APRIL 2003 PROFESSIONAL DEVELOPMENT NEWSLETTER
English Learners face formidable challenges: mastering academic
content standards, and developing proficiency and fluency in a second
language. High quality curricular programs, instructional practices,
and professional development approaches can support English Learners
in achieving academic success. This issue of the Professional
Development Newsletter includes links to resources that assist
educators in planning and providing high quality instructional
programs that meet the needs of English Learners.
1. Title III Toolkit
2. February 2003 Draft Guidance On Title III
3. March 2002 Preliminary Guidance on Title III
4. CDE Information On Title III
5. CDE English Learner Resources
6. ELD and ELA Standards "Map"
7. National Study of Programs for English Learners
8. Biliteracy for a Global Society
9. Report on Prop 227 Implementation
10. The Diversity Kit
11. The Help! Kit
12. A Compilation of Resources for Literacy Instruction
13. Online Glossary
14. National Clearinghouse Resources
15. Center for Applied Linguistics Resources
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1. TITLE III TOOLKIT
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This online presentation and set of resources presents information
designed to assist educators in implementing Title III of "No Child
Left Behind." According to the U.S. Department of Education,
“The major goals of Title III are to help ensure that limited English
proficient (LEP) children attain English proficiency, develop high
levels of academic competence in English, and meet the same
challenging state academic content and student academic achievement
standards that all children are expected to meet.” References are
provided in three key areas: Assessments and Accountability;
Networking and Partnerships; and Program Evaluation. Resources are
provided for three stakeholder groups: districts, state education
agencies, and professional development programs.
http://www.ncela.gwu.edu/oela/summit/cd/index.swf
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2. FEBRUARY 2003 DRAFT GUIDANCE ON TITLE III
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This Draft non-regulatory guidance on Title III issued in
February 2003 by the U.S. Department of Education provides
information on standards, assessments, and accountability under
the State Formula Grant Program authorized by "No Child Left
Behind". This guidance is described as a follow-up to the 2002
document that explains how state and local education agencies apply
for funds and implement the program. While this document focuses
primarily on state education agencies, it may be helpful to districts
also.
http://www.ncela.gwu.edu/library/policy/guidance.pdf
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3. MARCH 2002 PRELIMINARY GUIDANCE ON TITLE III
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This Preliminary Guidance from the U.S. Department of Education
was issued in March 2002 on the Title III State Formula Grant Program
authorized by "No Child Left Behind", and discusses requirements for
state and local educational agencies. Please also see the item above
for the most recent federal guidance on Title III.
http://www.ed.gov/offices/OELA/nrgcomp.html
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4. CDE INFORMATION ON TITLE III
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Title III of the "No Child Left Behind" Act of 2001” provides federal
financial support to state and local educational agencies for
programs for limited-English proficient students and immigrant
students. This California Department of Education Web page includes
links to: frequently asked questions about administrative,
programmatic, and accountability features of Title III; data and
data collection requirements; the complete text of Title III statute
and related sections of Title IX; and the federal Office of English
Language Acquisition.
http://www.cde.ca.gov/el/title3/
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5. CDE ENGLISH LEARNER RESOURCES
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The English Learners Web page at the California Department of
Education provides a variety of resources for educators who work
with limited-English proficient students. Information on the
Bilingual Teacher Training Program, Community Based English
Tutoring, the English Language Acquisition Program, English Language
and Intensive Literacy program, Title III ESEA/"No Child Left Behind",
and Two-Way Bilingual Immersion Programs are all available online.
http://www.cde.ca.gov/el/
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6. ELD AND ELA STANDARDS "MAP"
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WestEd’s "A Map of Standards for English Learners" is a standards-
based tool that is especially useful for classrooms with mixed
English-ability students. It is a side-by-side chart of California's
English Language Development (ELD) standards and the state's English-
Language Arts (ELA) standards. The newly released Third Edition
includes numbered ELD clusters for easy reference; denotes standards
appropriate only for the highest grade in a grade span; and includes
some revisions to matches of ELD clusters and ELA standards.
