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EL Program Evaluation 2025-2026: Comprehensive High School

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EL Program Evaluation 2025-2026: Comprehensive High School

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MDE is focusing on Title III Monitoring Indicator 18 for EL Program Evaluation for 2025-2026: Comprehensive High School.

This links to the folder with MDE webinar recordings and resources.

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Co-Teaching and Collaboration (with Section 41 staffing and EL Program Evaluation additions)

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Co-Teaching and Collaboration (with Section 41 staffing and EL Program Evaluation additions)

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2 Co-Teaching and Collaboration with Section 41 staffing plan

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MDE: EL Staffing (2025 Special Populations Conference)

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MDE: EL Staffing (2025 Special Populations Conference)

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MDE: EL Staffing (OCT 2025)--Special Populations Conference.pptx

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Presentation from 2024 Special Populations Conference, based on statewide work (MDE and ISDs) on EL Program Evaluation, MDE and Section 41 Guidance, and OCR settlements.

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2024 Special Populations: EL Program Evaluation

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Supporting MLs through Collaboration and Co-Teaching: Professional Learning Recommendations

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Supporting MLs through Collaboration and Co-Teaching: Professional Learning Recommendations

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Guidance and collated resources by MDE EL Advisory Committee (2024) and presented at Special Populations conference by Tiffany Craigie of Ottawa ISD and Suzanne Toohey of Oakland Schools.

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Supporting Multilingual Learners through Collaboration and Co-Teaching Professional Learning Recommendations A publication of the Michigan Department of Education EL Advisory Committee - Created 05.2024

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MDE Annual EL To Do Calendar with resources and samples.

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MDE tool to assist in annual review using the Title III Monitoring Indicators (one area of the indicators per tab). For 2024-2025, MDE has asked districts to focus on indicators related to the language assistance program (LAP), including English language development (ELD) services, meaningful access to core content, and the professional learning needed to make this possible. (List of indicators also included in this column.)

The fields at the top can be adapted for school/district needs. This document is for internal use only, and will not be submitted to MDE.

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Copy of EL Program Evaluation - Full Version

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Title III/EL Program indicators for evaluation 2024-2025

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Title III/EL Program indicators for evaluation 2024-2025

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These are the indicators MDE has asked LEAs to focus on for 2024-2025

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Title III/EL Program indicators for evaluation 2024-2025

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Title III/EL Program indicators for evaluation 2024-2025

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These are the indicators MDE has asked LEAs to focus on for 2024-2025

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Make a copy, and ready to use!

·       Instructions on first tab

·       Calculator on second tab

Works for designated ELD minutes

·       Both push-in and pull-out

For explanation of Designated ELD and Integrated ELD, please see EL Models: Proficiency and Service Models Presentation in this column.

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Counting service minutes in a hybrid model

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Counting service minutes in a hybrid model

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How to count designated and integrated ELD minutes in a hybrid model.

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Designated ELD, Integrated ELD, and Meaningful Access to Curriculum

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Designated ELD, Integrated ELD, and Meaningful Access to Curriculum

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What is the difference between Designated English language development (ELD) and Integrated ELD? What is the difference between Integrated ELD and providing meaningful access to curriculum (e.g., via SIOP)?

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integrated v designated and integrated v meaningful access

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EL Models: Proficiency and Service Models Presentation

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EL Models: Proficiency and Service Models Presentation

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Provide Every Student with a Pathway to Multilingualism (OELA)

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Provide Every Student with a Pathway to Multilingualism (OELA)

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MDE - Wayne RESA - Washtenaw ISD EL Program Evaluation work session (14 MAY 2024)

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MDE - Wayne RESA - Washtenaw ISD EL Program Evaluation work session (14 MAY 2024)

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Wayne RESA and Washtenaw EL Program Evaluation Working Session (14 MAY 2024).pptx

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OELA Toolkit, chapter 2: Providing Multilingual Learners with a Language Assistance Program (LAP)

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OELA Toolkit, chapter 2: Providing Multilingual Learners with a Language Assistance Program (LAP)

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OELA Toolkit, chapter 3: Staffing and Supporting a Language Assistance Program (LAP)

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OELA Toolkit, chapter 3: Staffing and Supporting a Language Assistance Program (LAP)

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OELA Toolkit, chapter 9: Evaluating the Effectiveness of a District's Program

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OELA Toolkit, chapter 9: Evaluating the Effectiveness of a District's Program

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OELA Toolkit chapter 9 evaluating effectiveness of district LAP

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English Learner Tool Kit Updated with ESSA references. OELA's EL Tool Kit was published in 2015 as a companion to support the 2015 Dear Colleague Letter (DCL) produced by the Department of Education, Office for Civil Rights, and the Department of Justice, outlining legal obligations for ELs. Some chapters of the tool kit have been updated related to the Every Student Succeeds Act of 2015 (ESSA).

The English Learner Tool Kit helps state and local education agencies help English Learners (ELs) by fulfilling these obligations.

The Toolkit has 10 chapters (one for each section of the DCL), and contains an overview, sample tools, and resources.

New Download the entire English Learner Tool Kit (PDF, 9MB)

Introduction

Chapters

To request the tool kit in an alternate format as a reasonable accommodation, i.e. Braille, large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-401-1407 or via email at: Melissa.Escalante@ed.gov.

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bilingual education; school reform; language proficiency; english (second language); multicultural education;

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The Office of English Language Acquisition's English Learner Tool Kit.

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Michigan: Designated and Integrated ELD Samples 

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Michigan: Designated and Integrated ELD Samples 

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These are designated and integrated ELD samples based on Section 41 Guidance, created by Kalyn Wulatin and Zeinab Haidous, Multilingual Consultants at Wayne RESA.

The samples show both the minimum minutes needed for each English language proficiency (ELP) level for a Language Assistance Program (LAP), and how Section 41 funds may be used for staffing beyond the LAP, allowing us to move beyond compliance and towards best practice.

