Source: http://www.p12.nysed.gov/mgtserv/C4E/htm/ModelPrgmsforLEP-ELLs8-08.html
Timestamp: 2014-04-24 20:46:01
Document Index: 662236525

Matched Legal Cases: ['art 154', 'art 117', 'art 100', 'art 200', 'art\n154', 'art 80', 'art 154', 'art 117', 'art117', 'art 154', 'ART154', 'art200']

Office of Educational Management - NYSED: Contracts for Excellence:Model Programs Skip To Content
for Excellence / Model Programs Contract for Excellence
Allowable Programs and Activities New Category:
MODEL PROGRAMS FOR LEP/ELLS: CLOSING THE ACHIEVEMENT GAP
The following Model Programs are some of the most commonly known programs
implemented around the nation that have been proven to be effective in
closing the achievement gap for Limited English Proficient / English Language
Learners (LEP/ELLs). It is strongly recommended that districts with LEP/ELLs
use their Contract for Excellence (C4E) funding to design, support, and
implement innovative model programs based on best practices that will
assist LEP/ELLs to attain English proficiency, meet State academic and
student achievement standards, and insure equitable access to such programs.
The Model Programs highlighted below can be implemented as part of the
seven allowable C4E contract program areas and services: (1) class size
reduction; (2) time on task; (3) teacher/principal quality initiatives;
(4) middle and high school restructuring; (5) full-day Pre-kindergarten
and Kindergarten; (6) model programs for English Language Learners; and
(7) experimental programs. School districts are responsible to ensure that programs and services
for LEP/ELLs, including LEP/ELL students with special needs, are in accordance
with CR Part 154, and the district's comprehensive plan. The links and
resources in the Appendix of this document provide options that a district
may wish to consider for meeting its overall responsibilities under the
No Child Left Behind Act and New York State (NYS) laws and regulations
related to the education of LEP/ELLs. This includes the Regulations of
the Commissioner C.R. Part 117, C.R. Part 100, C.R. Part 200, C.R. Part
154, C.R. Part 80, Education Laws 3204 and 3602, and Article VII in New
York State. I. Native Language Support
Bilingual and ESL Support Services for bilingual students in Pre-School
high-quality preschool program must be designed to draw on and support
the strength of the state’s ethnically, culturally and linguistically
diverse child population. There is substantial research indicating
that the use of English and the Native Language in preschool programs,
can contribute to greater school readiness. Programs should provide
ongoing multilingual technical assistance and professional development
to teachers, program staff and program administrators. Two-Way Bilingual / Dual Language Programs for K-12
differ in terms of implementation, both the Two-Way Bilingual Education
and Dual Language Programs attempt to bring language minority and
mainstream students together at the program and instructional level
and to provide content area instruction and language development in
both languages. These programs aim to foster academic achievement
in English and another language, the development of bilingual/biliterate
skills, and positive cross-cultural attitudes and competence. Research indicates that LEP/ELLs acquire literacy skills in English
faster and do better in school, if they have a strong foundation
in their home language. Districts should also consider establishing
these programs for students with special needs. Classrooms may want
to use the integrated co-teaching service approach or consultant
teacher services to ensure that the students’ special needs are addressed
in the areas of language acquisition, culture, and disability.
Increase the Quality and Availability of Materials for Students/Parents
in Different Languages in Schools and Public Libraries: Supporting
native language and bilingual resource materials in school libraries
and in local community libraries will help to increase the literacy
skills of LEP/ELLs and to support immigrant parents with materials
in different media types (e.g., print materials, CDs, DVDs, etc.)
that would help them to learn and understand, and be able to navigate
themselves in their newly-adopted country. These materials will
facilitate the students/families’ acculturation and to provide them
with the skills and knowledge to become active participants at work
and the children’s schools, and to access social support services.
Research shows that when the students’ native language is used at
school and home, it can accelerate the second language acquisition
process and help foster academic success.
