News Archive: 2007
January 2007
RESOURCES & REPORTS
Federal Resources for Educational Excellence (FREE) Website
The Federal Resources for Education Excellence (FREE) website 
has been redesigned with improved navigation and images. A new "subject map" shows more than 100 topics and the number of resources for each. This is the first redesign of FREE since the site was created in 1998, but the goal of FREE remains the same: to make it easier for you to find more than 1500 teaching and learning resources available from the federal government.
Report on crime and safety in U.S. public schools
A report from the National Center for Education Statistics (NCES) presents national-level information about crime and safety in U.S. public schools as reported by school principals, including the frequency of criminal incidents at school, the use of disciplinary actions, and efforts to prevent and reduce crime at school. Data come from the 2003–04 School Survey on Crime and Safety (SSOCS:2004).
February 2007
NEEAC Girls from Immigrant Families Symposium, February 12, 2007
The New England Equity Assistance Center's symposium, "Girls from Immigrant Families: Enhancing Opportunities, Challenging Assumptions," was held on February 12, 2007 at the Crowne Plaza Hotel in Worcester, Massachusetts. A panel discussion, interactive keynote, and breakout sessions explored key issues affecting girls from immigrant families. There were also discussions on policies and practices that can support these girls' success in school.
This event was designed for state and local educators responsible for: ELL education (Title III); programs for immigrant and refugee students, Title IX and equity issues; parent engagement; guidance, counseling, and mental health; and migrant education.
More Symposium information is available.
RESOURCES & REPORTS
New Resource for Bullying Prevention
An issue of Greater Good magazine contained an article of interest for those concerned with school bullying: "Playground Heroes: How Can We Teach Kids to Stick Up for Peers who are Bullied." Researchers Ken Rigby and Bruce Johnson discuss how children often serve as passive bystanders to bullying. Yet when these bystanders do intervene, they are usually successful in stopping the bullying. How can parents and teachers effectively encourage children to intervene when it's appropriate? Drawing on the results from a six-country study that they ran, Rigby and Johnson offer concrete strategies for helping children act on their best intentions.
March 2007
Dunn Institute's Learning Differences Awareness Conference, March 3, 2007
The Learning Differences Awareness Conference, sponsored by the Dunn Institute, brought together parents, teachers,
administrators and national experts in the field of learning differences to discuss the ways in which children learn and the support systems available to assist them. This year's keynote speaker was noted psychologist and author, Dr. Robert Brooks. Participants were able to choose from 15 breakout workshops. The conference was held on March 3, 2007 at the Providence Marriott. For more information, visit the Dunn Institute's website .
MABE/MATSOL Conference on ELL Literacy, March 8–9, 2007
The 2007 joint conference of the Massachusetts Association for Bilingual Education (MABE) and the Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL) carried the theme "Literacy for English Language Learners in Massachusetts: The Data, The Research, Our Practice." The conference was held March 8–9, 2007 in Leominster, Massachusetts. The NEEAC co-sponsored the event, and several of The Education Alliance at Brown University staff presented, including Maria Pacheco, Maria Wilson-Portuondo, Sara Smith, and Phyllis Hardy.
The FCSN Conference for Families of Children with Special Needs and Professionals Who Serve Them, March 10, 2007
The Boston-based Federation for Children with Special Needs (FCSN) held its annual statewide conference for parents and professionals who work to enhance educational, mental health, health, and family support services for children with disabilities. This year's conference theme was "Visions of Community." The conference was held March 10, 2007 at the World Trade Center, Boston. Over 30 workshops, including strands in Spanish and Portuguese, were offered along with vendors, exhibitors, and organizations.
The TESOL 2007 Convention, March 21–24, 2007
The TESOL (Teachers to Speakers of Other Languages) association held its 41st annual convention on March 21–24, 2007 in Seattle, Washington. This year's theme was "Spanning the Globe: Tides of Change." For more information, visit TESOL's website .
