MTSS and inclusion/sped
by Burke, Mack
Like I said- every country is reorganizing their systems in some way right now and so we are all watching with interest- passing along- Portugal, Italy and New Zealand (along with New Brunswick, the Canadian province) to be are the four right now to be full inclusion- as differentated from “capacity building or LRE, or emphasis on inclusion-
For New Zealand- they have retained some special schools- now rebranded as “specialist schools”
https://www.education.govt.nz/school/student-support/special-education/sp...
For overall NZ policy
see https://www.education.govt.nz/school/student-support/special-education/
Three tiered MTSS
https://hepikorua.education.govt.nz/how-we-work/flexible-tailored-model-o...
Finland has adopted the three tier framework country wide? I was looking at some readings in preparation for a talk in Finland in November- still a while away, but they are being praised as an inclusion success story and lots of positive attention for their PISA scores. But they retained more traditional special education programing for tier 3 and there is a part time option to receive special education programming under a “non-categorical label” at tier 2. So they more reorganized the system to emphasis inclusion rather than abandoning the system.
I don’t know how they handle the bilingual stuff abroad- there are Russian and Swedish speaking schools in Finland for example- and now a number of Ukrainian refugees (Finland borders Russia)- that they have to keep separate from the Russian students- Globalization 😊
It is the replacement of special education with MTSS and Full Inclusion is going to be an interesting debate coming up in the future- something many of us are trying to get ahead of…MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
1 year, 12 months
NAACP targets a new civil rights issue—reading
by Burke, Mack
I do not always agree with the NAACP- but they are right on target here- it should be viewed as a civil rights issue for all and the science of reading is endorsed by conservatives, liberals and progressives alike- we have decades of research across multiple domains to support it. It is only the higher ed types that won’t give up their ideological beliefs about it. The letter sent outlining the issues that Is linked is an interesting one. And form an equity perspective some can afford paying for outside help and their tutoring for their kids if they fall behind and others can’t and really depend on special education services, that I agree with as well. MDB
https://hechingerreport.org/naacp-targets-a-new-civil-rights-issue-reading/
2 years
Dying with there rights own
by Burke, Mack
Here you go- dug it out- the person who used the term is Darold A. Treffert, M.D.
You all might better know his work from Rain Main- for which he was a consultant- did the original research on savants. He recently passed away- here is a nice set of papers for the popular audience by him in Scientific American.
https://www.scientificamerican.com/author/darold-a-treffert1/
MDB
From: Kathy Ewoldt <kathy.ewoldt(a)utsa.edu>
Date: Thursday, April 18, 2024 at 11:43 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>, project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>, project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>
Subject: Re: [EXTERNAL] [Project.diverse] Inclusive Education in Portugal
In my first Intro to Special Ed class, we watched a VCR tape about a student with Down Syndrome who was forced into full inclusion. He was lonely, isolated, and didn't understand what was happening around him - except that he was not happy at school.
(I don't recall the name of it, but I'll try to find it.)
Full inclusion does not meet the needs of all students. They need the continuum of available placements.
Kathy B. Ewoldt, Ph.D.
Assistant Professor, Special Education
The University of Texas at San Antonio
Department of Interdisciplinary Learning & Teaching
1 UTSA Circle
San Antonio, TX 78249
Office: MB 2.240
Cell: 702-900-8864
ORCID: 0000-0002-4832-5379<https://orcid.org/0000-0002-4832-5379>
Book an appointment: https://calendly.com/kathy-ewoldt/meet-with-dr-ewoldt
[Frontcover image of the book Service Animals in Schools: Legal, Administrative, Educational, & Strategic Handling Aspects]<https://www.amazon.com/Service-Animals-Schools-Education-Practice/dp/1538...>
________________________________
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Sent: Thursday, April 18, 2024 11:22
To: project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>; project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>
Subject: [EXTERNAL] [Project.diverse] Inclusive Education in Portugal
**EXTERNAL EMAIL**
This email originated outside of The University of Texas at San Antonio.
Please exercise caution when clicking on links or opening attachments.
