Sources for English Learner Data |
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Take a look at these online sources for EL-related data and tools:
OELA Biennial Reports: Get data on ELs in Title III-supported language instruction educational programs from OELA’s biennial reports, which share self-reported data from the 50 states, the District of Columbia, and Puerto Rico on their efforts to ensure that all ELs attain English proficiency.
Common Core of Data (CCD): The CCD has information on funding amounts for state and local educational agencies to support educating ELs, the numbers of ELs at the local level, and graduation rates.
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Digest of Educational Statistics: Check out the Digest of Educational Statistics for the latest data tables on education in the U.S., including the education of ELs. Data tables present information on teachers, student enrollment and distribution, achievement, and more.
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NPD Grantees Gather In-Person for Directors Meeting |
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Nearly 200 grantees gathered in the Washington, DC area in early April for the 2022 NPD Directors Meeting, OELA’s first in-person convening since the pandemic. This year’s theme was Innovating and Unlocking New Possibilities for EL Students. Grantees participated in informative sessions on EL research, equity, language and literacy, lessons learned from the pandemic, and a poster session with more than 25 presentations. Attendees were also treated to a virtual performance of songs in Spanish from the Claremont Immersion Elementary School choir. Take a look at some of the meeting highlights!
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Join Early Edge California and SEAL Part 2: Supporting Multilingual Learners’ Oral Language Development from 4:00-5:00 p.m. PT/7:00-8:00 p.m. ET on April 21. This session will highlight the various roles early childhood educators play in supporting young children’s oral language development. Educators will learn how to plan quality, language-rich thematic instruction and utilize key strategies to make language visible and tangible for young multilingual learners. |
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Join the Center for Academic Language Development and Seidlitz Education for a webinar at 2:00 p.m. PT/5:00 p.m. ET featuring Dr. Carol Salva. |
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Join the Saddleback Webinar Series for this webinar on April 28 at 12:00 p.m. PT/3:00 p.m. ET. Newcomers arrive in classrooms throughout the year. Are you prepared to set them up for success on day one? In this free one-hour webinar, presenters will discuss what educators need to do right away to meet the academic, physical, and social-emotional needs of newcomers. |
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April 28
Virtual Celebration
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Educators, school board members, parents/guardians, students, and community members are invited to join the SCCOE for a celebration of the excellent work that is happening in Santa Clara County around bilingual/multilingual learners. The showcase will:
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Highlight programs that are making a positive impact on bilingual/multilingual learners;
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Build a network of champions for bilingual/multilingual learners; and
- Celebrate and honor student artwork winners and school and district teams.
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May 18–June 1
Webinar Series
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This series is presented by the EL Collaborative of the Council of Chief State School Officers, OELA, and the National Association of English Learner Program Administrators. Continuous Improvement of EL Programs includes the following sessions:
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May 18: Webinar – Evidence-Based Programs
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May 25: Debrief, Questions, Networking
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June 1: Voices from the Field Panel
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June 16–18
Hybrid Conference
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With the support of the Stabilizing Indigenous Languages Steering (SILS) Committee and the American Indian/Indigenous Teacher Education Conference (AIITEC) Planning Committee, a decision was made to host a combined SILS/AIITEC hybrid conference at NAU Flagstaff Campus that allows for both virtual and in-person attendance. |
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July 13–15
Virtual Conference
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Attend keynotes and sessions led by SIOP® authors, guest keynote speaker Kelly Yang (author of Front Desk), and K–12 educators from across the United States. Learn best practices to foster academic language development and make learning relevant and comprehensible for language learners.
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Harvard Graduate School of Education
The author of this article discusses how governments and education systems can create safe and welcoming spaces for displaced students. She argues that education must be a key part of the global response to student displacement since refugees often wait years or decades to be settled into a permanent home. The article presents three broad steps to guide global response: design and implement welcoming policies, prioritize refugee education in places where most refugees live, and create welcoming schools.
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Center for the Success of English Learners
In January 2022, the National Center for Education Statistics (NCER) and the National Center for Special Education Research (NCSER) hosted their first fully virtual Principal Investigators Meeting. The full meeting, which included discussions on how to center equity and inclusion in research, is available for viewing.