NEEAC begins school climate work in Fairhaven, MA
In March 2007, NEEAC Director Maria Pacheco and Equity Specialist Randy Ross met with the Fairhaven, Massachusetts School Committee to present a plan for assessing school climate in the district's high school. NEEAC has been working with the district since 2006 to plan the project, which included focus groups with teachers, administrators, students, and parents as well as reviews of district policies related to bullying and harassment. From this data, NEEAC prepared recommendations and suggested possible interventions. The Fairhaven School Committee expressed support for NEEAC's proposed
activities. Read the Standard-Times article "Civil rights program to examine school climate in Fairhaven."
FUNDING OPPORTUNITIES
Demonstration Grants for Indian Children
The purpose of the Demonstration Grants for Indian Children program, a funding opportunity from the U.S. Department of Education, was to provide financial assistance to projects that develop, test, and demonstrate the effectiveness of services and programs to improve the educational opportunities and achievement of preschool, elementary, and secondary Indian students. Eligible applicants for this program were State educational agencies (SEAs); local educational agencies (LEAs); Indian tribes; Indian organizations; federally supported elementary or secondary schools for Indian students; and Indian institutions. The application deadline was March 12, 2007.
Parent Information and Training Program
This program, a funding opportunity from the U.S. Department of Education, was designed to support projects that provide training and information to enable individuals with disabilities, and the parents, family members, guardians, advocates, or other authorized representatives of the individuals, to participate more effectively with professionals in meeting the vocational, independent living, and rehabilitation needs of individuals with disabilities. Eligible applicants were private nonprofit organizations that met the requirements in section 303(c)(4) of the Rehabilitation Act of 1973, as amended. The application deadline was March 14, 2007.
RESOURCES & REPORTS
National High School Center highlights New Hampshire Dropout Prevention Program
In March 2007, the federally funded National High School Center released a new resource, "New Hampshire's Multi-Tiered Approach to Dropout Prevention." This snapshot highlights the New Hampshire Department of Education's innovative approach in data collection and analysis at the school level to unlock the dropout problem. It examines the implementation of Achievement in Dropout Prevention and Excellence (APEX II), a dropout prevention program, designed to reduce the state's dropout rate by 20% by 2009.
New Hampshire's Multi-Tiered Approach to Dropout Prevention
April 2007
NEEAC presents at Magnet Schools of America Conference, April 29–May 3, 2007
NEEAC Director Maria Pacheco presented and participated in a panel discussion on equity issues at the Magnet Schools of America (MSA) national conference, held April 29–May 3, 2007 in Las Vegas, Nevada. Dr. Pacheco discussed "English Language Learners: Issues and Approaches to Instruction in the Magnet School Context." To learn more about the Magnet Schools of America Conference, visit the MSA website .
NEEAC delivers diversity trainings to Woonsocket, RI teachers
In April 2007, NEEAC staff concluded a series of seven diversity trainings for teachers in Woonsocket, Rhode Island. Based on The Education Alliance at Brown University's publication A Teacher's Guide to Diversity: Building a Knowledge Base , these sessions developed teachers' knowledge of second language acquisition and cultural factors important to teaching English language learners. NEEAC trainers combined an overview of theory with practical strategies for the classroom.
NEEAC works with Brookline, MA teachers to improve literacy instruction for ELLs
This month NEEAC Equity Specialist Sara Smith concluded a series of four trainings for teachers and specialists in Brookline, Massachusetts on the topic of "Reading and Writing for English Language Learners." Based in part on The Education Alliance at Brown University's publication, Approaches to Writing Instruction for Adolescent English Language Learners: A Discussion of Recent Research and Practice Literature in Relation to Nationwide Standards , the trainings introduced teachers of middle and high school students to research-based instructional practices that can improve adolescent ELL literacy.