Dr. Lopez from University of Minho in Portugal shared this one he just published- so thought to send along- in this case- Portugal terminated special education and replaced it with Full Inclusion- Over the last 40 or so years they have moved from enacting special education to partial inclusion to “full” inclusion- “all mean all”, “all the time,” for “all disability groups” phasing out most of the special education services or reallocating them- and so many of us are following the developments to see how it turns out- as that is the move here in the US as well- it is not the inclusion part- it is the “Full” part that has so many people worried- we are in an age of extremes, even in special education. MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
2 years
Re: [EXTERNAL] [Project.diverse] Inclusive Education in Portugal
by Burke, Mack
Yes- it is a thorny issue- as EBD person- I have followed the deinstitutionalization movement, first started in the Carter administration I believe- under the auspices of social justice- but is which is a cautionary tale of be careful for what you wish for…it began as a noble goal of inclusion- but- ”Dying with your rights on” is an old term from the original deinstitutionalization debate that continues to resurface.
https://www.huffpost.com/entry/mental-health-care_b_871274
https://www.psychologytoday.com/us/blog/from-freud-to-fluoxetine/202212/s...
And yes- many of the institutions needed to be shut down- or reformed in substantial ways- but the supports that were supposed to follow never materialized or were forgotten about as new administrations came in and new priorities emerged and the old ones forgotten about- and you see the impact all around us with people who are homeless- but are so because of some sort of mental illness and self-medicating with street drugs- would be the worst case scenario for special education- but still worth thinking about. MDB
From: Kathy Ewoldt <kathy.ewoldt(a)utsa.edu>
Date: Thursday, April 18, 2024 at 11:43 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>, project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>, project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>
Subject: Re: [EXTERNAL] [Project.diverse] Inclusive Education in Portugal
In my first Intro to Special Ed class, we watched a VCR tape about a student with Down Syndrome who was forced into full inclusion. He was lonely, isolated, and didn't understand what was happening around him - except that he was not happy at school.
(I don't recall the name of it, but I'll try to find it.)
Full inclusion does not meet the needs of all students. They need the continuum of available placements.
Kathy B. Ewoldt, Ph.D.
Assistant Professor, Special Education
The University of Texas at San Antonio
Department of Interdisciplinary Learning & Teaching
1 UTSA Circle
San Antonio, TX 78249
Office: MB 2.240
Cell: 702-900-8864
ORCID: 0000-0002-4832-5379<https://orcid.org/0000-0002-4832-5379>
Book an appointment: https://calendly.com/kathy-ewoldt/meet-with-dr-ewoldt
[Frontcover image of the book Service Animals in Schools: Legal, Administrative, Educational, & Strategic Handling Aspects]<https://www.amazon.com/Service-Animals-Schools-Education-Practice/dp/1538...>
________________________________
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Sent: Thursday, April 18, 2024 11:22
To: project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>; project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>
Subject: [EXTERNAL] [Project.diverse] Inclusive Education in Portugal
**EXTERNAL EMAIL**
This email originated outside of The University of Texas at San Antonio.
Please exercise caution when clicking on links or opening attachments.
Dr. Lopez from University of Minho in Portugal shared this one he just published- so thought to send along- in this case- Portugal terminated special education and replaced it with Full Inclusion- Over the last 40 or so years they have moved from enacting special education to partial inclusion to “full” inclusion- “all mean all”, “all the time,” for “all disability groups” phasing out most of the special education services or reallocating them- and so many of us are following the developments to see how it turns out- as that is the move here in the US as well- it is not the inclusion part- it is the “Full” part that has so many people worried- we are in an age of extremes, even in special education. MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
2 years
Re: [EXTERNAL] [Project.diverse] Inclusive Education in Portugal
by Kathy Ewoldt
In my first Intro to Special Ed class, we watched a VCR tape about a student with Down Syndrome who was forced into full inclusion. He was lonely, isolated, and didn't understand what was happening around him - except that he was not happy at school.
(I don't recall the name of it, but I'll try to find it.)
Full inclusion does not meet the needs of all students. They need the continuum of available placements.
Kathy B. Ewoldt, Ph.D.