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Reviews

Previous cards

Quote by Taryn Ishida, Youth Organizer and Executive Director, Californians for Justice: "For far too long, education leaders have implemented reform strategies without engaging and centering those most impacted - the students. Shane Safir provides an energizing, anti-racist, actionable framework that centers the voices of the most marginalized students as the experts and co-conspirators that we need to create an education system worthy of their brilliance. Read this, share it, and be a part of ushering in this 'new normal' of street-level data to unlock racial justice in our schools."

"For far too long, education leaders have implemented reform strategies without engaging and centering those most impacted - the students. Shane Safir provides an energizing, anti-racist, actionable framework that centers the voices of the most marginalized students as the experts and co-conspirators that we need to create an education system worthy of their brilliance. Read this, share it, and be a part of ushering in this 'new normal' of street-level data to unlock racial justice in our schools."

Taryn Ishida, Youth Organizer and Executive Director
Californians for Justice

Quote by Napoleon Wells , Ph.D., Assistant Professor of Social Sciences, Claflin University, SC: " With Street Data, Shane and Jamila have built a conversation more than a framework, wherein students, their communities, teachers, leaders and systems are interconnected parts of a family unit. As a Professor and Psychologist, I found myself drawn to the work's human and family centered focus. Throughout the work, these are linked to an emphasis on building approaches to the art of teaching grounded in listening, making and holding room for all members of the learning family, and setting goals and evolving approaches that begin with the student as their core. Shane and Jamila are engaging us all in a critically important conversation, where the data we gather and share around learning spaces is shaped and centered on the voices and beings of students. It is family systems centered teaching and learning. It is holistic, and it is necessary."

"With Street Data, Shane and Jamila have built a conversation more than a framework, wherein students, their communities, teachers, leaders and systems are interconnected parts of a family unit. As a Professor and Psychologist, I found myself drawn to the work's human and family centered focus. Throughout the work, these are linked to an emphasis on building approaches to the art of teaching grounded in listening, making and holding room for all members of the learning family, and setting goals and evolving approaches that begin with the student as their core. Shane and Jamila are engaging us all in a critically important conversation, where the data we gather and share around learning spaces is shaped and centered on the voices and beings of students. It is family systems centered teaching and learning. It is holistic, and it is necessary."

Napoleon Wells , Ph.D.
Assistant Professor of Social Sciences, Claflin University, SC

Quote by Sophie Fanelli, President, Stuart Foundation: "Shane Safir and Jamila Dugan have given us a vivid and immensely readable account of what public education could and should be. Rather than quick fixes, the book is rich with real-life examples and immediately actionable equity practices that educators and leaders can use to tackle root causes. The authors have also issued an unspoken but clear challenge to all of us who care about children's learning and development: 'What if policy decisions were anchored in the lived experiences of students, their families, and their educators?' Their call to action is clear and urgent: we must reverse-engineer and radically reimagine our resources, policies, and practices to support the broad conditions in which students can authentically thrive, and most particularly students who are the most marginalized by the current system. The vision of educational justice laid out in the book will not be more widely practiced if we simply rely on individual teachers and principals to push forward alone into the headwinds. It must be supported at systems and state levels, so that it becomes the rule and not the exception."

"Shane Safir and Jamila Dugan have given us a vivid and immensely readable account of what public education could and should be. Rather than quick fixes, the book is rich with real-life examples and immediately actionable equity practices that educators and leaders can use to tackle root causes. The authors have also issued an unspoken but clear challenge to all of us who care about children's learning and development: 'What if policy decisions were anchored in the lived experiences of students, their families, and their educators?' Their call to action is clear and urgent: we must reverse-engineer and radically reimagine our resources, policies, and practices to support the broad conditions in which students can authentically thrive, and most particularly students who are the most marginalized by the current system. The vision of educational justice laid out in the book will not be more widely practiced if we simply rely on individual teachers and principals to push forward alone into the headwinds. It must be supported at systems and state levels, so that it becomes the rule and not the exception."

Sophie Fanelli, President
Stuart Foundation

Quote by LaShawn Routé Chatmon, Executive Director, National Equity Project: "Street Data issues an urgent, timely provocation to listen to, honor, and be informed by the experiences, wisdom, fears, and aspirations of children and families who have been forced to the margins by our schools and institutions. Rich with stories that affirm our shared humanity and connectedness, Safir and Dugan offer a humanistic approach and practical guidance for embedding love, equity, curiosity, and courage in our efforts to manifest learning spaces where every young person learns, develops, and thrives.

"Safir and Dugan call on us to free ourselves from old constructs about data for improvement that are rooted in Whiteness as normative and, instead, model ways to integrate concepts of wholeness, justice, deep culture, personal mastery, and agency into our school transformation efforts. This book is an important contribution to all of us who are working to create a world that works for all of us."

"Street Data issues an urgent, timely provocation to listen to, honor, and be informed by the experiences, wisdom, fears, and aspirations of children and families who have been forced to the margins by our schools and institutions. Rich with stories that affirm our shared humanity and connectedness, Safir and Dugan offer a humanistic approach and practical guidance for embedding love, equity, curiosity, and courage in our efforts to manifest learning spaces where every young person learns, develops, and thrives.

"Safir and Dugan call on us to free ourselves from old constructs about data for improvement that are rooted in Whiteness as normative and, instead, model ways to integrate concepts of wholeness, justice, deep culture, personal mastery, and agency into our school transformation efforts. This book is an important contribution to all of us who are working to create a world that works for all of us."

LaShawn Routé Chatmon, Executive Director
National Equity Project

Quote by Jal Mehta, Professor of Education, Harvard Graduate School of Education: "In this absolutely path-breaking book, Shane Safir uses the concept of 'street data' as an entry point to a fundamentally different paradigm for schooling. Foregrounding listening, understanding, and loving over counting, measuring, and classifying, Street Data illustrates what it would truly mean to develop a humanizing and liberating approach to school transformation. Startlingly fresh in its prose, clear in its convictions, and moving effortlessly between theory and practice, we can only hope Street Data will mark the beginning of a new and different era for American education. A spectacular book!"

"In this absolutely path-breaking book, Shane Safir uses the concept of 'street data' as an entry point to a fundamentally different paradigm for schooling. Foregrounding listening, understanding, and loving over counting, measuring, and classifying, Street Data illustrates what it would truly mean to develop a humanizing and liberating approach to school transformation. Startlingly fresh in its prose, clear in its convictions, and moving effortlessly between theory and practice, we can only hope Street Data will mark the beginning of a new and different era for American education. A spectacular book!"