FUNDING OPPORTUNITIES
Voluntary Public School Choice (VPSC) Program
The Voluntary Public School Choice (VPSC) program, a funding opportunity from the U.S. Department of Education, supports efforts to establish or expand intradistrict, interdistrict, and open enrollment public school choice programs to provide parents, particularly those of children at low-performing public schools, with expanded education options. Grant funds support: planning and implementation costs associated with new programs; tuition transfer payments to public schools; and efforts to strengthen the capacity and quality of schools to meet the demand for choice and provide equitable access to such programs. State education agencies, local education agencies, or partnerships that include both, and other public, for-profit or nonprofit organizations were eligible. The application deadline was April 2, 2007. View additional information and materials .
RESOURCES & REPORTS
New Issue Brief on Literacy of English Language Learners
The Alliance for Excellent Education released a new issue brief, Urgent but Overlooked: The Literacy Crisis Among Adolescent English Language Learners, which reviews the existing research on literacy instruction for America's roughly two million adolescent English language learners and examines the challenges that America's secondary schools face in educating them.
New Web Resource: Involving Refugee Parents in their Children's Education
The Bridging Refugee Youths & Children's Services (BRYCS) Monthly Spotlight profiles strategies teachers can use to improve refugee parental involvement. The resource provides definitions of parent involvement; discusses why it is important in a student's education; and examines cultural, language, literacy and education level, and logistical factors that influence the participation of refugee parents in parent-teacher activities.
New Book: Special Education Considerations for English Language Learners: Delivering a Continuum of Services
By Else Hamayan, Barbara Marler, Cristina Sanchez-Lopez, and Jack Damico
[Publisher's description] How can educators serve English language learners (ELLs) who are experiencing learning difficulties at school? Special Education Considerations for English Language Learners: Delivering a Continuum of
Services advocates the creation of school-based teams that include ESL/bilingual specialists, special education
specialists, and other professionals who collectively have the expertise needed to explore factors that influence ELLs'
response to intervention. The authors provide tools and strategies that intervention teams can use to assess the nature of the ELLs' learning difficulty, collaborate in service provision, create a continuum of services, and measure the ELLs' response to intervention. For more information on this book, visit the Caslon Publishing website .
May 2007
NEEAC presents at Northern New England TESOL Conference, May 5, 2007
NEEAC Assistant Director Maria Wilson-Portuondo gave the keynote lecture and led a workshop presentation at the Northern New England TESOL (NNETESOL) Conference on May 5, 2007 in Wells, Maine. Ms. Wilson-Portuondo's address, "Special Needs or Learning Disability? General Education or Special Education? The Ongoing Challenge," drew on current research and her experience with NEEAC helping schools and districts make Student Study Teams more culturally responsive by building their knowledge of language, culture, and school factors that impact the learning and behavior of English language learners (ELLs). Her workshop, "The Interrelationship of Culture, Language, and Disability," explored how ELLs can be erroneously referred for special education services and discussed steps to prevent misidentification. For more information, visit the NNETESOL website .
NEEAC Staff learn and connect at national EAC meeting
Four NEEAC staff members, Director Maria Pacheco and Equity Specialists Randy Ross, Sara Smith, and Phyllis Hardy, attended the three-day national meeting of Equity Assistance Centers (EACs) in Ft. Lauderdale, Florida in late May 2007. Though the beaches were beautiful, a full schedule of workshops and presentations allowed little time for lounging. Highlights from the event included a presentation on recent and pending litigation addressing civil rights in education, a presentation on Response-to-Intervention training by Jerry Graniero, director of the Southeastern EAC, and job-alike discussions where staff from all EACs compared issues, challenges, and effective solutions. The EAC staff also heard from federal officials who oversee the EAC program, and they participated in staff-led breakout workshops focusing on topics related to EAC work. For example, Sara Smith and Phyllis Hardy attended a session on cultural diversity training that used multimedia stories of individual children to convey principles of responsive education. Though both NEEAC staffers present on this topic often, they gained new insights into training approaches and activities that they can now incorporate into their own professional development sessions. Overall, NEEAC staff felt the meeting was very successful as a venue for professional sharing and exploring emerging equity issues, and they appreciated the chance to connect with their counterparts around the country. Learn more about the EAC program and centers in other regions .