Assistant Professor, Special Education
The University of Texas at San Antonio
Department of Interdisciplinary Learning & Teaching
1 UTSA Circle
San Antonio, TX 78249
Office: MB 2.240
Cell: 702-900-8864
ORCID: 0000-0002-4832-5379<https://orcid.org/0000-0002-4832-5379>
Book an appointment: https://calendly.com/kathy-ewoldt/meet-with-dr-ewoldt
[Frontcover image of the book Service Animals in Schools: Legal, Administrative, Educational, & Strategic Handling Aspects]<https://www.amazon.com/Service-Animals-Schools-Education-Practice/dp/1538...>
________________________________
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Sent: Thursday, April 18, 2024 11:22
To: project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>; project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>
Subject: [EXTERNAL] [Project.diverse] Inclusive Education in Portugal
**EXTERNAL EMAIL**
This email originated outside of The University of Texas at San Antonio.
Please exercise caution when clicking on links or opening attachments.
Dr. Lopez from University of Minho in Portugal shared this one he just published- so thought to send along- in this case- Portugal terminated special education and replaced it with Full Inclusion- Over the last 40 or so years they have moved from enacting special education to partial inclusion to “full” inclusion- “all mean all”, “all the time,” for “all disability groups” phasing out most of the special education services or reallocating them- and so many of us are following the developments to see how it turns out- as that is the move here in the US as well- it is not the inclusion part- it is the “Full” part that has so many people worried- we are in an age of extremes, even in special education. MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
2 years
Inclusive Education in Portugal
by Burke, Mack
Dr. Lopez from University of Minho in Portugal shared this one he just published- so thought to send along- in this case- Portugal terminated special education and replaced it with Full Inclusion- Over the last 40 or so years they have moved from enacting special education to partial inclusion to “full” inclusion- “all mean all”, “all the time,” for “all disability groups” phasing out most of the special education services or reallocating them- and so many of us are following the developments to see how it turns out- as that is the move here in the US as well- it is not the inclusion part- it is the “Full” part that has so many people worried- we are in an age of extremes, even in special education. MDB
Mack D. Burke, Ph.D.
Department of Educational Psychology
Applied Behavior Analysis and Special Education Programs
Behavioral Education & Assessment Research (BEAR Lab)
School of Education, Baylor University
2 years
FW: [EXTERNAL] Nexus! Mark Your Calendars for OELA’s Upcoming Webinars
by Richard Boon
Hi Everyone,
Just FYI.
Thanks!
Kind regards,
Richard
From: National Clearinghouse for English Language Acquisition (NCELA) <ncela(a)oelaed.ccsend.com>
Sent: Wednesday, April 17, 2024 4:36 PM
To: Richard Boon <Richard.Boon(a)utsa.edu>
Subject: [EXTERNAL] Nexus! Mark Your Calendars for OELA’s Upcoming Webinars
**EXTERNAL EMAIL**
This email originated outside of The University of Texas at San Antonio.
Please exercise caution when clicking on links or opening attachments.
[NCELA Newsletter Header]
April 17, 2024
[Facebook]<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...> [Twitter] <https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...> [Linkedin] <https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...> [Pinterest] <https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
"Raise the Bar: How Community-Based Schools Can Contribute to the Multilingual Landscape” Webinar
Save the date for the "Raise the Bar: How Community-Based Schools Can Contribute to the Multilingual Landscape" webinar on Thursday, May 30, at 2 p.m. ET. “The webinar will feature Montserrat Garibay, Assistant Deputy Secretary and Director for the Office of English Language Acquisition (OELA) at the U.S. Department of Education, who will discuss the importance of heritage language education in the light of OELA’s ‘Raise the Bar’ call to action.”
Register Today<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Data From “Raise the Bar: Lead the World” on Bilingual Education for English Language Learners
Explore this visualization created by data scientists at the U.S. Department of Education (ED) that highlights insights related to Title III funding across that nation. Discover State-specific information on bilingual education for English learners (ELs) during the 2020–2021 academic year using an interactive dashboard.
Learn More<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
School Library Month
April is School Library Month, a month to celebrate one of the most valuable resources for students: school librarians and the libraries they oversee. School librarians are encouraged to organize activities throughout the month, emphasizing the crucial role school library programs play in enhancing learning. Visit the ED blog for insights on how librarians can support students.
Read the Blog<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
NCELA Resource Library
Visit our database<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...> of 20,000+ resources.