Additionally, Appendix A is a chart of essential ELD cluster numbers
matched to essential ELA standards (actual ELD text statements will
be available online soon). Appendix B contains a set of sample
standards-based lesson plans. WestEd offers online access to a PDF
version and ordering information.
http://www.wested.org/cs/wew/view/rs/678
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7. NATIONAL STUDY OF PROGRAMS FOR ENGLISH LEARNERS
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This national research study of school effectiveness for language
minority students by Wayne Thomas and Virginia Collier examines the
impact of eight different types of instructional programs for English
Learners, including 90-10 two-way bilingual immersion, 50-50 two-way
bilingual immersion, 90-10 one-way developmental bilingual
education, 50-50 one-way developmental bilingual education, 90-10
transitional bilingual education, 50-50 transitional bilingual
education, English as a Second Language (ESL) taught through
academic content, and English mainstream instruction. Findings
regarding the impact of these instructional models, along with policy
implications, are discussed in the report.
http://www.cal.org/crede/pubs/ResBrief10.htm
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8. BILITERACY FOR A GLOBAL SOCIETY
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“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 research on two-way bilingual program models
and their documented effectiveness.
http://www.ncela.gwu.edu/ncbepubs/ideabook/dual/biliteracy.pdf
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9. REPORT ON PROP 227 IMPLEMENTATION
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“Effects of the Implementation of Proposition 227 on the Education
of English Learners, K-12,” was released in June 2002. This report
summarizes findings from the legislatively mandated evaluation of
the impact of Proposition 227. The Executive Summary of the report
lists key findings from the evaluation study, along with fifteen
recommendations for state and local educators, and state
policymakers. This study was conducted by the American Institutes
for Research and WestEd.
http://www.WestEd.org/online_pubs/year2finalrpt.pdf
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10. THE DIVERSITY KIT
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“The Diversity Kit: An Introductory Resource for Social Change in
Education” is a new publication by The LAB at Brown, one of 10
regional educational laboratories funded by the U. S. Department
of Education. This publication explores issues of diversity in
education. “Part III: Language,” examines cultural differences in
communication style and language use, developmental stages of
second language acquisition, and literacy and language assessment.
The document also discusses the differences between language
difficulty and language deficiency. The entire document can be
downloaded from the Internet.
http://www.lab.brown.edu/tdl/diversitykit.shtml
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11. THE HELP! KIT
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“The Help! Kit For Secondary Teachers of Migrant English Language
Learners” is a resource guide for middle and high school teachers
that outlines strategies for more effectively teaching, evaluating,
and nurturing migrant students who are English Learners. There
are separate chapters for teachers of mathematics, language arts,
social sciences, and science on approaches for making academic
content comprehensible to English Learners. Additional chapters
address assessment and evaluation, home-school partnerships,
meeting graduation requirements, and preparing students for
post-secondary educational options. Most strategies will benefit all
students, not just those who are English Learners, or migrant
students. The Help! Kit is published by ESCORT, with funds from the
U.S. Office of Migrant Education, Department of Education. The
entire document can be downloaded from the Internet.
http://www.ncela.gwu.edu/miscpubs/escort/secondaryhelpkit.html
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12. A COMPILATION OF RESOURCES FOR LITERACY INSTRUCTION
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“A Compilation of Online Checklists, Frameworks, and Guiding
Principles for Literacy Instruction and Program Development” is a
synthesis of technical assistance resources prepared by the federally
funded National Clearinghouse for English Language Acquisition and
Language Instruction Educational Programs in December 2002. This
Web page provides an annotated compilation of recent online literacy
resources for K-12 educators. Included in the compilation are
resources developed by or for the U.S. Department of Education’s
network of technical assistance providers.
http://www.ncela.gwu.edu/library/ta_literacy.htm
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13. ONLINE GLOSSARY
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The National Clearinghouse for English Language Acquisition and
Language Instruction Educational Programs offers a glossary of terms
related to the instruction of linguistically and culturally diverse
students. Updated in December 2002, this glossary provides
definitions of key terms and ideas.
http://www.ncela.gwu.edu/askncela/glossary.htm
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14. NATIONAL CLEARINGHOUSE RESOURCES
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The National Clearinghouse for English Language Acquisition and
Language Instruction Educational Programs (NCELA), which was
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. The
Clearinghouse collects, analyzes, and disseminates information
regarding the effective education of linguistically and culturally
diverse learners.
http://www.ncela.gwu.edu/
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15. CENTER FOR APPLIED LINGUISTICS RESOURCES
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A variety of resources in the area of language, language learning,
and language teaching are available on the Center for Applied
Linguistics (CAL) Web site. CAL is home to the ERIC Clearinghouse
on Languages and Linguistics, and the National Center for ESL
Literacy Education. CAL provides links to many databases,
directories, projects, and maintains resource lists on important
topic areas. CAL is a private, non-profit organization.
http://www.cal.org/
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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 High School or Middle School, email call or fax Christina Doyle: email - cdoyle@kern.org, phone (661) 636-4331 or fax (661) 636-4135.
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