FUNDING OPPORTUNITIES
Postsecondary Access for Latino Middle-grades Students (PALMS) Project
The Postsecondary Access for Latino Middle-grades Students (PALMS) Project requested applications for its first cohort of PALMS Outreach Leaders. PALMS selects up to five schools that will use PALMS materials to create a Latino family outreach program focused on increasing the number of students who plan for higher education. During the 2007–08 school year, these five schools progressed through the phases of program development together. PALMS staff offered the schools additional supports such as newsletters, presentations on relevant topics, advice from current implementation sites, and links to relevant research. PALMS held a training event during the summer of 2007 to help schools launch their outreach work. Schools were selected based on a short application that demonstrates their commitment and capacity to create a partnership between school staff and Latino families. The application deadline was May 22, 2007.
Toyota Family Literacy Program
The National Center for Family Literacy (NCFL) sought five school districts to implement the Toyota Family Literacy Program, an initiative designed to improve the language and literacy skills of Hispanic and other immigrant families. NCFL considered school systems with high or fast-growing Hispanic and immigrant populations that require family literacy services and could demonstrate the capability to deliver these services in the fall of 2007. The application deadline was May 9, 2007
RESOURCES & REPORTS
Translating NCELA Resource: "If Your Child Learns in Two Languages"
The National Clearinghouse for English Language Acquisition (NCELA) invites school districts and organizations to translate its popular resource, "If Your Child Learns in Two Languages," into any language not yet available on the NCELA website. Currently, NCELA offers the publication in English, Spanish, Vietnamese, Chinese, Haitian Creole, Armenian, Korean, and soon Tagalog. Designed to help parents make informed and appropriate decisions about their child's education, the publication includes information for parents about their rights, the school procedures, and the research related to the education of limited English proficient (LEP) students. NCELA is unable to provide compensation for translations, but organizations will receive credit on the website. If you are interested in providing a translation, please email askncela@gwu.edu for details.
If Your Child Learns in Two Languages
June 2007
EVENTS
TESOL Academy at Boston University, June 22–23, 2007
Teachers of English to Speakers of Other Languages, Inc. (TESOL) held TESOL Academy 2007 at Boston University on June 22–23, 2007. The program featured six 10-hour workshops focused on key issues and areas of practice intended for a wide variety of TESOL practitioners, from lesson planning for a multilevel class and helping English language learners succeed in the mainstream classroom to vocabulary in language learning. More information is available on the TESOL website .
FUNDING OPPORTUNITIES
Safe Schools/Healthy Students Grants
The U.S. Department of Education's Safe Schools/Healthy Students program (SS/HS) supports the implementation and enhancement of integrated, comprehensive community-wide plans that create safe and drug-free schools and promote healthy childhood development. LEAs and consortium of LEAs were eligible. The application deadline was June 19, 2007. Additional application information is available online.
RESOURCES & REPORTS
New Report: Children in Immigrant Families—The U.S. and 50 States: National Origins, Language, and Early Education
A new report by Child Trends and the Center for Social and Demographic Analysis of the State University of New York at Albany draws on new results of Census 2000 data to take a closer look at children in immigrant families. Among its findings, the report suggests that a substantial majority of children in immigrant families live with a parent who is fluent in English (nearly three in five); three in four children in newcomer families (74 percent) are fluent in English; and children in immigrant families are less likely than children in native-born families to be enrolled in early education programs which can foster their language integration and school readiness. The report is available online.
July 2007
NEEAC Staff Present at AGELE Conference, July 8–11, 2007
NEEAC Equity Specialist Randy Ross presented two workshops at the Association for Gender Equity Leadership in Education (AGELE) National Conference. This year's conference, with the theme "Moving Research to Practice: Gender Equity in a Diverse Society," was held on July 8–11, 2007 in San Diego, California. Ms. Ross presented "Teaching Empathy in Our Schools." Ms. Ross and Jan Perry Evenstad of the Interwest Equity Assistance Center presented "Immigrant Girls and Gender Equity: How Can We Better Meet Their Needs."