Bilingual Support Services for LEP/ELLs with Disabilities in Districts
and Schools without Bilingual Programs Under Part 154:
Districts should
consider a range of bilingual service options that include native
language literacy and native language supports in content areas for
LEP/ELLs with disabilities. Districts could establish late-exit transitional
bilingual education programs for students with disabilities. II. Professional Development (PD) and Effective Teaching Practices
Ongoing professional development activities should be provided
and encouraged that is needs driven, research-based, and job-embedded. Such activities, to be effective
with LEP/ELLs and LEP/ELLs with disabilities, should adopt a
team-approach model that includes Bilingual Special Education
Teachers, Bilingual Teachers of Students with Speech and Language
Disabilities and all other clinical staff (Psychologists, Social
Workers, Therapists, etc.) in ongoing professional development
Schools and districts should instill
practices that are culturally responsive in the classrooms as
well as in school-wide management. This has shown to improve
academic achievement, reduce suspensions of LEP/ELLs with and
without disabilities, and reduce referrals to special education.
Introduce innovative teaching methodologies and instructional programs
Cognitively Guided Instruction (CGI:
An approach to mathematics instruction that helps teachers to
understand children’s intuitive mathematical thinking. Sheltered Instruction Observation Protocol
(SIOP): Lesson preparation and delivery model that helps teachers
promote students’ English language development through subject
matter instruction.
The Cognitive Academic Language Learning
Approach (CALLA): An instructional model for second and foreign
language learners based on cognitive theory and research. CALLA
integrates instruction in priority topics from the content curriculum,
development of the language skills needed for learning in school,
and explicit instruction in using learning strategies for academic
tasks. CALLA can be used in ESL, EFL, bilingual, foreign language,
and general education classrooms. Professional Development for Mainstream Teachers and Administrators
on the Educational Needs of LEP/ELLs: Culturally supportive classroom
strategies lessen intimidation and reduce language barriers for LEP/ELLs.
When teachers understand and respect cultural differences in and
among their students, they can create a class environment and design
instruction that does not detract from the students' cultural values.
Professional Development activities should include, but not be limited
to, (1) Information on heritage cultures, and how they may affect
(1) Academic learning; (2) Literacy acquisition; (3) Social integration;
(4) Information on literacy and linguistic testing tools available
to mainstream teachers; (5) Resources on how to use technology and
assistive technology in literacy assessment; (6) Information on legal
and educational mandates that need to be met in testing of LEP/ELL
populations; and (7) Information on testing accommodations. It is
also important to develop targeted professional development for administrators
so that they become vested in the concerns and challenges of this
population. Professional Development on the Educational Needs of LEP/ELLs with
Disabilities for all Teachers and Administrators:
on second language acquisition and effective ESL methodologies for
monolingual English-speaking special education teachers, related
service providers, providers of pupil personnel services, IEP teams,
and Committees on Special Education.
Culturally Diverse Curriculum Design and Implementation;
An LEP/ELL
curriculum that supports high academic achievement in all academic
subjects, that is consistent and comprehensive in its approach to
instruction is absolutely critical for LEP/ELLs as they attempt to
both simultaneously "catch up" to other students who speak English
proficiently and to "keep pace" with grade-level content. This
curriculum should (1) Integrate academic language and vocabulary with
content concepts; (2) Include core components of content-based instructions; (3)
Integrate language and content standards into curriculum units; and
(4) Use matrices and develop multicultural units. Literacy in the Content Areas;
Although content area teachers might
like to assume that all students can comprehend texts, this may not
always happen. When students read, they need to encode letters,
decode words in the texts, understand the meaning of these words,
use the information from texts to construct knowledge, and demonstrate
their understanding. The context that surrounds the word or words
is important as well. Students should be provided linguistic cues,
as in writing the word on the board or providing it in front of the
student on some sort of card or other means for seeing, as well as
a non-linguistic representation such as an illustration that will develop
a strong mental model. Graphic organizers are important in establishing
understandings of difficult concepts and vocabulary. If students cannot
read, then they are hindered in developing content area knowledge.