Jal Mehta, Professor of Education
Harvard Graduate School of Education

Quote by Shawn Ginwright, Professor of Education & Africana Studies, San Francisco State University and Chief Executive Officer, Flourish Agenda, Oakland. CA: " Old systems are crumbling before our eyes as new ones are being built. Street Data offers key insights about how to transform data and explore indigenous knowledge creation for a new world. Shane Safir and Jamila Dugan give us new ways to analyze, diagnosis, and assess everything from student learning to district improvement to policy. This book is a must read for researchers and practitioners searching for a fresh and deeply authentic model for school transformation."

"Old systems are crumbling before our eyes as new ones are being built. Street Data offers key insights about how to transform data and explore indigenous knowledge creation for a new world. Shane Safir and Jamila Dugan give us new ways to analyze, diagnosis, and assess everything from student learning to district improvement to policy. This book is a must read for researchers and practitioners searching for a fresh and deeply authentic model for school transformation."

Shawn Ginwright
Professor of Education & Africana Studies, San Francisco State University and Chief Executive Officer, Flourish Agenda, Oakland. CA

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Street data reminds us that what is measurable is not the same as what is valuable and that data can be humanizing, liberatory and healing. By breakin...

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Supreme Court case for providing multilingual learners with English language development instruction and meaningful access to curriculum: “...there is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.”

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LAU ET AL. v. NICHOLS ET AL.
No. 72-6520
SUPREME COURT OF THE UNITED STATES
414 U.S. 563
December 10, 1973, Argued
January 21, 1974, Decided

PRIOR HISTORY:

CERTIORARI TO THE UNITED STATES COURT OF APPEALS FOR THE NINTH CIRCUIT.

DISPOSITION:

483 F.2d 791, reversed and remanded.

SYLLABUS:

The failure of the San Francisco school system to provide English language instruction to approximately 1,800 students of Chinese ancestry who do not speak English, or to provide them with other adequate instructional procedures, denies them a meaningful opportunity to participate in the public educational program and thus violates ï¿½ 601 of the Civil Rights Act of 1964, which bans discrimination based "on the ground of race, color, or national origin," in "any program or activity receiving Federal financial assistance," and the implementing regulations of the Department of Health, Education, and Welfare. Pp. 565-569.

Douglas, J., delivered the opinion of the Court, in which Brennan, Marshall, Powell, and Rehnquist, JJ., joined. Stewart, J., filed an opinion concurring in the result, in which Burger, C. J., and Blackmun, J., joined, post, p. 569. White, J., concurred in the result. Blackmun, J., filed an opinion concurring in the result, in which Burger, C. J., joined, post, p. 571.

Opinions

MR. JUSTICE DOUGLAS delivered the opinion of the Court.

The San Francisco, California, school system was integrated in 1971 as a result of a federal court decree, 339 F.Supp. 1315. See Lee v. Johnson, 404 U.S. 1215. The District Court found that there are 2,856 students of Chinese ancestry in the school system who do not speak English. Of those who have that language deficiency, about 1,000 are given supplemental courses in the English language. n1 About 1,800, however, do not receive that instruction.

note1 A report adopted by the Human Rights Commission of San Francisco and submitted to the Court by respondents after oral argument shows that, as of April 1973, there were 3,457 Chinese students in the school system who spoke little or no English. The document further showed 2,136 students enrolled in Chinese special instruction classes, but at least 429 of the enrollees were not Chinese but were included for ethnic balance. Thus, as of April 1973, no more than 1,707 of the 3,457 Chinese students needing special English instruction were receiving it.

This class suit brought by non-English-speaking Chinese students against officials responsible for the operation of the San Francisco Unified School District seeks relief against the unequal educational opportunities, which are alleged to violate, inter alia, the Fourteenth Amendment. No specific remedy is urged upon us. Teaching English to the students of Chinese ancestry who do not speak the language is one choice. Giving instructions to this group in Chinese is another. There may be others. Petitioners ask only that the Board of Education be directed to apply its expertise to the problem and rectify the situation. The District Court denied relief. The Court of Appeals affirmed, holding that there was no violation of the Equal Protection Clause of the Fourteenth Amendment or of ï¿½ 601 of the Civil Rights Act of 1964, 78 Stat. 252, 42 U. S. C. ï¿½ 2000d, which excludes from participation in federal financial assistance, recipients of aid which discriminate against racial groups, 483 F.2d 791. One judge dissented. A hearing en banc was denied, two judges dissenting. Id., at 805. We granted the petition for certiorari because of the public importance of the question presented, 412 U.S. 938.

The Court of Appeals reasoned that "every student brings to the starting line of his educational career different advantages and disadvantages caused in part by social, economic and cultural background, created and continued completely apart from any contribution by the school system," 483 F.2d, at 797. Yet in our view the case may not be so easily decided. This is a public school system of California and ï¿½ 71 of the California Education Code states that "English shall be the basic language of instruction in all schools." That section permits a school district to determine "when and under what circumstances instruction may be given bilingually." That section also states as "the policy of the state" to insure "the mastery of English by all pupils in the schools." And bilingual instruction is authorized "to the extent that it does not interfere with the systematic, sequential, and regular instruction of all pupils in the English language."

Moreover, ï¿½ 8573 of the Education Code provides that no pupil shall receive a diploma of graduation from grade 12 who has not met the standards of proficiency in "English," as well as other prescribed subjects. Moreover, by ï¿½ 12101 of the Education Code (Supp. 1973) children between the ages of six and 16 years are (with exceptions not material here) "subject to compulsory full-time education."

Under these state-imposed standards there is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.

Basic English skills are at the very core of what these public schools teach. Imposition of a requirement that, before a child can effectively participate in the educational program, he must already have acquired those basic skills is to make a mockery of public education. We know that those who do not understand English are certain to find their classroom experiences wholly incomprehensible and in no way meaningful. We do not reach the Equal Protection Clause argument which has been advanced but rely solely on ï¿½ 601 of the Civil Rights Act of 1964, 42 U. S. C. ï¿½ 2000d, to reverse the Court of Appeals.