Funding Opportunities
Office of English Language Acquisition (OELA): National Professional Development (NPD) Program, Assistance Listing Number (ALN) 84.365Z<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Office of Postsecondary Education (OPE): Institutional Service: Augustus F. Hawkins Centers of Excellence (Hawkins) Program, Assistance Listing Number 84.428A<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
The 3 W's of Dual Language Education for State, Local, and Site Leaders: What, Why, and How (Part 2)
[https://files.constantcontact.com/d086cf51801/e6a2c37e-3c91-4c1f-bba5-78d...]<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Dual language education is a powerful tool for fostering multilingualism and providing equitable access to high-quality instruction for ELs and multilingual learners (MLs). As part of its commitment to nurture all students’ multilingualism, OELA is hosting a series of webinars focused on dual language education.
Join us for the second part of "The 3 W's of Dual Language Education for State, Local, and Site Leaders: What, Why, and How" on Tuesday, April 30, at 1 p.m. ET.
Register for Part 2<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Then in May, the OELA and Educators for a Multilingual Multicultural America (EMMA) Consortium will focus on evidence-based State and local programs that are building educator workforce capacity, including “Grow-Your-Own” programs, teacher residencies, apprenticeships, and college and university programs prioritizing English as a second language and dual language/bilingual educator preparation tracks for multilingual educators.
May Series: Dual Language Teacher Preparation Pathways
· Part 1: Wednesday, May 8, 2 p.m. ET
· Part 2: Thursday, May 16, 2 p.m. ET
Register for Part 1<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Register for Part 2<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Announcements
A Message from Montserrat: National Bilingual/Multilingual Learner Advocacy Month
[https://files.constantcontact.com/d086cf51801/a413417a-520c-4dd0-828f-7cd...]
April is National Bilingual/Multilingual Learner Advocacy Month, a time to recognize the needs and achievements of bilingual and multilingual learners. As a proud Bilingual educator, who now serves as the Assistant Deputy Secretary and Director for the Office of English Language Acquisition, I want to take the time to share how valuable and important being bilingual is to me.
Being Bilingual has opened up a world of opportunities in life, from being able to keep in touch with my loved ones back in Mexico, to learning and enjoying the beautiful arts from my heritage culture, to sharing my traditions and language with different types of people throughout the world. Being bilingual allows me to code-switch and to be my most authentic self. Soy de aquí y de allà with orgullo. Not to mention, being bilingual has added extra cash in my pocket in positions where I received a stipend or higher wage because I am bilingual, biliterate, and bicultural.
More than ever, our society must embrace and encourage a multilingual, multicultural and multiliterate society. It can only make us a stronger nation. As we recognize National Bilingual/Multilingual Learner Advocacy Month, I welcome you to join the Department of Education’s Call to Action for Bilingual and Multilingual Learners.
· Spark students’ interest in learning a second language and take pride in maintaining their first language.
· Encourage parents’ support and advocate for high-quality language programs in their schools.
· Urge colleges and universities to prioritize bilingual preparation programs for multilingual educators.
· Call on leaders and stakeholders at the national, state, and local levels to create, invest in and implement policies, processes and best practices focused on high-quality language programs.
· Call on workforce leaders at the national, state, and local levels to advocate and invest in language as a workforce credential.
In partnership,
Montserrat
Learning Session Series: Accelerating English Learner Success with Formative Assessment
[https://files.constantcontact.com/d086cf51801/d5da1875-7021-42a5-9393-68d...]<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
The Region 15 Comprehensive Center, in collaboration with OELA, invites you to a series of learning sessions focused on what formative assessment is and how it can be implemented to support the academic and socioemotional growth of EL students, with a particular focus on early learners in Grades K–2.
The event hosts encourage participants to attend with their teams and recommend that attendees join for all three sessions.
Learning Session 1<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...> – April 17, 2024
Learning Session 2<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...> – June 26, 2024
Learning Session 3<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...> – August 21, 2024
Apply to Be a 2024 NPD Peer Reviewer by April 30
[https://files.constantcontact.com/d086cf51801/ad79945b-eff7-4aef-905c-76f...]