Every content area teacher has a responsibility to help students
to access, read, and understand texts successfully. III. Extended Day Support
After-school, Saturday, and Summer Enrichment and Innovative Tutorial
Programs for LEP/ELLs (including LEP/ELLs with disabilities): Extended
day programs can help fill the day program gap. Staff members can
readily use techniques that stimulate and stretch language production,
build vocabulary, model appropriate speech, and expand listening comprehension. Good extended day programming motivates children to use their English
and native language. Effective strategies for LEP/ELLs may include
integrating reading, writing, listening, and speaking; teaching language
through content and themes; focusing on vocabulary development; and
offering choices to spur motivation and integrated skills through
well-designed media, technology, and inquiry projects, field trips,
service-learning, and presentations. (“Extended day programs” at
best refer to after-school activities. Should additional language
be provided to address “Saturday and Summer Enrichment” activities? Also, are we to assume from this paragraph that the “tutorial programs”
mentioned here refer to “well-designed media, technology, and inquiry
projects, field trips, service-learning, and presentations”?)
IV. Parental Involvement Programs
Often language and/or cultural barriers prevent parents from feeling
confident in their own ability to collaborate with schools and assist
in their children’s academic achievement. Children from diverse cultural
backgrounds tend to do better when parents and professionals collaborate
to bridge the gap between the culture at home and the learning institution.
Some examples of how schools can immediately increase parental involvement
and subsequently establish mutual trust and respect between themselves
and parents are: (1) Translate parent meetings and informational materials
into community languages; (2) Offer adult English classes and family
literacy programs; (3) Make explicit unstated rules and behavioral
expectations (for example, that parents are expected to attend parent/teacher
conferences); (4) Invite and encourage parents to volunteer at the school;
and, (5) Offer power-sharing relationships by encouraging parents to form
advocacy groups, and enabling them to share in decision-making about school
programs and policies. Also, schools and districts should be encouraged
to learn more about the language and culture of the families they serve.
V. Programs for New Immigrant Establishment of “Newcomers” programs for recently arrived LEP/ELLs
new LEP/ELL students need a period of adjustment, not only to the
education system they are entering, but also to the social environment
of this country. This is a time during which they need an emotionally-safe
educational atmosphere that fosters rapid language learning, acculturation,
and enhancement of self-esteem. Newcomer programs differ tremendously
in terms of general structure and set-up, curriculum, length of stay,
and language of instruction. What they do share is a dedication to
helping limited English proficient newcomer students’ transition
to the American school system (and culture) as quickly and painlessly
as possible, and to provide educational approaches that emphasizes
English language acquisition, while recognizing that development
of language skills is but one of the many steps in the transition
New Immigrant Students from English-Speaking Countries: Recently
arrived English-speaking students who have been in this country fewer
than three years need educational and acculturation support programs
as well that will fully prepare them to participate in the mainstream
school and community environments. Supplemental programs tailored
to the linguistic and literacy needs of the English-speaking such
as after- school, Saturday and summer school programs should also
be considered. New Refugee Students: Over the past decade, New York State has
been receiving many new refugees from many countries around the world.
Refugees come to us with many different social and educational backgrounds.
Most will need bilingual or ESL services, in addition to overcoming
their social, economic, linguistic and political situation. (What
about their emotional needs?)