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U.S. Department of Education, Office of Special Education Programs (OSEP)
OSEP’s Fast Facts summarizes key facts related to specific aspects of the data collection authorized by Section 618 of the IDEA. Approximately 1.6% of students enrolled in public elementary and secondary schools in the United States and the District of Columbia are dually identified as a student with a disability under IDEA, Part B and as an EL. According to this fact sheet, the percent of school aged ELs served under IDEA, Part B has increased from 9.07% in 2012 to 11.78% in 2020.
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Early Edge California
Early Edge California recently launched the Multilingual Learning Toolkit—an online hub featuring a vetted selection of research-based best practices and open-source resources specifically for educators, administrators, and teacher education faculty whose work supports young multilingual learners in PreK-3rd grade. In honor of National Bilingual/Multilingual Learner Advocacy Month, Early Edge created a helpful social media toolkit to help spread awareness of the website.
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The WIDA Fellows program brings expert teachers and WIDA professional learning specialists together in a collaborative effort to enhance the development of WIDA professional learning offerings. WIDA fellows serve as classroom implementation experts and critical friends to the WIDA professional learning design team. Selected candidates serve for one year and have the option to continue for a second.
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The La Cosecha 2022 Hybrid Conference, scheduled for November 2–5 in Santa Fe, New Mexico, will focus on providing instructional and programmatic support to best serve ELs and emerging bilingual students. La Cosecha will feature over 180 professional presentations and workshops for supporting two-way and one-way immersion, developmental bilingual, and heritage/tribal language immersion programs and bring together educators, parents, researchers, and practitioners from across the U.S. The La Cosecha Conference Planning Committee invites you to share your promising practices, instructional strategies, research, experiences, and overall dual language expertise with your colleagues and dual language community by presenting at this year’s conference.
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Since 1997, NCFL and Toyota have partnered to recognize school- and community-based teachers across the nation who best engage families in family engagement, family literacy, and/or family leadership programming. Through the Toyota Family Teacher of the Year Award, NCFL recognizes the positive impact of these teachers by granting the first place winner $20,000 and the runner-up $5,000 toward their designated family literacy, family engagement, or family leadership programs. Programs may nominate up to two family educators using separate nomination forms.
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DLeNM: Summer Institutes, Registration Open
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June 1–2: AIM4S3 Math 2-Day Virtual Institute – This institute is designed to deepen your mathematical understanding and support you in addressing students’ mathematical gaps. Join DLeNM to experience effective and engaging mathematics instructional strategies to support in-person instruction while deepening your own mathematical knowledge. This will be a hands-on institute targeting K–8 mathematics educators and secondary teachers working with ELs, emerging bilinguals, and students who struggle with math.
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June 7–8: Hybrid Summer Institute 2022 – Join DLeNM in-person or virtually for sessions that will support you in building your understanding of powerful frameworks; engage in student-centered instructional strategies for the core content areas of math, language arts, social studies, and science; and deepen your understanding of how to integrate content and language to support ELs and emerging bilinguals.
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Chicago Public Schools
Chicago, IL
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Stamford Public Schools
Stamford, CT
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Minneapolis Public Schools
Minneapolis, MN
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New Publications Coming Soon!
Stay tuned for new content from OELA, including:
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An infographic: Addressing the Impact of COVID-19 on Multilingual Learners and Their Social and Emotional Well-Being
- Updates to the Newcomer Toolkit
- The latest Discretionary Grant Reports for NPD and Native American and Alaska Native Children in School (NAM) programs.
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Submit Your News
Do you have news to share with the Nexus community?
Send your alerts, upcoming events, resources, and job postings to AskNCELA
by Tuesday, April 26 for inclusion in the next edition of Nexus.
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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 every student, including ELs, is provided with the highest quality education and expanded opportunities to succeed. The information and materials presented on NCELA Nexus do not necessarily constitute or imply its endorsement, recommendation, or favoring by NCELA, the Office of English Language Acquisition (OELA), or the U.S. Department of Education.
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