SRI’s director of Multilingual Learner Program Area, Carrie Parker, co-hosted this episode and shares reflections from work she has done over the last five years to better understand how teachers in grades K-3 identify disabilities among multilingual learners.
Reclassification is a crucial outcome for English learner (EL) students’ academic progress. Though ELs spend a large portion of their academic time with general education teachers, we know little about the role general education teachers play in developing ELs’ English language proficiency.
This report shares findings from a survey conducted with Newcomer students, defined as individuals attending schools in the United States for three years or less and who speak a language other than English at home, in Oakland Unified School District. The survey was designed to inform the work of the Newcomer Wellness Initiative, a program … Continue reading Newcomer Wellness Initiative 2019-20 Evaluation Report
Margarita Muñiz Academy in Boston, MA, was founded in 2012 with the mission of providing full cultural and linguistic fluency in Spanish and English for all of its students. The school’s development of its “Portrait of a Scholar” project led to a number of changes focused on providing greater opportunities for student voice and participation. … Continue reading Think Forward New England: Profiles of Innovation | Margarita Muñiz Academy
Resource: Schools supporting multilingual learners
We spoke with teachers and administrators in three New England districts with large numbers of multilingual learners about how the pandemic influenced student learning and teaching practice last year.
This brief focuses on current research trends and implications for racial and ethnic disparities related to early childhood. It highlights policy choices to reduce disparities and set children and families on more favorable trajectories, contributing to their school success and ability to live happy, fulfilled lives.
Extending prior research that explores the relationship between contextual factors, engagement, and learning in online settings, this mixed-methods study examines outcomes in a MOOC designed for teachers of English learners (ELs). The study identifies structural and social supports available to some course participants (release time, stipends, participating with colleagues, and having a facilitator who convened … Continue reading Taking Away Excuses to Quit: The Role of Supports in Completion and Learning in Online Professional Development for Teachers
From 2017 to 2020, REL Northeast & Islands staff worked with state and local partners in the region to learn about the policies and practices they use to identify disabilities among English learners and to provide resources to implement key policies and practices at the district, school, and classroom levels. The resulting resources can be … Continue reading Resources for Determining Special Education Eligibility of English Learners
This blog introduces a series of policy briefs that were developed in collaboration with the New Jersey Department of Education to better understand the state of bilingual education across the country, potential strategies to address the shortage of bilingual educators, and approaches to bilingual education policy and programming. View Resource Citation: Rutherford-Quach, S., Kelly, H., … Continue reading Examining Bilingual Programs and Policies
This blog describes a two-year project in collaboration with the Virgin Islands Department of Education to ensure that all educators have access to best practices for English learners. View Resource Citation: Parker, C.E. (2021). Virgin Islands Project Supports All Educators in Instructing English Learners. Regional Educational Laboratory Northeast & Islands. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/northeast/Blog/Post/35 Related Project: … Continue reading Virgin Islands Project Supports All Educators in Instructing English Learners
In this brief, the authors define some of the key terms in bilingual education and then provide an overview of the different state policies for the provision of bilingual education to English learners. View Resource Citation: Rutherford-Quach, S., Torre Gibney, D., Kelly, H., Ballen Riccards, J., Garcia, E., Hsiao, M., Pellerin, E., & Parker, C. … Continue reading Bilingual Education Across the United States
In this brief, the authors share strategies that can help mitigate bilingual teacher shortages and provide considerations for state and district leaders who are interested in addressing these shortages. View Resource Citation: Torre Gibney, D., Kelly, H., Rutherford-Quach, S., Ballen Riccards, J. & Parker, C. (2021). Addressing the bilingual teacher shortage. CCNetwork. Related Project: Mid-Atlantic … Continue reading Addressing the Bilingual Teacher Shortage
In this brief, the authors share strategies that state education agencies may use to provide more flexibility in teacher certification policies and thereby mitigate bilingual teacher shortages, including: 1) providing educators multiple pathways to certification, 2) offering prospective teachers a menu of certification requirements, 3) allowing educators to earn probationary certifications, and 4) creating flexible … Continue reading Leveraging Flexible Teacher Certification Policies to Address the Bilingual Teacher Shortage
In this brief, the authors describe Washington state’s approach to bilingual education and detail the ways in which state leaders have leveraged policy and funding to expand access to it. They also offer specific policy considerations for strengthening bilingual education and developing bilingual educators in states across the country. View Resource Citation: Rutherford-Quach, S., Kelly, … Continue reading Bilingual Education: Lessons from Washington State