VI. Other Programs for LEP/ELLs
LEP/ELLs with Interrupted Formal Education (SIFE):
SIFE LEP/ELLs
require special attention to succeed in all-English classrooms. Interrupted
formal education (i.e., education that is incomplete or of poor quality),
may lead to limited literacy skills in the native language, a lack
of understanding of school processes and procedures, and be below
grade level. Effective instructional approaches will vary based on
such factors as the student's native language and age and unique
features of the school and community. Classroom teachers should be
prepared to teach content as well as literacy and numeric skills
(numeracy?) that are at times many grade levels behind the students'
peers. Structuring the language development programs (bilingual educationà
this may not be available in all instances, right?) around past content
objectives is equally as important as providing instruction on current
Long Term LEP/ELLs (LTE):
Long-term language learners are LEP/ELLs
who have been in the U.S. seven or more years and are below grade
level in reading/writing and other content areas. Many of our LEP/ELLs
with disabilities are classified as long-term LEP/ELLs. This should
be considered when developing programs and strategies that have been
proven effective for students with disabilities. LTEs often have
very good conversational English skills and can appear fluent, but
are making progress in their English ability at a very slow rate. They are clearly lacking the academic language proficiency to successfully
cope with the language demands of the classroom which, in turn, leads
to inability to cope with the content itself. A student with oral English
conversational fluency, but lacking academic language skills, will
still need language support to make gains both in language and content
learning. These language supports may include explicit vocabulary
instruction (i.e. pre-teaching and contextualizing vocabulary), alternate
reading text, and scaffold writing activities. Just like academic
content, academic language increases in complexity from grade level
to grade level so LEP/ELLs are chasing a moving language target as
well. Academic struggles for long-term language learners may not
only be a result of below average English language skills. These
students have undoubtedly not acquired all of the content instruction
to this point, and have missed fundamental concepts that are necessary
for comprehending grade level content. Former LEP/ELLs Support Services:
Many LEP/ELLs that have exited
ESL or Bilingual Programs may need support to transition into the
mainstream school’s social and educational environment. Schools should
make sure that LEP/ELLs continue to perform at grade level in all
academic areas, because they are counted as part of the schools accountability
system for two years after exiting ESL and/or Bilingual programs.
If needed, former LEP/ELLs should be given the opportunity to continue
attending programs for LEP/ELLs during and after school. Tutorial
support programs for one to two years after exiting are effective during
this transition period. Also, mainstream teachers should be notified
and work with ESL and Bilingual teachers to provide additional support
if needed. VII. Recruitment and Retention of Bilingual and ESL Teachers A Successful Program will include:
A well-defined set of staffing
policies and procedures designed to meet the needs of students
with limited English proficiency in grades K-12; A career ladder for bilingual
teaching assistants in partnership with a school of education
at a major university and with advising and counseling personnel
at feeder community colleges; Knowledgeable district support
for prospective teachers on the credentialing process; A comprehensive package of recruitment
activities designed to advertise and promote a progressive living
and working environment; A full range of staff development
activities to improve the skills of the current teachers and
teaching assistants; A close professional relationship
among the bilingual education coordinating staff and professional
and community organizations that support bilingual education;
Facilitate local and state grants
for completion of Bilingual and ESL university programs. A Successful Recruitment and Retention Program for Bilingual Special
Education Teachers, Bilingual Teachers of Students with Speech and
Language Disabilities, and Bilingual Pupil Personnel Service Providers:
Information on pathways to certification
for individuals who are fluent in one or more languages;
Information pathways to certification
for individuals who are currently certified to teach and who
may lack the Bilingual Extension and/or Special Education training;
Information on types of temporary
Training for appropriately certified
and licensed personnel so that they can provide the mentoring
and supervision needed for college students who are completing coursework,
leading to initial or provisional certification, and other district
employees who are seeking professional or permanent certification;
Administrative support for planning
and collaboration among personnel in the following disciplines:
Bilingual General Education, Bilingual and Monolingual Special Education,
ESL, and Bilingual and Monolingual Speech-language, and Bilingual
and Monolingual Pupil Personnel Services.
Best Instructional Practices for LEP/ELLs:
to screen for reading problems and monitor progress and adjust instructional
Provide intensive, small-group
reading interventions for ELLs at risk for reading problems.
Provide extensive and varied vocabulary
instruction throughout the day.
Develop academic English competence
beginning in the primary grades.
Schedule regular peer-assisted
learning opportunities, including structured language practice. Provide activities that promote
oral and listening opportunities.