That section bans discrimination based "on the ground of race, color, or national origin," in "any program or activity receiving Federal financial assistance." The school district involved in this litigation receives large amounts of federal financial assistance. The Department of Health, Education, and Welfare (HEW), which has authority to promulgate regulations prohibiting discrimination in federally assisted school systems, 42 U. S. C. ï¿½ 2000d-1, in 1968 issued one guideline that "school systems are responsible for assuring that students of a particular race, color, or national origin are not denied the opportunity to obtain the education generally obtained by other students in the system." 33 Fed. Reg. 4956. In 1970 HEW made the guidelines more specific, requiring school districts that were federally funded "to rectify the language deficiency in order to open" the instruction to students who had "linguistic deficiencies," 35 Fed. Reg. 11595.

By ï¿½ 602 of the Act HEW is authorized to issue rules, regulations, and orders n2 to make sure that recipients of federal aid under its jurisdiction conduct any federally financed projects consistently with ï¿½ 601. HEW's regulations, 45 CFR ï¿½ 80.3 (b)(1), specify that the recipients may not

"(ii) Provide any service, financial aid, or other benefit to an individual which is different, or is provided in a different manner, from that provided to others under the program;
. . . .
"(iv) Restrict an individual in any way in the enjoyment of any advantage or privilege enjoyed by others receiving any service, financial aid, or other benefit under the program."

note2 Section 602 provides:
"Each Federal department and agency which is empowered to extend Federal financial assistance to any program or activity, by way of grant, loan, or contract other than a contract of insurance or guaranty, is authorized and directed to effectuate the provisions of section 2000d of this title with respect to such program or activity by issuing rules, regulations, or orders of general applicability which shall be consistent with achievement of the objectives of the statute authorizing the financial assistance in connection with which the action is taken. . . ." 42 U. S. C. ï¿½ 2000d-1.

Discrimination among students on account of race or national origin that is prohibited includes "discrimination . . . in the availability or use of any academic . . . or other facilities of the grantee or other recipient." Id., ï¿½ 80.5 (b).

Discrimination is barred which has that effect even though no purposeful design is present: a recipient "may not . . . utilize criteria or methods of administration which have the effect of subjecting individuals to discrimination" or have "the effect of defeating or substantially impairing accomplishment of the objectives of the program as respect individuals of a particular race, color, or national origin." Id., ï¿½ 80.3 (b)(2).

It seems obvious that the Chinese-speaking minority receive fewer benefits than the English-speaking majority from respondents' school system which denies them a meaningful opportunity to participate in the educational program -- all earmarks of the discrimination banned by the regulations. n3 In 1970 HEW issued clarifying guidelines, 35 Fed. Reg. 11595, which include the following:

note3 And see Report of the Human Rights Commission of San Francisco, Bilingual Education in the San Francisco Public Schools, Aug. 9, 1973.

"Where inability to speak and understand the English language excludes national origin-minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students."

"Any ability grouping or tracking system employed by the school system to deal with the special language skill needs of national origin-minority group children must be designed to meet such language skill needs as soon as possible and must not operate as an educational deadend or permanent track." Respondent school district contractually agreed to "comply with title VI of the Civil Rights Act of 1964 . . . and all requirements imposed by or pursuant to the Regulation" of HEW (45 CFR pt. 80) which are "issued pursuant to that title . . ." and also immediately to "take any measures necessary to effectuate this agreement." The Federal Government has power to fix the terms on which its money allotments to the States shall be disbursed. Oklahoma v. CSC, 330 U.S. 127, 142-143. Whatever may be the limits of that power, Steward Machine Co. v. Davis, 301 U.S. 548, 590 et seq., they have not been reached here. Senator Humphrey, during the floor debates on the Civil Rights Act of 1964, said: n4

note4 110 Cong. Rec. 6543 (Sen. Humphrey, quoting from President Kennedy's message to Congress, June 19, 1963).

"Simple justice requires that public funds, to which all taxpayers of all races contribute, not be spent in any fashion which encourages, entrenches, subsidizes, or results in racial discrimination." We accordingly reverse the judgment of the Court of Appeals and remand the case for the fashioning of appropriate relief.

Reversed and remanded.

MR. JUSTICE WHITE concurs in the result.

Concurring Opinions

MR. JUSTICE STEWART, with whom THE CHIEF JUSTICE and MR. JUSTICE BLACKMUN join, concurring in the result.

It is uncontested that more than 2,800 schoolchildren of Chinese ancestry attend school in the San Francisco Unified School District system even though they do not speak, understand, read, or write the English language, and that as to some 1,800 of these pupils the respondent school authorities have taken no significant steps to deal with this language deficiency. The petitioners do not contend, however, that the respondents have affirmatively or intentionally contributed to this inadequacy, but only that they have failed to act in the face of changing social and linguistic patterns. Because of this laissez-faire attitude on the part of the school administrators, it is not entirely clear that ï¿½ 601 of the Civil Rights Act of 1964, 42 U. S. C. ï¿½ 2000d, standing alone, would render illegal the expenditure of federal funds on these schools. For that section provides that "no person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance."

On the other hand, the interpretive guidelines published by the Office for Civil Rights of the Department of Health, Education, and Welfare in 1970, 35 Fed. Reg. 11595, clearly indicate that affirmative efforts to give special training for non-English-speaking pupils are required by Tit. VI as a condition to receipt of federal aid to public schools:

"Where inability to speak and understand the English language excludes national origin-minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students." n1

note1 These guidelines were issued in further clarification of the Department's position as stated in its regulations issued to implement Tit. VI, 45 CFR pt. 80. The regulations provide in part that no recipient of federal financial assistance administered by HEW may "Provide any service, financial aid, or other benefit to an individual which is different, or is provided in a different manner, from that provided to others under the program; [or] "Restrict an individual in any way in the enjoyment of any advantage or privilege enjoyed by others receiving any service, financial aid, or other benefit under the program." 45 CFR ï¿½ 80.3 (b)(1)(ii), (iv).

