title iii-lep bootcamp session 4: office of civil rights ...idahotc.com/portals/33/trainings...
TRANSCRIPT
![Page 1: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/1.jpg)
Fernanda Brendefur, Ed.D. Idaho State Department of Education
208-332-6905 [email protected]
Title III-LEP Bootcamp Session 4: Office of Civil Rights ELD Program
Basics
![Page 2: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/2.jpg)
Title VI of the Civil Rights Act of 1964
No person in the U.S. shall, on the grounds of race, color, or national origin be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.
Module 1 – Foundations 2
![Page 3: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/3.jpg)
Castañeda v. Pickard (1981) This case developed a 3-prong test for evaluating compliance with non-
discrimination provisions
Module 1 – Foundations 3
Schools must have an educational program based on a legitimate theoretical foundation for language minority students
Prong 2 Prong 3
Prong 1 The program must be implemented in a manner to be effective and evaluated to determine its educational benefits
If the program is shown not to be effective in overcoming language barriers, it needs to be modified.
![Page 4: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/4.jpg)
Sound Educational Theory
Prong 1
![Page 5: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/5.jpg)
Evidence-Based
Module 4 – Effective Curriculum and Instruction 5
Definition: The integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction. (Grover J. [Russ] Whitehurst, Former Assistant Secretary, Educational Research and Improvement, U.S. Department of Education)
![Page 6: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/6.jpg)
Research-Supported
Module 4 – Effective Curriculum and Instruction 6
NCLB defines scientifically-based research as: A. Involving the application of rigorous, systematic, and
objective procedures to obtain reliable and valid knowledge relevant to education activities and programs; and
B. includes research that: i. employs systematic, empirical methods that draw on
observation or experiment ii. involves rigorous data analyses that are adequate to test the
stated hypotheses and justify the general conclusions drawn
![Page 7: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/7.jpg)
Research-Supported
Module 4 – Effective Curriculum and Instruction 7
iii. relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators
![Page 8: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/8.jpg)
Research-Supported
Module 4 – Effective Curriculum and Instruction 8
iv. is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random assignment experiments, or other designs to the extent that those designs contain within-condition or across-condition controls
![Page 9: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/9.jpg)
Research-Supported
Module 4 – Effective Curriculum and Instruction 9
v. ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings
vi. has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review (§ 7801 [37])
![Page 10: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/10.jpg)
More Clarity Needed
Module 4 – Effective Curriculum and Instruction 10
To clarify what research is considered scientifically-based, USED proposed that, when considering funding for educational practices or programs, priority be given to programs supported by research that uses “an experimental design under which participants—e.g., students, teachers, classrooms, or schools—are randomly assigned to participate in the project activities being evaluated or to a control group that does not participate in the project activities being evaluated.” (U.S. Department of Education, 2003a, p. 62446)
![Page 11: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/11.jpg)
Scientific Research is part of Evidence-based Education
Module 4 – Effective Curriculum and Instruction 11
From: Scientifically Based Research: NCLB and Assessment, Policy Report by Sandra Zucker (2004)
![Page 12: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/12.jpg)
Results for Various Programs
Module 1– Foundations 12 Adapted from: Thomas, W. & Collier, V. (1997). Language Minority Student Achievement and Program Effectiveness. Washington DC: National Clearinghouse for Bilingual Education.
General Pattern of Bilingual Education Student Achievement on Standardized Tests in English
Nor
mal
Cur
ve E
quiv
alen
ts
Grade Level
61(70)* Two-way bilingual
52(54)* Late-exit bilingual and content ESL
40(32)* Early-exit bilingual and content ESL
34(22)* Content-based ESL
24(11)* ESL pullout traditional
K 2 4 6 8 10 12 0
10
2
0
30
4
0
50
60
*Note 1: Average performance of native-English speakers making one year's progress in each grade. Scores in parentheses are percentile ranks converted from corresponding NCEs.
*Note 1
![Page 13: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/13.jpg)
Effective Implementation
Prong 2
![Page 14: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/14.jpg)
Time Is there appropriate time allocated to ELD services to ensure effective
English language development among ELs? Has the district done an analysis of their data to determine the most appropriate program
services and the amount of time students will be served in English language development courses?
![Page 15: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/15.jpg)
Staff Is there a system in place to ensure that staff are adequately qualified to assist ELs
with becoming proficient in English and experiencing success in academic content classes? Do teachers within the language instruction program(s) have the appropriate qualifications?
Are teachers who deliver instruction in students’ native language fluent in the language of instruction?
Are teachers who deliver ELD instruction licensed with a state certification or other endorsement?
If teachers within the language instruction program are also teaching academic content courses (English, mathematics, science, etc.), do they have a state endorsement or certification in the content area?
Do all teachers with ELs in their classes (content or ELD) understand their responsibility to ensure these students can access their instruction?
Do all teachers receive professional development for learning and implementing best practices for instruction for ELs?
Forte, Schlicher, & Faulker-Bond, 2011
![Page 16: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/16.jpg)
Curriculum and Resources Is there curriculum in place to ensure effective English language
development among ELs? Is the curriculum scientifically research-based?
Does the adopted curriculum address the four subdomains of language acquisition (listening, speaking, reading and writing)?
Does the curriculum also address the area of comprehension?
Does the curriculum address social language?
Does the curriculum address academic content language?
Are the resources used with ELs effective for English language development both in ELD programs and content areas? Do the resources support and add to the core curriculum (both ELD and content)?
Do the resources meet the specific linguistic needs of ELs?
Are the resources used above and beyond the regular core ELD and content curricula?
![Page 17: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/17.jpg)
Sample ELD Curriculum & Resources National Geographic—Reach & Edge Cornerstone Milestones Access English Treasure Chest Oxford Picture Dictionary (content areas) Heinle Picture Dictionary Imagine Learning Rosetta-Stone
![Page 18: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/18.jpg)
Program Effectiveness
Prong 3
![Page 19: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/19.jpg)
Design and Evaluation Is there a system in place to evaluate the effectiveness of the ELD program?
Does the program have clearly defined goals by which to measure whether or not it is working?
How are program goals evaluated?
Can it be shown that the program is being implemented with sufficient resources to ensure it is functioning as intended?
Can it be shown that the program is being implemented with sufficient resources to ensure it is functioning as intended?
What is considered a reasonable amount of time for ELs to learn English? Does it difference by age, grade, time in program?
Is this estimation based on scientifically based evidence?
What is the process for changing the program if it is found not to be effective?
• Forte, Schlicher, & Faulker-Bond, 2011
![Page 20: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/20.jpg)
Passing the OCR Test
ELD Program Evaluation
![Page 21: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/21.jpg)
http://www2.ed.gov/about/offices/list/ocr/ellresources.html
Office of Civil Rights Website
![Page 22: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/22.jpg)
Questions???
![Page 23: Title III-LEP Bootcamp Session 4: Office of Civil Rights ...idahotc.com/Portals/33/trainings 2011-12/Title III-LEP Bootcamp Session 4_1 per slide.pdfTitle III-LEP Bootcamp Session](https://reader033.vdocument.in/reader033/viewer/2022041523/5e302b008659a46e661371b4/html5/thumbnails/23.jpg)
January 4, 2012 3:00-4:00pm
Session 5: Title III Program Basics