At the meeting, Ms. Ross was named conference chair for next year's AGELE National Conference, which is being held in Peabody, Massachusetts with the theme "Building Leadership for Diversity: Examining the Gender Intersect." More information about AGELE is available on their website.
NEEAC Staff Present at MetroCenter’s Summer Institute
NEEAC Director Maria Pacheco and Equity Specialist Sara Smith each presented sessions at the MetroCenter’s Summer Institute, "Journeys to Equity in Education: Creating Successful Outcomes for All Students in Pluralistic School Communities." Held at New York University on July 18–19, 2007, the institute focused on encouraging equitable policies and practices to address issues of disproportionality — the inappropriate over-representation of racial and ethnic minority children in special education and discipline. Dr. Pacheco led a session titled "Creating Tools for ELL Program Development and Improvement," in which she presented principles for building responsive learning environments for English language learners (ELLs) and engaged participants in creating a tool for use in their schools. Ms. Smith conducted a session on "Writing Strategies for ELLs in Secondary Content-Area Classes" where she introduced research-based instructional practices that support ELL writing development and worked with participants to analyze ELL writing to determine the best approaches for improvement. This event was sponsored in part by the Region 2 Equity Assistance Center, and NEEAC was pleased to collaborate with our neighbor Equity Assistance Center.
NEEAC and MADOE Complete Final Version of Sheltered English Immersion Training
In July 2007, NEEAC and the Massachusetts Department of Education (MADOE) completed work on the final version of a professional development curriculum for Massachusetts teachers. The training, "Making the Connection: English Language Learners and Subject Matter Text, A Professional Development Unit for Category Four," was piloted last summer in a training of trainers session. The session content and materials were co-developed by NEEAC and MADOE staff and addressed the skills secondary content-area teachers need to support English Language Learners' reading and writing. Feedback from the pilot session was incorporated into the final version, which was used in training the second cohort of Category 4 trainers in early August 2007. For more info, visit MADOE's English Language Learners webpage .
MADOE seeks new members for Bilingual/ELL Advisory Council
The Massachusetts Department of Education’s Advisory Council on English Language Learners/Bilingual Education seeks members for the fall of 2007. Parents of English language learners, educators, and community representatives with expertise in the education of English language learners were invited to apply. Nominations were accepted through July 2007.
U.S. Supreme Court rules on the use of race in school plans for integration
EVENTS
Metro Center for Urban Education's 3rd Annual Summer Institute, July 18–19, 2007
The Metropolitan Center for Urban Education's Equity Assistance Center (EAC) and the Technical Assistance Center for Disproportionality (TACD) in partnership with the New York State Education Department hosted its third annual Summer Institute July 18–19, 2007 in New York City. This year's theme was "Journeys to Equity in Education: Creating Successful Outcomes for all students in Pluralistic School Communities." The institute provided practitioners, researchers, and technical assistance providers an opportunity to explore the multiple issues that affect the educational opportunity of students of color and to collaborate on addressing these issues.
The U.S. Department of Education's Teacher-to-Teacher Summer Workshops
The U.S. Department of Education sponsored teacher workshops in 23 cities during the summer. These Teacher-to-Teacher workshops, held for the fourth straight year, give teachers the chance to learn best practices from fellow educators who have had success in raising student achievement. This year's co-hosts include two government agencies, the National Park Service (NPS) and NASA, along with a number of university and corporate partners.
Two workshops were held in the New England region. In Waltham, Massachusetts on July 25 & 26, 2007, science and math
sessions were held. In Lowell, Massachusetts on August 6 & 7, 2007, history, science and arts sessions were held. More information is available on the Teacher-to-Teacher website .