Do you have professional expertise in English learner programs or services, specifically bilingual or multilingual education or Grow Your Own GYO teacher education programs? Apply to be a peer reviewer for the FY 2024 National Professional Development (NPD) grant competition today. We are especially seeking potential reviewers with evaluation expertise. We appreciate those who have already submitted résumés; more information will be coming soon.
If you are interested, please reach out to NPD2024(a)ed.gov<mailto:NPD2024@ed.gov>. The deadline to express interest is April 30, 2024.
Call for Peer Reviewers<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
NPD Applicant Information<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Outreach Packet: English Learner Family Toolkit and App
[https://files.constantcontact.com/d086cf51801/cc4530d4-434b-41e3-92af-a5a...]<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
OELA has launched a new resource designed specifically to help educators and stakeholders better assist families of ELs. This resource comes in the form of an outreach packet that includes a guide for effectively promoting the EL Family Toolkit to all EL stakeholders. To learn more about the outreach packet or to download the resource, check out this blog.
Read the Blog<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Applications for New Awards: Teacher Quality Partnership Grant Program Fiscal Year 2024
On April 4, 2024, ED announced a Notice Inviting Applications for the Teacher Quality Partnership (TQP) program. The deadline for applications is June 3, 2024. ED plans to award approximately $25 million to eligible partnerships to support high-quality teacher preparation and professional development for prospective teachers and school leaders. TQP funds teacher preparation programs at the undergraduate or “fifth-year” level (Pre-Baccalaureate Models), as well as teaching residency programs for individuals new to teaching but with strong academic and professional backgrounds (Residency Models).
View More Information<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Upcoming Events
April 29
TNTP Fireside Chat: Bilingual Educator Workforce Panel<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Webinar
Join TNTP on April 29 at 6 p.m. ET for their “final fireside panel chat of this year’s celebration of National Multilingual Learner Advocacy Month. Given the critical shortages the field has experienced for years in our bilingual educator workforce, come hear from policy and district leaders who are working in innovative ways to recruit and retain educators.”
April 30
DLL Federal Recommendations Webinar<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Webinar
“Early Edge California, UnidosUS, The Children's Equity Project, and Dual Language Learner (DLL) policy experts recently released Immediate Actions the Biden Administration Can Take For DLLs, a new set of federal policy recommendations to support DLLs now.” Join on Tuesday, April 30 at 1 p.m. ET for a panel discussion about these recommendations and highlights from across the country. Montserrat Garibay, OELA Assistant Deputy Secretary & Director, will share opening remarks.
May 8
Promoting Equitable Reclassification of English Learners with Disabilities<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Webinar
“The National Center for Systemic Improvement (NCSI) is partnering with Dr. Sara Kangas, a leading expert in [ELs] with disabilities, to bring EL and special education [S]tate education agency leaders (SEA) leaders together for a one-hour national webinar on [the] reclassification of dually identified students. The webinar draws from the contents of a soon-to-be released policy brief that addresses important considerations in the reclassification of ELs with disabilities.”
May 29–31
NJTESOL/NJBE 2024 Spring Conference<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Conference
The In-Person New Jersey Teachers of English to speakers of other Languages/New Jersey Bilingual Educators (NJTESL/NJBE) Conference will be held at the Hyatt Regency Hotel in New Brunswick from May 29–31. Register for one, two, or all three days and take advantage of networking opportunities with colleagues. Stay updated on State and national initiatives, and don’t miss the chance to explore the latest teaching tools by visiting the representatives at the sponsor and exhibitor booths.
Presentation topics will include General Interest, Content Area Instruction, Bilingual/ESL Pre-K through 12, Higher Ed, and more. All registrations include one free year of NJTESOL/NJBE membership.
June 5–7
Cambio de Colores 22nd Annual Conference<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Conference
Mark your calendar for the Cambio de Colores 22nd Annual Conference, June 5-7. This year’s theme,
“Sparking Change, Integration, and Deep Connections,” renews our call to action and commitment to learning alongside leaders and experts from our changing communities. This professional development opportunity is an excellent chance for bilingual educators, counselors, and school district leaders who aim to create welcoming communities for newcomers to learn from each other.