The critical question is, therefore, whether the regulations and guidelines promulgated by HEW go beyond the authority of ï¿½ 601. n2 Last Term, in Mourning v. Family Publications Service, Inc., 411 U.S. 356, 369, we held that the validity of a regulation promulgated under a general authorization provision such as ï¿½ 602 of Tit. VI n3 "will be sustained so long as it is 'reasonably related to the purposes of the enabling legislation.' Thorpe v. Housing Authority of the City of Durham, 393 U.S. 268, 280-281 (1969)." I think the guidelines here fairly meet that test. Moreover, in assessing the purposes of remedial legislation we have found that departmental regulations and "consistent administrative construction" are "entitled to great weight." Trafficante v. Metropolitan Life Insurance Co., 409 U.S. 205, 210; Griggs v. Duke Power Co., 401 U.S. 424, 433-434; Udall v. Tallman, 380 U.S. 1. The Department has reasonably and consistently interpreted ï¿½ 601 to require affirmative remedial efforts to give special attention to linguistically deprived children.

note2 The respondents do not contest the standing of the petitioners to sue as beneficiaries of the federal funding contract between the Department of Health, Education,and Welfare and the San Francisco Unified School District.

note3 Section 602, 42 U. S. C. ï¿½ 2000d-1, provides in pertinent part:
"Each Federal department and agency which is empowered to extend Federal financial assistance to any program or activity, by way of grant, loan, or contract other than a contract of insurance or guaranty, is authorized and directed to effectuate the provisions of section 2000d of this title with respect to such program or activity by issuing rules, regulations, or orders of general applicability which shall be consistent with achievement of the objectives of the statute authorizing the financial assistance in connection with which the action is taken. . . ."

The United States as amicus curiae asserts in its brief, and the respondents appear to concede, that the guidelines were issued pursuant to ï¿½ 602.

For these reasons I concur in the result reached by the Court.
MR. JUSTICE BLACKMUN, with whom THE CHIEF JUSTICE joins, concurring in the result.

I join MR. JUSTICE STEWART'S opinion and thus I, too, concur in the result. Against the possibility that the Court's judgment may be interpreted too broadly, I stress the fact that the children with whom we are concerned here number about 1,800. This is a very substantial group that is being deprived of any meaningful schooling because the children cannot understand the language of the classroom. We may only guess as to why they have had no exposure to English in their preschool years. Earlier generations of American ethnic groups have overcome the language barrier by earnest parental endeavor or by the hard fact of being pushed out of the family or community nest and into the realities of broader experience.

I merely wish to make plain that when, in another case, we are concerned with a very few youngsters, or with just a single child who speaks only German or Polish or Spanish or any language other than English, I would not regard today's decision, or the separate concurrence, as conclusive upon the issue whether the statute and the guidelines require the funded school district to provide special instruction. For me, numbers are at the heart of this case and my concurrence is to be understood accordingly.

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Overview of Lau v. Nichols decision of the United States Supreme Court.

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Short explanatory video on Lau v. Nichols by Colorín Colorado.

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Lau vs. Nichols: A Landmark Case for ELL Education

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Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from the American Federation of Teachers and National Education Association.

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Explanation of Castañeda v. Pickard on USDOE site. The case established a three-part test to evaluate the adequacy of a district's program for multilingual learners: (1) is the program based on a sound educational theory; (2) are the programs and practices, including resources and personnel, enough to implement this program effectively; and (3) does the school district evaluate its programs and make adjustments where needed to ensure reasonable progress of multilingual learners?

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BICS: Basic interpersonal communication skills. The language ability required for verbal face-to-face communication.

CALP: Cognitive academic language proficiency. The language ability required for academic achievement.

Castañeda v. Pickard: On June 23, 1981, the Fifth Circuit Court issued a decision that is the seminal post-Lau decision concerning education of language minority students. The case established a three-part test to evaluate the adequacy of a district's program for ELL students: (1) is the program based on an educational theory recognized as sound by some experts in the field or is considered by experts as a legitimate experimental strategy; (2) are the programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively; and (3) does the school district evaluate its programs and make adjustments where needed to ensure language barriers are actually being overcome? [648 F.2d 989 (5th Cir., 1981)]

Content-based English as a Second Language: This approach makes use of instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive and study skills. English is used as the medium of instruction.

Dual Language Program: Also known as two-way or developmental, the goal of these bilingual programs is for students to develop language proficiency in two languages by receiving instruction in English and another language in a classroom that is usually comprised of half native English speakers and half native speakers of the other language.

ELL: English language learner. A national-origin-minority student who is limited-English-proficient. This term is often preferred over limited-English-proficient (LEP) as it highlights accomplishments rather than deficits.

English as a Second Language (ESL): A program of techniques, methodology and special curriculum designed to teach ELL students English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. ESL instruction is usually in English with little use of native language.

Equal Education Opportunities Act of 1974: This civil rights statute prohibits states from denying equal educational opportunity to an individual on account of his or her race, color, sex, or national origin. The statute specifically prohibits states from denying equal educational opportunity by the failure of an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs. [20 U.S.C. §1203(f)]

FEP: Fluent (or fully) English proficient.

Informed Parental Consent: The permission of a parent to enroll their child in an ELL program, or the refusal to allow their child to enroll in such a program, after the parent is provided effective notice of the educational options and the district's educational recommendation.

Language Dominance: Refers to the measurement of the degree of bilingualism, which implies a comparison of the proficiencies in two or more languages.

Language Proficiency: Refers to the degree to which the student exhibits control over the use of language, including the measurement of expressive and receptive language skills in the areas of phonology, syntax, vocabulary, and semantics and including the areas of pragmatics or language use within various domains or social circumstances. Proficiency in a language is judged independently and does not imply a lack of proficiency in another language.

Lau v. Nichols: A class action suit brought by parents of non-English-proficient Chinese students against the San Francisco Unified School District. In 1974, the Supreme Court ruled that identical education does not constitute equal education under the Civil Rights Act of 1964. The court ruled that the district must take affirmative steps to overcome educational barriers faced by the non-English speaking Chinese students in the district. [414 U.S. 563 (1974)]

LEP: Limited-English-proficient. (See ELL)

Maintenance Bilingual Education (MBE): MBE, also referred to as late-exit bilingual education, is a program that uses two languages, the student's primary language and English, as a means of instruction. The instruction builds upon the student's primary language skills and develops and expands the English language skills of each student to enable him or her to achieve proficiency in both languages, while providing access to the content areas.