All content area instruction should
have a language rich environment. Complexities when implementing Response to Intervention (RTI) for LEP/ELLs
Disproportionate representation of students from diverse socio-cultural
and linguistic backgrounds in special education has been a persistent
concern in the field for more than 30 years. Pre-referral intervention
emerged during the 1970s in response to the concerns about inappropriate
identification and labeling of children for special education which has
evolved over time into a variety of models. Current discussions about
Response to Intervention (RTI) models for the identification of learning
disabilities (LDs) reflect these concerns as well (Vaughn & Fuchs,
When RTI is implemented with culturally and linguistically diverse learners,
it is critical that the pre-referral intervention process is culturally
and linguistically responsive; that is, educators must ensure that students’
socio-cultural, linguistic, racial/ethnic, and other relevant background
characteristics are addressed at all stages, including reviewing student
performance, considering reasons for student difficulty or failure, designing
alternative interventions, and interpreting assessment results (Ortiz,
2002). Without such examination, even pre-referral intervention practices
may not result in improved student outcomes and may continue to result
in disproportionate representation in special education.
From: Preventing Disproportionate representation: Culturally and linguistically
responsive Pre-referral interventions, S. B. García, & A. A. Ortiz,
University of Texas at Austin, 2006, The National Center for Culturally
Responsive Educational Systems (NCCREST) http://www.rti4success.org/images/stories/pdfs/pre-referral_brief.pdf(2.1MB)
All programs and activities under the option of Model Programs for LEP/ELLs
in the C4E Program shall: Facilitate student attainment of
the New York State learning standards. Predominantly benefit LEP/ELL students,
and students in poverty and/or students with disabilities. Predominantly benefit those students
in schools identified as requiring academic progress or in need of
improvement or in corrective action or restructuring. Be developed in reference to practices
supported by research or other comparable evidence as to their effectiveness
in raising achievement. Be accompanied by high quality,
sustained professional development focused on content pedagogy, curriculum
development and/or instructional design to ensure successful implementation
of each program and activity. Be consistent with federal mandates,
state law, and regulations governing the education of such students. Be used to supplement, and not
supplant, funds allocated by the district in the base year for such
purposes. Supplement and not supplant programs
funded under other state or federal program sources.
Federal Law, Regulation, and Guidance: No Child Left Behind Title III
PL 107-110: Guidance on
standards, assessments, and accountability for Language Instructional
programs for Limited English Proficient and Immigrant Students:
Title III of the Elementary and Secondary Education Act as reauthorized
by the No Child Left Behind Act of 2001 (NCLB). http://www.ed.gov/programs/nfdp/NRG1.2.25.03.doc (217KB)
National Clearinghouse for English Language Acquisition & Language
Instruction Educational Programs (NCELA)http://www.ncela.gwu.edu/
U.S. Department of Education - What Works for English
Language Learners http://www.ncela.gwu.edu/spotlight/4_whatworks.html
U.S. Department of Education - Doing What Works Website http://dww.ed.gov/index.cfm
U.S. Department of Education Regional Comprehensive Centers, Center on
NYS Education Law and Commissioner’s Regulations (Cr): Diagnostic Screening of Pupils
CR Part 117: NYS Regulations on Identification and Services to LEP Students
– Regulations governing initial identification and services to limited
English proficient (LEP) students in New York State.
http://www.p12.nysed.gov/biling/pub/part117.html
Apportionment and Services for Pupils with Limited English Proficiency
CR Part 154: Amendments to Commissioner’s Regulations Related to NCLB:
– Education of Students with Limited English Proficiency as amended by
the Board of Regents on July 17, 2003 and effective May 2, 2003. http://www.p12.nysed.gov/biling/docs/PART154RegAmendment8-2007Final_1.doc
Continuum of Services for Students with Disabilities
CR Section 200.6 includes, but is not limited to, requirements pertaining
to: grouping requirements; appropriate certification requirements; consultant
teacher services; related services; resource room programs; special classes;
twelve-month special services and/or program
http://www.p12.nysed.gov/specialed/publications/lawsandregs/part200.htm#200.6
New York State Education Department Guidance Materials: Office of Bilingual Education and Foreign language Studies
http://www.p12.nysed.gov/biling/
New York After School Network
This self-assessment tool provides an opportunity for program leaders
and key staff, in collaboration with other stakeholders, to utilize a
common set of standards to assess, plan, design and execute strategies
for ongoing program improvement. The self-assessment tool itself is an
evolving document. The goal is for it to be used throughout New York State,
and possibly beyond, but also to continue to be refined based on the knowledge
gleaned from its use, to maximize the effectiveness of self-assessment
as a tool for appraisal, planning and implementation.