June 10–11
TABE's 3rd Annual Dual Language Virtual Symposium<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Conference
“Come join a fantastic lineup of educational experts, researchers, and policymakers to collaboratively explore innovative strategies and evidence-based practices, within the context of the Science of Teaching Reading, in order to enhance academic achievement, bilingualism/biliteracy, and socio-cultural competence in Dual Language programs.”
Oct. 15–18
WIDA Annual Conference<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Conference
“Come join a fantastic lineup of educational experts, researchers, and policymakers to collaboratively explore innovative strategies and evidence-based practices, within the context of the Science of Teaching Reading, in order to enhance academic achievement, bilingualism/biliteracy, and socio-cultural competence in Dual Language programs.”
Oct. 17-20
TABE Hybrid Conference<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Conference
This year’s Texas Association for Bilingual Education (TABE) conference will be held at the Kalahari Resorts & Conventions in Round Rock, Texas, from October 17– 20. Conference registration opens on June 1.
Nov. 12-16
La Cosecha Dual Language Conference<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Conference
Are you, or someone you know, looking for the perfect conference focused on providing instructional and programmatic support to best serve your ELs and emerging bilingual students? La Cosecha 2024 will feature over 280 professional presentations and workshops for supporting two-way and one-way immersion, developmental bilingual, and heritage/tribal language immersion programs and will bring together educators, parents, researchers, and practitioners from across the United States.
In the News
Community College Daily
On a New Journey to Become a Nurse in the U.S<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
San Diego College of Continuing Education offers a tuition-free, 16-week Certified Nursing Assistant (CNA) program that prepares students for the State CNA examination and provides opportunities for clinical rotations at local hospitals and healthcare facilities. Graduates become State-certified as nurse assistants and can work in rehabilitation and long-term care facilities. This article tells the story of a Mexican-born nurse, Vanessa Munguia, who is a student enrolled in the program. She is in the process of learning English while also preparing to take the Test of English as a Foreign Language (TOEFL) exam, and other certification and licensure exams.
Chalkbeat
How the 2024 National Teacher of the Year Helps English Learners Adapt in Rural Appalachia<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
The new National Teacher of the Year, Missy Testerman, is an English as a Second Language specialist at Rogersville City School in an Appalachian community in Tennessee. She is a strong advocate for her students, many of whom are new to her school and community, and is spending the next year traveling the country, speaking out about important issues to teachers. This article features an interview with Testerman about her work in educating and supporting EL students and families.
Migration Policy Institute
NEW RESOURCES: Supporting Immigrant and Refugee Families Through Infant and Early Childhood Mental Health Services<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
“Infant and early childhood mental health (IECMH) services can play an important part in supporting young children’s well-being and development. For young children in immigrant and refugee families, who make up about one-fourth of all U.S. children ages 0–5, IECMH support can be particularly impactful. These services can, for example, help mitigate the effects of trauma and stressors related to migration and acculturation experiences.” Download this brief to get insights on the importance of IECMH services and what opportunities policymakers and practitioners have to ensure equitable access.
WIDA
NEW RESOURCE: Everything You’ve Ever Wanted to Know: Scoring ACCESS for ELLs<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
This article focuses on the ACCESS for ELLS (English language learners) assessment suite. It is intended to help educators interpret the ACCESS for ELLs score reports and learn how the scores are calculated. This publication discusses the scoring process, the duration of this process, and how educators can interpret the scores for the various domains of the assessment and apply this interpretation in their work.
SupportEd
TIPS FOR EDUCATORS: Are You Using This Protocol to Engage Multilingual Learners in Math?<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
“Now, math classes are filled with opportunities for rich language use, and math can provide a very concrete way for [MLs] to use and develop academic language.There are many instructional strategies that teachers can use to support MLs in acquiring the academic language of math and in understanding and engaging with mathematical concepts.” This article focuses a math strategy called the Three Read Protocol, designed to help MLs understand math word problems and improve their academic language development.
Professional Learning
WIDA Learning Language Every Day: Activities for Families<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
This resource includes activities available in multiple languages for families to start conversations with their children about their family, what they like to play, how they feel, and much more. Educators can use these resources to learn more about their students and their families.