The May 25 Memorandum: To clarify a school district's responsibilities with respect to national-origin-minority children, the U.S. Department of Health, Education, and Welfare, on May 25, 1970, issued a policy statement stating, in part, that "where inability to speak and understand the English language excludes national-origin-minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open the instructional program to the students."

NEP: Non-English-proficient.

Newcomer Program: Newcomer pro-grams are separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived immigrants. Typically, students attend these programs before they enter more traditional interventions (e.g., English language development programs or mainstream classrooms with supplemental ESL instruction).

Sheltered English Instruction: An instructional approach used to make academic instruction in English understandable to ELL students. In the sheltered classroom, teachers use physical activities, visual aids, and the environment to teach vocabulary for concept development in mathematics, science, social studies, and other subjects.

Structured English Immersion Program: The goal of this program is acquisition of English language skills so that the ELL student can succeed in an English-only mainstream classroom. All instruction in an immersion strategy program is in English. Teachers have specialized training in meeting the needs of ELL students, possessing either a bilingual education or ESL teaching credential and/or training, and strong receptive skills in the students' primary language.

Submersion Program: A submersion program places ELL students in a regular English-only program with little or no support services on the theory that they will pick up English naturally. This program should not be confused with a structured English immersion program.

Title VI of the Civil Rights Act of 1964: Title VI prohibits discrimination on the grounds of race, color, or national origin by recipients of federal financial assistance. The Title VI regulatory requirements have been interpreted to prohibit denial of equal access to education because of a language minority student's limited proficiency in English.

Title VII of the Elementary and Secondary Education Act: The Bilingual Education Act, Title VII of the Elementary and Secondary Education Act (ESEA), recognizes the unique educational disadvantages faced by non-English speaking students. Enacted in 1968, the Bilingual Education Act established a federal policy to assist educational agencies to serve students with limited-English-proficiency by authorizing funding to support those efforts. In addition to providing funds to support services to limited-English-proficient students, Title VII also supports professional development and research activities. Reauthorized in 1994 as part of the Improving America's Schools Act, Title VII was restructured to provide for an increased state role and give priority to applicants seeking to develop bilingual proficiency. The Improving America's Schools Act also modified eligibility requirements for services under Title I so that limited-English-proficient students are eligible for services under that program on the same basis as other students.

Transitional Bilingual Education Program: This program, also known as early-exit bilingual education, utilizes a student's primary language in instruction. The program maintains and develops skills in the primary language and culture while introducing, maintaining, and developing skills in English. The primary purpose of a TBE program is to facilitate the ELL student's transition to an all English instructional program while receiving academic subject instruction in the native language to the extent necessary.

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The mission of the Office for Civil Rights is to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights. We serve student populations facing discrimination and the advocates and institutions promoting systemic solutions to civil rights problems.

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Short explanatory video on Castañeda v. Pickard by Colorín Colorado.

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Castañeda v. Pickard: Are ELLs receiving the services they need?

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Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from the American Federation of Teachers and National Education Association.

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FAQ based on questions from around the state on Section 41 guidance from MDE at 2023 Special Populations Conference.

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Fact Sheet: Ensuring ELs Can Participate Meaningfully and Equally in Educational Programs

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Fact Sheet: Ensuring ELs Can Participate Meaningfully and Equally in Educational Programs

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dcl-factsheet-el-students-201501 Fact Sheet-Ensuring ELs Can Participate Meaningfully and Equally in Educational Programs

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Confronting Discrimination Based on National Origin and Immigration Status

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Confronting Discrimination Based on National Origin and Immigration Status

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Fact Sheet: Information on the Rights of All Children to Enroll in School

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Fact Sheet: Information on the Rights of All Children to Enroll in School

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Includes collaborative teaching models based on the work of Dr. Andrea Honigsfeld and Dr. Maria Dove.

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Collaboration samples from Dr. Carol Salva

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Collaboration samples from Dr. Carol Salva

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Collaboration and Co-Teaching explanations and visuals from Boosting Achievement: Reaching Students with Interrupted or Minimal Education by Dr. Carol Salva and Anna Matis.

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Newcomer Program Samples: Michigan and Texas

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Newcomer Program Samples: Michigan and Texas

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What newcomer programming might work for your school or district?
Michigan samples from 2023 interviews.
Texas samples from Pathways to Greatness for ELL Newcomers by Michelle Yzquierdo.

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Teaming models and roles adapted from Pathways to Greatness for ELL Newcomers by Michelle Yzquierdo (68-71).

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Collaboration and Co-Teaching Resources for Multilingual Learners (padlet from Dr. Andrea Honigsfeld)

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Collaboration and Co-Teaching Resources for Multilingual Learners (padlet from Dr. Andrea Honigsfeld)

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Resources for collaboration for co-teaching from Dr. Andrea Honigsfeld on a padlet she created for the MDE 2023 Special Populations Conference: Recognizing Greatness.

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Adapted from Pathways to Greatness for ELL Newcomers by Michelle Yzquierdo (157).

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Options for Scheduling Newcomers (Michelle Yzquierdo)

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Schools' Civil Rights Obligations to ELs: Staffing EL Programs in Michigan Schools

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Schools' Civil Rights Obligations to ELs: Staffing EL Programs in Michigan Schools

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OCR settlements and research curated and explained by Dr. Pam Schwallier of West Ottawa Public Schools.

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Curated by Dr. Pam Schwallier of West Ottawa Public Schools.

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This Supreme Court case ruled that public school districts cannot constitutionally refuse admission to unauthorized

immigrant children because the harmful effects to the public outweighed the cost savings.

