OELA is now accepting applications for the NPD grant competition, which supports the recruitment and development of education professionals who serve and support multilingual and EL students. Through the competition, OELA will disburse 50 grants totaling $25 million.
Your application must be fully uploaded and submitted and must be date and time stamped by the Grants.gov system no later than 11:59:59 p.m. ET on April 29, 2022, the application deadline. Email any questions to: NPD2022@ed.gov.
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AskNCELA: Trauma-Informed Learning & Immigration Status |
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AskNCELA is back with more responses to FAQs from OELA’s January webinar, Education and Afghan Newcomers: Keeping the Promise, hosted in partnership with the Office of Refugee Resettlement, the Office of Elementary and Secondary Education, and the Office for Civil Rights:
1. What are best practices around trauma-informed learning?
2. To what extent does immigration status affect Afghans’ access to Federal Aid and other scholarships to attend higher education?
Visit NCELA to view each FAQ response.
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Now Available for Public Comment: WWC Procedures and Standards, Version 5.0 |
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The What Works Clearinghouse (WWC) consults with methodological and subject matter experts to periodically assess and revise its procedures and standards to reflect developments in educational research methods. The proposed version of the Handbook, What Works Clearinghouse Procedures and Standards Handbook, Version 5.0 (Draft), is now available to the public for comment prior to its adoption by the WWC.
To learn more about these changes, please join a webinar on Tuesday, March 22, 2022 at 1:00 p.m. ET.
Readers will find the following proposed changes in version 5.0 of the WWC Procedures and Standards Handbook:
- A single volume for the WWC procedures and standards
- Re-organization of the Handbook to align with the process of a study review
- Updates on how the WWC reviews findings using outcome measures created by intervention developers or study authors
- Changes to whether and how the WWC assesses baseline equivalence in group design studies
- Revisions to the standards for cluster-level studies, regression discontinuity design studies, and single-case design studies
- Changes to how the WWC characterizes evidence of effectiveness in reviews of individual studies and in systematic reviews of evidence
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Westat’s “Asking the Experts” webinar series announces Circles of Reflection: Collaborating to Improve Native Education. Circles of Reflection is a framework for facilitating meaningful conversations about equity, the opportunities that exist for Native education, and how a state education agency can advance teaching and learning for American Indian/Alaska Native students in ways that put culturally responsive ideas into practice toward improving student outcomes. |
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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:
- Highlight programs that are making a positive impact on bilingual/multilingual learners.
- Build a network of champions for bilingual/multilingual learners.
- 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. The deadline for proposal submission is April 15. Download the proposal form and email completed proposals to AIITEC@nau.edu.
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Lincoln Journal Star
This article tells a story of two cousins, 12- and 14-year-old boys who fled violence in Afghanistan. They left their parents behind, moved to Omaha, Nebraska, and now attend Omaha Public Schools (OPS) along with more than 40 other Afghan students. The two boys, as well as other students from Afghanistan, face a number of challenges such as limited educational background, lack of English proficiency, and traumatic experiences. OPS implements a number of supporting services such as help with enrollment, English development services, school orientation, and literacy development. While the district plans to hire a bilingual liaison who is proficient in Dari or Pashto, a short-term solution is working with local resettlement agencies to facilitate communication between families and educators.
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The Journal
The U.S. Department of Education is accepting applications for Stepping-Up Technology Implementation grant funds for cooperative projects that use existing technology to improve reading instruction for pre-K–12 ELs with disabilities. The program’s priority is to fund three cooperative agreements to establish and operate projects that achieve strategies to implement and integrate existing accessible technology-based tools to deliver and improve reading instruction for ELs with and at risk for disabilities; increase educators’ use, knowledge, collaboration, and professional learning opportunities to use technology for improved reading outcomes; and improve engagement in reading instruction and self-regulated learning opportunities for ELs with and at risk for disabilities.
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Institute of Education Sciences
On March 3, the National Center for Educational Statistics released the latest findings from its new School Pulse Panel. The School Pulse Panel is a new study collecting information on the impact of the COVID-19 pandemic from a national sample of elementary, middle, high, and combined-grade public schools. Core survey questions are asked monthly, and other questions will explore unique topics in a single month. Highlights from the January 2022 Pulse included: 97% of public schools offered full-time in-person instruction, while 40% offered remote and 7% offered hybrid instruction; nearly all (99%) public schools have required students to quarantine, and 44% of public schools reported having at least one teaching vacancy.
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Edutopia
This publication focuses on the small changes that educators can make to amplify language opportunities in order to design instruction that is accessible to ELs and multilingual learners. The article offers four methods that are practical to implement in the classroom and integrate into teachers’ busy routines. These include creating opportunities for peer-to-peer discussion; adapting dense reading materials; providing scaffolds and accommodations for writing opportunities; and utilizing classroom resources. For each of the methods, the author provides a few practical implementation strategies.
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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 1 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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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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Communities In Schools Charlotte-Mecklenburg
Charlotte, NC
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Oakland Unified School District
Oakland, CA
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Infographic: Benefits of Multilingualism
What are the benefits of multilingualism? Check out OELA’s infographic, which illustrates the cognitive, educational, economic, and sociocultural benefits of learning multiple languages.
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Subscribe to NCELA Nexus
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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, March 29 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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