Category: Elementary

Project: Bilingual/Biliterate Instruction for Bilingual Youth (BBILY) Evaluation

SRI Education is leading an external evaluation of bilingual professional development developed by faculty from Santa Clara University and San Jose State University. The National Professional Development Program of the Office of English Language Acquisition has funded this 5-year project to develop bilingual professional development for in-service teachers, pre-service teachers, and student caregivers. The project … Continue reading Bilingual/Biliterate Instruction for Bilingual Youth (BBILY) Evaluation

Project: REL Northeast & Islands Virgin Islands English Learner Project

For the last two years, a team of educators from the U.S. Virgin Islands (USVI) has collaborated with REL Northeast & Islands researchers on a project designed to ensure equitable access to high-quality instruction for USVI English learners. The team—composed of two administrators from the Virgin Islands Department of Education (VIDE), two district English as … Continue reading REL Northeast & Islands Virgin Islands English Learner Project

Project: REL Northeast & Islands Identifying Disabilities among English Learners

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.  » Learn more Project Leaders: … Continue reading REL Northeast & Islands Identifying Disabilities among English Learners

Resource: Taking Away Excuses to Quit: The Role of Supports in Completion and Learning in Online Professional Development for Teachers

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

Resource: Resources for Determining Special Education Eligibility of English Learners 

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 

Resource: Examining Bilingual Programs and Policies

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

Resource: Virgin Islands Project Supports All Educators in Instructing English Learners

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

Resource: Bilingual Education Across the United States

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

Resource: Addressing the Bilingual Teacher Shortage

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

Resource: Leveraging Flexible Teacher Certification Policies to Address 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

Resource: Bilingual Education: Lessons from Washington State

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

Resource: Identifying Learning Disabilities Among English Learners

Many teachers struggle with recognizing when their English learner students have disabilities. This video describes REL Northeast & Islands’ work with Connecticut to support educators in improving instruction for English learners. View Resource Citation: Regional Educational Laboratory Northeast & Islands (May 24, 2021). Identifying Learning Disabilities Among English Learners. YouTube. https://www.youtube.com/watch?v=sZVDnSIsCZw&t=2s Related Project: REL Northeast … Continue reading Identifying Learning Disabilities Among English Learners

Resource: Determining Special Education Eligibility of English Learners

This practioner brief describes four districts are using key practices to identify disabilities among English learners.

Resource: Supporting Educators in Determining Special Education Eligibility of English Learner Students

A slide deck with a summary of key practices using multi-tiered systems of support with English learners, including tools for understanding language vs. disability, screening and progress monitoring processes and tools, and a description of how to implement the three tiers of multi-tiered systems of support. View Resource Citation: Parker, C.E. & Grindal, T., (2021). … Continue reading Supporting Educators in Determining Special Education Eligibility of English Learner Students

Resource: Efficacy Study of the Science Notebook in a Universal Design for Learning Environment: Preliminary Findings

This paper describes the preliminary findings from Year 1 of a 2-year efficacy study addressing the following research hypotheses: (1) compared with fourth-grade students using traditional paper-based science notebooks in business-as-usual classrooms, students in the Science Notebook for a Universal Design for Learning Environment (SNUDLE) classrooms will significantly increase their science content knowledge and motivation … Continue reading Efficacy Study of the Science Notebook in a Universal Design for Learning Environment: Preliminary Findings