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Summary

The 1965 Immigration Act imposed the first quantitative limits on immigration within the western hemisphere, which resulted in large increases in unauthorized immigration from the region, particularly from Mexico. Efforts to enforce these immigration restrictions have conflicted with the economic and social realities of sharing borders, including what social services and rights should be available to unauthorized immigrants became long-term residents, employees, business owners, and their families. Plyer v. Doe challenged efforts by one school district in Texas and Texas laws barring unauthorized immigrant children from attending public schools. This case reached the Supreme Court, which ruled that public school districts cannot constitutionally refuse admission to unauthorized immigrant children because the harmful effects to the public outweighed the cost savings.

Source

Plyler v. Doe (No. 80-1538)
Argued: December 1, 1981
Decided: June 15, 1982 [*]

JUSTICE BRENNAN delivered the opinion of the Court.

The question presented by these cases is whether, consistent with the Equal Protection Clause of the Fourteenth Amendment, Texas may deny to undocumented school-age children the free public education that it provides to children who are citizens of the United States or legally admitted aliens...

... education has a fundamental role in maintaining the fabric of our society. We cannot ignore the significant social costs borne by our Nation when select groups are denied the means to absorb the values and skills upon which our social order rests.
In addition to the pivotal role of education in sustaining our political and cultural heritage, denial of education to some isolated group of children poses an affront to one of the goals of the Equal Protection Clause...

"education prepares individuals to be self-reliant and self-sufficient participants in society."

... we think it clear that "[c]harging tuition to undocumented children constitutes a ludicrously ineffectual attempt to stem the tide of illegal immigration,"

...the record in no way supports the claim that exclusion of undocumented children is likely to improve the overall quality of education in the State... the record is clear that many of the undocumented children disabled by this classification will remain in this country indefinitely, and that some will become lawful residents or citizens of the United States...

If the State is to deny a discrete group of innocent children the free public education that it offers to other children residing within its borders, that denial must be justified by a showing that it furthers some substantial state interest. No such showing was made here. Accordingly, the judgment of the Court of Appeals in each of these cases is

Affirmed.

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Plyler v. Doe (1982) - Immigration History

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This Supreme Court case ruled that public school districts cannot constitutionally refuse admission to unauthorized immigrant children because the harmful effects to the public outweighed the cost savings.

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Short explanatory video on Plyler v. Doe by Colorín Colorado.

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Plyler vs. Doe: A Landmark Supreme Court Case

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Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from the American Federation of Teachers and National Education Association.

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CCNY report that exams newcomer programs nationwide.

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Elevating ELs: Programs for Newcomer Students

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Elevating ELs: Programs for Newcomer Students

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New York Service Minutes for Multilingual Learners

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New York Service Minutes for Multilingual Learners

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New York service minutes for multilingual learners, established in 2015. Terminology:

ENL (English as a New Language) = ELD

Stand-alone ENL = designated ELD

Their English language proficiency (ELP) levels have different names, as NY is not a WIDA state

Units of study

1 unit of study = 180 minutes (3 hours) per week

2 units of study = 360 minutes (6 hours) per week

.5 units of study = 90 minutes (1.5 hours) per week

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OELA Top Languages Spoken by Multilingual Learners in the U.S.

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OELA Top Languages Spoken by Multilingual Learners in the U.S.

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A template to observe multilingual learners that may help evaluate their needs and determine best practices to ensure their engagement and achievement.The link will force you to make a copy of the template.

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Multilingual Learner Shadowing Observation Tool

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Title III Monitoring Indicators checklist with examples

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Title III Monitoring Indicators checklist with examples

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EL Program Evaluation 2025-2026: Comprehensive High School

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EL Program Evaluation 2025-2026: Comprehensive High School

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MDE is focusing on Title III Monitoring Indicator 18 for EL Program Evaluation for 2025-2026: Comprehensive High School.

This links to the folder with MDE webinar recordings and resources.

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MDE Updates and ELD Minutes MABE 2024 presentation from Kelly Alvarez of MDE and Zeinab Haidous and Kalyn Wulatin of Wayne RESA.

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EL Models: Proficiency and Service Models Presentation

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EL Models: Proficiency and Service Models Presentation

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One way to evaluate your EL Program.

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EL Program Evaluation - Full Version (Updated 5.13)

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Short video on how a fishbone works for root cause analysis.

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What is a Fishbone Diagram (Ishikawa Diagram)?

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Applying the Fishbone to ELs - MDE sample

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Applying the Fishbone to ELs - MDE sample

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MDE tool to assist in annual review using the Title III Monitoring Indicators (one area of the indicators per tab). For 2024-2025, MDE has asked districts to focus on indicators related to the language assistance program (LAP), including English language development (ELD) services, meaningful access to core content, and the professional learning needed to make this possible. (List of indicators also included in this column.)

The fields at the top can be adapted for school/district needs. This document is for internal use only, and will not be submitted to MDE.

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Copy of EL Program Evaluation - Full Version

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Short video on how the 5 Whys work, with the real-world example of the Jefferson Memorial.

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The Jefferson Memorial and the 5 Whys Technique by Jerilyn Edginton

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Negativity Bias: Your Brain Just Loves a Negative Story

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Negativity Bias: Your Brain Just Loves a Negative Story

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Welcome back to my " Secret Life of Your Brain: A Mindful Approach to Cognitive Biases " series, also known as...

#MyBeautifulMessyLife

Thanks so much for joining me on this mind adventure!

Seriously, I can't stress this enough, if we just understand a little about our brain, why it's doing what it's doing, we will come to realize that it does some pretty amazing things AND some annoying things that can cause loads of distress at times. But it is all in the spirit of keeping you alive!

Today, I will be chattering a little about one of our brain's secret weapons for survival. Yes, our brain's survival strategies may sometimes be 40,000 years out of date, and in need of a software upgrade, but when we understand what it is, we can work with it.

So, what is this you speak of? The Negativity Bias!! "Most of us naturally pay more attention to, and react more strongly, to negative events than positive events in our lives, a phenomenon called the negativity bias. This is due to our early evolutionary history, where being vigilant counted heavily for our survival". Source
Message from Your Brain:

Hi You! Your beautiful brain here. I am just trying to protect you the best way I know how. I evolved this way to keep you alive. I know, I know, I may be a little out of date with all of these cognitive biases, but I am super adaptable, so please override some of my biases and use that adaptation factor as your superpower! When I send you messages like "Dont do that again!" [maybe sprinkling a little 'shame' on that message] please know you have the power to respond, "seriously that hurts! and it's not helpful in this modern world!...I'm going to do this instead".