Right From the Start: Enriching Learning Experiences for Multilingual Learners Through Multiliteracies<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
In this position paper, Margo Gottlieb, Ph.D., analyzes policies and practices related to the expansion of multiliteracies and their effect on the teaching and learning process for MLs. She explains how multiliteracies can improve the learning experience for MLs and also provides an evaluation of the Science of Reading.
ASSETS Podcast: The Voice of the Office of English Language Acquisition<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Listen to the ASSETS podcast to hear Montserrat Garibay, Assistant Deputy Secretary and Director for OELA, discuss the challenges encountered by ELs in the U.S. education system. She also provides insights into the collaborative efforts between OELA and ED to address these challenges.
REL Central Infographic: Diversifying the Teacher Workforce<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Diversifying the teacher workforce is a high priority for the States and districts that the Regional Educational Laboratories (RELs) partner with and for education systems nationwide. This infographic provides a snapshot of resources available from the RELs and Comprehensive Centers that discuss examples of ways to implement strategies for supporting teacher diversity.
Dual Language Education of New Mexico Summer Institutes<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
OCDE Project GLAD® and the AIM4S³™ Math Summer Institute<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>: Unlock the power of teaching and learning at the OCDE Project GLAD® and the AIM4S³™ Math Summer Institute from June 11–12, 2024. These sessions will empower you to enhance your grasp of these powerful frameworks; engage in student-centered instructional strategies for key content areas such as math, language arts, social studies, and science; and deepen your understanding of integrating content and language to support ELs and academic language learners in your classroom.
Cultivating the Pedagogy of Translanguaging<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>: The Translanguaging Institute will bring together a diverse group of educators who serve emergent bilingual students and families from June 13–14, 2024. The institute will unite educators from across New Mexico and the United States
Center for Advanced Research on Language Acquisition 2024 Summer Institutes for Language Teachers<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
This summer, CARLA will offer 14 institutes (online and in-person) from June 24 to August 2 on a wide range of topics, including Critical Approaches to Heritage Language Education, Practical Program Evaluation for Heritage Language Programs, Teaching for Proficiency in Dual Language Immersion, Introduction to Dual Language Immersion, and more!
Job Opportunities
Coordinator, Welcome Center<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
District of Columbia Public Schools<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Washington, DC
Senior Manager, Early Literacy<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
TNTP
Connecticut and Massachusetts (preferred locations)
Connect With NCELA
National Professional Development (NPD) Program Discretionary Grant Report, 2016, 2017, and 2021 Cohorts (School Year 2021–22)
[https://files.constantcontact.com/d086cf51801/b1009c5f-80a9-4862-9eef-e47...]
OELA has published a new discretionary report. This document highlights information from the 2016, 2017, and 2021 grantee cohorts of the NPD Program, comprising 142 grantees in the 2021–22 project year.
The data captures the grantees’ program performance results based on three Government Performance and Results Act measures for the 2016, 2017, and 2021 cohorts.
Read the Full Report<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
Subscribe to NCELA Nexus
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Do you have news to share with the Nexus community?
Send your alerts, upcoming events, resources, and job postings to AskNCELA<mailto:%20askncela@manhattanstrategy.com?subject=Information%20for%20Nexus>
by Monday, April 22, 2024, for inclusion in the next edition of Nexus.
Visit NCELA online: ncela.ed.gov<https://na9y4kabb.cc.rs6.net/tn.jsp?f=001ac5uTsCNkcxFJOsI78154gMtNlfLc8cn...>
National Clearinghouse for English Language Acquisition (NCELA)
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Disclaimer: NCELA Nexus is intended to share information that can be of use to educators, parents, learners, leaders, and other stakeholders in their efforts to ensure that all students, including English learners, are provided with the highest quality education and expanded opportunities to succeed. The information and materials presented in NCELA Nexus do not necessarily constitute or imply endorsement, recommendation, or partiality by NCELA, the Office of English Language Acquisition, or the U.S. Department of Education.
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2 years
State Reading legislation
by Burke, Mack
The Al Shaker Institute (Al Sharker used to head the American Federation of Teachers) has a report on state legislation regarding reading policy and law from last year. Neuman is a pretty solid person in the field. Given the bipartisan nature- it seems like something all of us should be rallying around- and figuring out how to strengthen them and make sure under the equity umbrella that they are being implemented with fidelity with marginalized populations and those with disabilities, teacher education programs are following them, and funding is adequate and marginalized populations are being targeted for intervention especially.