FUNDING OPPORTUNITIES
Smaller Learning Communities Grants
The U.S. Department of Education's Smaller Learning Communities (SLC) program awards discretionary grants to LEAs to support the implementation of SLCs and activities to improve student academic achievement in large public high schools with enrollments of 1,000 or more students. SLCs include structures such as freshman academies, multi-grade academies organized around career interests or other themes, "houses" in which small groups of students remain together throughout high school, and autonomous schools-within-a-school, as well as personalization strategies, such as student advisories, family advocate systems, and mentoring programs. Application deadline: July 17, 2007. Additional application information is available online.
Grant Program to Help Immigrants Learn English in Innovative Ways
The Ray Solem Foundation offered one-time grants of up to $10,000 each to nonprofit organizations that have found creative ways to help immigrants in the U.S. further their verbal English language skills. Applications were evaluated on the basis of the degree of creativity, imaginativeness, innovation, and success shown in the organization's approach to teaching verbal English. Funding was awarded to continue ongoing work performed by the recipient organization. The application deadline was July 31, 2007.
RESOURCES & REPORTS
New Disproportionality Newsletter from NERRC
The Northeast Regional Resource Center's electronic newsletter , "Disproportionality News," focuses on issues related to the disproportionate representation of children of color in special education. Understanding and addressing the complexities of disproportionality are more important then ever as minority children continue to constitute an increasing percentage of public school children.
Cyber-bullying Resource
The website StopCyberbullying.org offers information for students, parents, educators, and law enforcement officials about the growing problem of cyber-bullying — "when a child, preteen or teen is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another child, preteen or teen using the Internet, interactive and digital technologies or mobile phones." The site is a project of the non-profit organization Wired Kids, Inc., which works against all forms of cyberabuse.
AUGUST 2007
Connecticut Summer Institute: Developing a Multicultural Curriculum, August 14–16, 2007
The Connecticut State Department of Education's Bureau of Education Equity held its annual summer institute, "Developing a Multicultural Curriculum," from August 14–16, 2007 at the Mashantucket Pequot Museum & Research Center in Ledyard, Connecticut. Since 1994, this nationally-recognized three-day program has provided thousands of educators with the skills and knowledge they need to understand and implement a culturally responsive education program. The institute was designed for PK–12 teachers and administrators, teacher educators, student teachers, and higher education faculty who want to support a culturally-responsive curriculum while working towards eliminating bias and harassment in schools. The fee was $100 for Connecticut residents, $150 for non-residents.
Second Cohort of Category 4 Teacher Training in Massachusetts
In August, NEEAC staff completed a three-day training in Leominster, Massachusetts, for the second cohort of Category 4 Trainers. The training "Making the Connection: English Language Learners and Subject Matter Text, A Professional Development Unit for Category Four," was co-developed by NEEAC and MADOE staff. The training provided initial guidance and skills to Massachusetts' secondary content area teachers who have English language learners in their classrooms. The training enabled participants to make modifications in curriculum, instruction, and assessment for the benefit of English language learners.
Teacher Training in New Bedford
NEEAC staff completed a 30-hour professional development training for teachers in New Bedford, Massachusetts. The training was entitled "Enhancing Instruction for ELLs" and used the Leading With Diversity document (The Education Alliance at Brown University, 2005) as a sourcebook. Over the course of the five-day session, participants moved from theory to practice as they explored a number of themes, including: principles and theory of second language acquisition; language variety; culture, cognition and learning; and making curriculum culturally responsive. In addition to their coursework, teachers completed a final project, either designing a lesson that applied the research discussed or preparing a case study of an individual student and a plan for differentiating instruction given his/her language and culture. The 30 participating teachers taught at all levels from elementary to high school, and all received 3 graduate credits for their work.
EVENTS
US ED's Teacher-to-Teacher Summer Workshop in Lowell, MA, August 6–7, 2007
The U.S. Department of Education's Teacher-to-Teacher Summer Workshop in Lowell, Massachusetts took place on August 6–7, 2007. This free workshop was held at the Boots Cotton Mills Tsongas Industrial History Centers, a federal park managed by the U.S. National Park Service. The focus of the workshop was science, history, and the arts, grades K–12. For more information, visit the Teacher-to-Teacher website .