http://www.p12.nysed.gov/sss/21stCCLC/
The Teaching of Language Arts to Limited English Proficient/English Language
Learners Trilogy
http://www.p12.nysed.gov/biling/publications.shtml
Research Studies, Research Reviews and Other Best Evidence: From English Language Learners to Emergent Bilinguals, O. García, J.
A. Kleifgen, and L. Falchi, January 2008, A Research Initiative of the
http://www.tcequity.org/
Challenging Common Myths about Young English Language Learners, L. Espinosa,
Jan. 2008, FCD Policy Brief, Advancing PK-3, No 8, NY
http://www.fcd-us.org/usr_doc/MythsOfTeachingELLsEspinosa.pdf(2.4MB)
Two-way and monolingual English immersion in preschool education: An
experimental comparison. National Institute for Early Education Research
(NIEER) Barnett, S., Yarosz, D., Thomas, J., & Blanco, D. (n.d.).
New Jersey: New Brunswick.
http://nieer.org/resources/research/TwoWay.pdf(11KB)
A parent's and teacher's guide to bilingualism. Tonawonda, NY: Multilingual
Matters, Inc. Baker, C. (2000)
[NCELA Resource ID: BE020884] English Language Learners with Special Needs: Effective Instructional
Strategies (Ortiz, A. A., 2001): http://www.cal.org/resources/digest/digest_pdfs/0108-ortiz.pdf(110KB)	Secondary newcomer programs: Helping recent immigrants prepare for school
success. Short, D. (1998).
http://www.cal.org/resources/digest/short001.html
Globalization, immigration, and education: The research agenda. Suarez-Orozco,
M. (2001). Harvard Educational Review, 71, 345-365.
[NCELA Resource ID: BE022309]
The Effects of Test Accommodations on Test Performance: A Review of the
Literature. Sireci, S. G., Li, S., & Scarpati, S. (2003). (Center
for Educational Assessment Research Report number 485.) Amherst, MA: University
http://www.education.umn.edu/NCEO/OnlinePubs/TestAccommLitReview.pdf(401KB)
The effect of a simplified English language dictionary on a reading test.
Albus, A., Bielinski, J., Thurlow, M., & Liu, K. (2001). (LEP Projects
Report 1.) Minneapolis, MN: University of Minnesota, National Center on
Educational Outcomes. http://education.umn.edu/nceo/OnlinePubs/LEP1.html
Trends and Developments in English-Language and Literacy (English-Language
Learning in the Classroom, English-Language Assessments: Questions & Answers)
ETS – Innovations Magazine Spring
http://www.ets.org/Media/News_and_Media/pdf/innovations_spring2008.pdf(2.0MB)
The 2008 English-Language Learners Symposium sponsored by ETS http://www.ets.org/portal/site/ets/menuitem.c988ba0e5dd572bada20bc47c3921509/?vgnextoid=36f4bc0473678110VgnVCM10000022f95190RCRD&vgnextchannel=cc59253b164f4010VgnVCM10000022f95190RCRD#
Current State of English-Language Learners in the U.S. K-12 Student Population;
Rose M. Payán and Michael T. Nettles Introduction ETS Research and Assessment
http://www.ets.org/Media/Conferences_and_Events/pdf/ELLsympsium/ELL_factsheet.pdf(110KB)
Resources about English Language Literacy, Academic Language, and Content
Area Literacy
A resource guild from the National Clearinghouse for English Language
Acquisition (NCELA)
http://www.ncela.gwu.edu/resabout/literacy/intro/index.html#academiclanguage
The Center on Instruction: materials and resources on reading that help
educators improve reading outcomes for students in grades K-12
http://www.centeroninstruction.org/resources.cfm?category=reading&subcategory=&grade_start=&grade_end
Preparing English Language Learners for Academic Success, Center for
http://www.centerforpubliceducation.org/site/c.kjJXJ5MPIwE/b.3531983/k.A79C/Preparing_English_language_learners_for_academic_success.htm
Methods for Teaching Culturally and Linguistically Diverse Exceptional
Learners, (Hoover, Klingner, Baca, & Patton, 2008) Upper Saddle River,
NJ: Pearson Education).