It seems like engaging number 3 would be a better use of our time than trying to figure out how to dismantle our field and debating whether, or not "a" says the /a/ sound is oppressive or not...or if 2+2=5- which many in the field are arguing about…there is a breakdown of the bills that have inclusion of English learners as well that is worth looking at…those will likely grow in time.
https://www.shankerinstitute.org/read2
Unequal attention to student groups. Dyslexia gets a lot of attention, with laws in 33 states thoroughly addressing students with dyslexia. However, English learners are less emphasized; laws in only 10 states discuss this population in-depth.
Reading Reform Across America<https://www.shankerinstitute.org/sites/default/files/2023-07/literacy-rep...>documents how state legislatures nationwide have responded to these challenges. Specifically, the report examines reading-related legislation enacted between 2019 and 2022. We analyzed a total of 223 bills enacted in 45 states and the District of Columbia, examining over 40 features, such as teacher preparation, professional development, and curriculum, to name a few.
Our objective is to provide a robust and granular description of states’ efforts to enhance reading instruction, with the following goals:
1. Foster constructive discussions that support states in developing effective roadmaps for advancing reading reform.
2. Encourage states to devise supplementary policies (e.g., guidance, additional legislation) to address the areas needing improvement identified in this review.
3. Appeal to the research community for assistance in filling legislative gaps, not only to align with current evidence-based principles and practices, but also to adapt to the evolving nature of scientific research.
Susan B. Neuman
[cid:image001.jpg@01DA90E6.9AF0A170]
Susan B. Neuman is a professor of Childhood and Early Literacy at the New York University Steinhardt School of Culture, Education and Human Development. She is a specialist in early literacy development; whose research and teaching interests include early childhood policy, curriculum, and early reading instruction for children who live in poverty.
In her role as the U.S. Assistant Secretary for Elementary and Secondary Education, Neuman established the Early Reading First program, developed the Early Childhood Educator Professional Development Program, and was responsible for all activities in Title I of the Elementary and Secondary Act.
She has written more than 100 articles, and authored and edited eleven books, including the three volume Handbook of Early Literacy Research (Guilford Press), Changing the Odds for Children at Risk (Teachers College Press, 2009), Educating the Other America (Brookes, 2008), Multimedia and Literacy Development (Taylor & Francis, 2008), and Giving Our Children a Fighting Chance: Poverty Literacy, and the Development of Information Capital. (Teachers College Press, 2012). Her most recent book is All About Words: Increasing Vocabulary in the Common Core Classroom, Pre-k Through Grade 2 (Teachers College Press, 2013). She received her doctorate from University of the Pacific, Stockton, California.
2 years
Project LEER Meeting CWPT Power Points
by Perrott, Lisa J
Hi all,
I've had a hard time (again) accessing Dropbox to upload the CWPT Power Points I shared during our meeting today. I've attached them so that you can see them as soon as possible. Would someone please add them to our Dropbox folder?
Many thanks! 🙂
Lisa Bowman-Perrott, Ph.D.
Associate Professor
Haynes Faculty Fellow
Department of Educational Psychology
Special Education Division
Texas A&M University
College Station, TX 77843-4225
(979) 862-3879 (office)
(979) 862-1256 (fax)
________________________________
From: Perrott, Lisa J
Sent: Monday, April 15, 2024 10:20 PM
To: project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>
Cc: Burke, Mack <Mack_Burke(a)baylor.edu>; Richard Boon <Richard.Boon(a)utsa.edu>
Subject: Project LEER Meeting Tuesday/Meeting Template
Hi team,
I have a doctoral committee meeting at 10:00, so I'll be late for our meeting. Feel free to put the CWPT agenda item last. Also, I've attached the meeting template for your review in case we'd like to use it. 🙂
Thanks!
Lisa Bowman-Perrott, Ph.D.
Associate Professor
Haynes Faculty Fellow
Department of Educational Psychology
Special Education Division
Texas A&M University
College Station, TX 77843-4225
(979) 862-3879 (office)
(979) 862-1256 (fax)
2 years
