH”
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All high schools are invited to send representatives to a meeting April 25, 7-9 am
where an overview of “Aiming High: High Schools for the 21st Century,” the new
grade-span document for high schools will be presented at The Learning Center,
2020 K St, Bakersfield, CA.. Mike McCoy, Manager in the High School Initiatives
Office of the CDE, will discuss the “Aiming High” design to support continued
Implementation of standards-based instruction within the context of California’s
accountability system. Representatives from all high schools are
welcome to attend. Participants should bring their own copy of
“Aiming High,” which can be ordered from CDE Press at 800-995-4099.
For more information, or to register for either meeting, contact
Christina Doyle at 661 636-4331 or e-mail your registration request
to KiHill@kern.org
This electronic newsletter is sponsored by the Region 8 California
Professional Development Consortium (CPDC) administered by the
Kern County Superintendent of Schools Office.
To subscribe or unsubscribe from this newsletter, or to subscribe to
our other our free electronic Newsletters for Professional Development
or Middle School issues, email call or fax Christina Doyle:
email - cdoyle@kern.org, phone (661) 636-4331 or fax (661) 636-4135.
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