English language learners with special education needs: Identification,
assessment, and instruction. (Artiles, A. J., & Ortiz, A. A. (Eds.).
(2002)) Washington, DC, and McHenry, IL: Center for Applied Linguistics
and Delta Systems.
Collaborative Strategic Reading (Klingner & Vaughn, 1996; Klingner,
Vaughn & Schumm, 1998; Klingner, Vaughn, Dimino, Schumm, & Bryant,
Resources About Secondary English Language Learners:
Double the Work: Challenges and Solutions to Acquiring Language and Academic
Literacy for Adolescent English Language Learners, Alliance for Excellent
http://www.all4ed.org/files/DoubleWork.pdf(2.2MB)
Creating a formula for success: Why English language learner students
are dropping out of school, and how to increase graduation rates. Advocates
for Children of New York and the New York Immigration Coalition. (2002,
June). New York, NY: Author. http://www.advocatesforchildren.org/pubs/formulaforchange.doc(248KB)
Claiming opportunities: A handbook for improving education for English
language learners through comprehensive school reform. Coady, M., Hamann,
E. T., Harrington, M., Pacheco, M., Pho, S., & Yedlin, J. (2003).
Providence, RI: The Education Alliance at Brown University. http://www.alliance.brown.edu/pubs/claiming_opportunities/(1.5MKB)
Multiple measures approach to high school graduation. Stanford, Darling-Hammond,
L., Rustique-Forrester, E., & Pecheone, R.). (2005CA: School Redesign
Network. http://www.schoolredesign.net/
Transfer in the Academic Language Development of Post-secondary ESL Students
B. Jiang & P Kuehn, Bilingual Research Journal, 25: 4 Fall 2001
http://brj.asu.edu/v254/pdf/ar12.pdf(49.5KB)
Additional Resources For Information About LEP/ELLs:
Bilingual ESL Technical Assistance Centers (BETAC)
http://www.p12.nysed.gov/biling/betac.html
Center for Research on Education, Diversity & Excellence (CREDE):
http://crede.berkeley.edu/research/research.html
Teaching Diverse Learners (TDL):
http://www.alliance.brown.edu/tdl
BUENO Center for Multicultural Education: http://www.colorado.edu/education/BUENO/index.html The NYS Bilingual Special Education Resources Network: http://www.acces.nysed.gov/vr/lsn/bilingual/locate.htm Key Issues in Bilingual Special Education Work Papers:
http://www.acces.nysed.gov/vr/lsn/bilingual/trainingindex.htm Bilingual Research Journal Online: http://brj.asu.edu/ National Center for Culturally Responsive Education Systems: http://www.nccrest.org/ Supporting Special Student Populations in Two-Way Immersion Programs:
http://www.cal.org/twi/toolkit/CI/QA/special_a1.htm
Linguistic Minority Research Institute, University Of California, A University
of California Multi-Campus Research Unit
High Schools English Learners Need (Gold, Maxwell-Jolly)
Feasibility of Developing a California Education Longitudinal Study (Kaufman)
Redesignation Dilemma (Linquanti)
Initial Impact of Proposition 227 (Gándara, et al)
Schooling of English Learners(Rumberger, Gándara) How
Long Does it Take English Learners to Attain Proficiency?(Hakuta) Review
of the Research on Instruction of Limited English Proficient Students (Gándara)
http://lmri.ucsb.edu/publications/
http://www.nysabe.org/ New York State Teachers of English to Speakers of Other Languages http://www.nystesol.org/ National Association for Bilingual Education