FUNDING OPPORTUNITIES
Grants to Address Youth Violence and Related Issues in Persistently Dangerous Schools
The U.S. Department of Education's Grants to Address Youth Violence and Related Issues in Persistently Dangerous Schools Program supports the implementation of programs, activities, and strategies that address youth violence and related issues in local educational agencies (LEAs) with schools that have been identified as persistently dangerous for school year 2006–2007. Eligible applicants are LEAs in which at least one school was identified as persistently dangerous in the school year 2006–2007. Additional application information is available online.
Hispanic-Serving Institutions Program Grants
The U.S. Department of Education's Hispanic-Serving Institutions (HSI) program provides grants to help HSIs expand educational opportunities for, and improve the academic attainment of, Hispanic students. The HSI Program grants also enable HSIs to expand and enhance their academic offerings, program quality, and institutional stability. Eligible applicants are institutions of higher education (IHEs) that qualify as eligible HSIs. To be an eligible HSI, an IHE must have an enrollment of undergraduate FTE students that is at least 25 percent Hispanic students, among other criteria. Additional application and eligibility information is available online.
September 2007
FUNDING OPPORTUNITIES
Toyota International Teacher Program’s Costa Rica Study Program
The Toyota International Teacher Program invited applicants to participate in a fully-funded, ten-day study program to eastern Costa Rica during February 24–March 7, 2008. Administered by the Institute of International Education, the program is designed to expose educators of all classroom disciplines to the diversity of Costa Rica's peoples and ecosystems in an effort to inspire the creative teaching of international, cultural, and environmental themes in U.S. schools and communities. Eligible applicants needed to: be a U.S. citizen; be employed full-time as a teacher in grades 7–12; work in one of the fifty states or the District of Columbia; have a minimum of three years of full-time teaching experience by the time of the program; and expect to continue teaching at the secondary school level through at least the 2008–09 school year. The application deadline was September 7, 2007.
October 2007
NEEAC Works with the Northern Rhode Island Collaborative on "Assisting English Language Learners: Developing a Framework for Differentiating Learning Differences from Disability"
During the month of October, NEEAC staff conducted a series of workshops titled "Assisting English Language Learners: Developing a Framework for Differentiating Learning Differences from Disability," to educators from the Northern Rhode Island Collaborative. The series of workshops provided an opportunity for educators and administrators to consider processes, decisions, and communications paths in every day practice when assisting English language learners. During these sessions, a framework was presented for implementing and applying a culturally responsive Child Study Team process when working with English language learners to distinguish learning difficulties from learning disabilities. Participants who completed the series of workshops were eligible to receive 12 PDP's or one college credit.
EVENTS
CREATE Conference on Academic Language for Middle School ELLs, October 1–2, 2007
CREATE (Center for Research on the Educational Achievement and Teaching of English Language Learners) sponsored its first conference, "Academic Language and Content: A Focus on English Language Learners in the Middle School," on October 1–2, 2007, in Oak Brook, Illinois. Featured speakers included CREATE researchers and other experts in the field, including Diane August, David Francis, Mary Schleppegrell, Deborah Short, Catherine Snow, Guadalupe Valdes, and Aida Walqui. For more information, visit the CREATE website .
New England Conference on Multicultural Education, October 11, 2007
The New England Conference on Multicultural Education was held on October 11, 2007, at the Connecticut Convention Center in Hartford, Connecticut. This year's theme was "Best Practices in Multicultural Education: PK–12 and Higher Education." Attendees examined ways to reduce racial, ethnic, and economic isolation; learned about innovative programs that infuse multicultural education into the curriculum; highlighted the work of exceptional individuals and programs engaged in teaching tolerance; and discussed effective strategies in implementing multicultural education. The NEEAC was a co-sponsor of this event, which was designed for PK–12 and higher education teachers, administrators, parents, students, and community members.
Stand Up to Bullying: Strategies to Make Connecticut Safe for Learning, October 22, 2007
This forum was sponsored by the Office of the Child Advocate, the Commission on Children, and other partners, including the New England Equity Assistance Center. Senior Equity Specialist Randy Ross offered a presentation on the "Bullying and Harassment of Immigrant Children."
OELA Summit VI, Washington, DC, October 29–31, 2007
The U.S. Department of Education's Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) held its 6th Annual Summit on October 29–31, 2007 in Washington, D.C. The Celebrate our Rising Stars Summits have sought to equip educators of all levels with essential elements for English language learner (ELL) success while offering training in effective methods and practices and research on their ELLs.
November 2007
NEEAC Presents at the 17th Annual National Association for Multicultural Education (NAME) Conference
On November 2, 2007, NEEAC Equity Specialist Randy Ross presented a workshop at the NAME Conference in Baltimore, Maryland. The theme for this year's conference was "Charting the Course to Academic Excellence and Equity through Multicultural Education." Ms. Ross' presentation focused on building an equitable school culture that nurtures empathy among students and educators. For more information, visit the NAME website .
Teacher Training in New Bedford, MA
In November, NEEAC staff supported the New Bedford Public schools in the delivery of a professional development model for content area teachers who work with English language learners (ELLs). The training, "Category II: Sheltering Content Instruction," was developed by the Massachusetts Department of Education. The training enabled participants to plan and conduct content classes that are based on standards contained in the Massachusetts Curriculum Frameworks and that engage ELLs who are at different levels of English proficiency.
EVENTS
International Bullying Prevention Association Annual Conference,
November 5–8, 2007, Ft. Lauderdale, FL
The International Bullying Prevention Association (IBPA) held its 4th Annual Conference "Best Practices on Bullying and School Violence Prevention," on November 5–8, 2007 in Ft. Lauderdale, Florida. This year's conference featured international experts, keynote addresses, and more than 60 breakout sessions. For more information, visit the IBPA website .
Center for Research on the Educational Achievement and Teaching of English Language Learners—Webcast Seminar, November 8, 2007
The Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) presented a free webcast seminar titled "Making Standards-Based Lessons Understandable for English Language Learners: The Sheltered Instruction Observation Protocol (SIOP) Model" on November 8, 2007. In this presentation, Jana Echevarria, Professor of Education at California State University, Long Beach, provided an overview of the Sheltered Instruction Observation Protocol (SIOP) Model of instruction, which provides educators with a research-based approach for making standards-based lessons understandable for English language learners.
MATSOL Special Conference on Adolescent ELL Literacy, November 16, 2007
The Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL) held a special conference, "Strengthening the Literacy of Adolescent ELLs," on November 16, 2007 in Leominster, Massachusetts. Featured keynote speakers were Margarita Calderón and Aída Walqui. Discussions and presentations considered recent research and classroom strategies to support adolescent English language learner literacy.
RESOURCES & REPORTS
New Disproportionality Newsletter from NERRC
The Northeast Regional Resource Center's new electronic newsletter, "Disproportionality News," focuses on issues related to the disproportionate representation of children of color in special education. Understanding and addressing the complexities of disproportionality are more important then ever as minority children continue to constitute an increasing percentage of public school children. View the newsletter online .
December 2007
The New England Equity Assistance Center announces the appointment of Sharon Lloyd Clark as its new director.
Having previously held the position of executive director of High Schools with the Providence Public Schools, Ms. Lloyd Clark replaces Dr. Maria F. Pacheco, who is directing a newly funded 5-year program. Ms. Lloyd Clark has extensive experience and expertise in working with schools around issues of equity and diversity. She has a national reputation for her considerable impact on high school reform issues, especially with urban, low-performing schools. Please join us in welcoming Ms. Lloyd Clark in continuing the NEEAC's mission of promoting equitable practices in K–12 public education programs.