So, yes, this is true...

This is true too!
Mindfulness Helps us Decrease our Negativity Bias
"Mindfulness" a.k.a " Meta Cognition" is the ability to think about our own thinking. When we become aware of our thought processes, emotional reactions, and then develop an understanding of the patterns behind them, we have the power to use the brain's amazing adaptive powers. We can interrupt the mindless process ( cognitive biases) and sneak in a little modern software upgrade. A mindfulness practice helps you to develop your non-judgemental awareness skills as you discover you signature way of being. I think it is so cool that a brain can think about itself ;).

Want to know another thing your brain loves?

It loves to learn! ...by building new neural pathways.

Whatever our brain spends time on (thinking), is what builds neural pathways (wires in). Guess what? You strengthen those pathways by thinking and thinking and thinking, which is like flexing your biceps. FACT: we have to work harder to wire in some happy, so, let's take charge, lean into our lives, be the main character of our story and get us some happy!
I can hear you saying..Why? Ugh, So much effort!
Well, this beautiful quote below tells us why we want to wire in the reality of our lives, not just the negative stuff. We want to make sure the right information is available when we make sense of our life and what has happened to us.

Negativity Bias Hacks

So now that I have you! Try some of these negativity bias busting hacks:

Notice: Start with just paying attention and noticing your negative self-dialogue. Once we can see it, we have a choice. We can let the negative run rampant in our minds we can do a bunch of cool negativity bias brain hacks. I choose option #2, I am so done with rabbit hole #1.

Cultivate a gentle, curious and patient attitude with yourself. This is the mindfulness skill called "non-judgemental awareness". Yup! It is a hard one, but such a worthwhile skill to hone.

Interrupt Your Brain: "Ahem Brain, you need to stop, this thinking pattern is not helpful right now". Gently recognize what is happening when negative patterns start to get activated and practice doing something different to interrupt the pattern. If you are like me, you tend to overanalyze, or ruminate, about the tiniest things, find a hobby or habit that you can refocus your mind on. Check out this! It doesn't just work for PTSD it is magical for rumination patterns too! TETRIS Study

Flip the Script: "Priming Effect" try talking to yourself as you would a friend, this can help to approach your mean inner voice with kindness... It's kind of like The Golden Rule: "Do unto others as you would have them do unto you," except it involves treating yourself with the same kindness and compassion that you treat the people you love.

Don' t Let your Fear of Emotions Stop You

"Everything you want is on the other side of fear." - Jack Canfield

Learning to "Take in the Good"

https://www.rickhanson.net/take-in-the-good/

What our brain spends time on is what wires in.

...so let's adjust our life lens!

Dr. Heather Drummond
Psychologist * Passionate Advocate for Human Flourishing * Human Muddling Through
Take time to join me on this #MyBeautifulMessyLife journey over the next few months!

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Negativity Bias: Your Brain Just Loves a Negative Story

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Welcome back to my "Secret Life of Your Brain: A Mindful Approach to Cognitive Biases" series, also known as... #MyBeautifulMessyLife Thanks so much for joining me on this mind adventure! Seriously, I can't stress this enough, if we just understand a little about our brain, why it's doing what it's doing, we will come to...

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MDE: EL Staffing (2025 Special Populations Conference)

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MDE: EL Staffing (2025 Special Populations Conference)

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MDE: EL Staffing (OCT 2025)--Special Populations Conference.pptx

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MDE Program Evaluation webinars 2023-2024 

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MDE Program Evaluation webinars 2023-2024 

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MDE Webinars on Title III Monitoring Indicators 1-6 (focus of 2023-2024 SY). Scroll down to bottom to link to doc that shows time stamps, in case you are interested in a particular topic.

Time stamps here as well

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Choose from seven co-teaching models, each with clear explanations of advantages, challenges, and each teacher’s role, plus techniques, tools, a…

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Co-Planning: Five Essential Practices to Integrate Curriculum and Instruction for English Learners

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Co-Planning: Five Essential Practices to Integrate Curriculum and Instruction for English Learners

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This substantial guide will assist novice and seasoned educators alike in their move away from isolated practices and help them engage in collaborativ…

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7 Steps to a Language-Rich, Interactive Classroom

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7 Steps to a Language-Rich, Interactive Classroom

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Author: John Seidlitz & Bill Perryman

7 Steps to a Language-Rich, Interactive Classroom, 2nd Edition, provides a seven step process that creates a language-rich, interactive classroom environment, one in which all students can thrive and succeed. Topics include differentiating instruction for students at a variety of language proficiencies, keeping all students absolutely engaged, and creating powerful learning supports

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7 Steps to a Language-Rich, Interactive Classroom (2nd Edition) - Seidlitz Education

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This book provides a seven step process that creates a language-rich, interactive classroom environment, one in which all students can thrive and succeed. Topics include differentiating instruction for students at a variety of language...

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Author: Michelle Yzquierdo
Newcomer ELLs (English language learners) face a complex and daunting set of challenges. How can educators appropriately provide support to this population? Based on research of the social, emotional, and academic needs of secondary immigrant students, this book is comprised of strategies and techniques for content-area teachers of newcomer ELLs. Additionally, campus and district leaders will gain practical advice about a systemic approach to meeting the needs of this ever-increasing population. Pathways to Greatness for ELL Newcomers: A Comprehensive Guide for Schools and Teachers will highlight several components relevant to newcomer instruction including: cultural proficiency, second language acquisition strategies, scheduling/credits, and effective content-area instruction. It includes over 30 activities for content-area and ESL teachers of newcomers.

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Pathways to Greatness for ELL Newcomers - Seidlitz Education

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PATHWAYS to GREATNESS for ELL NEWCOMERS: A COMPREHENSIVE GUIDE FOR SCHOOLS & TEACHERS Newcomer ELLs (English language learners) face a complex and daunting set of challenges. How can educators appropriately provide...

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Boosting Achievement: Reaching Students with Limited or Interrupted Formal Education (2nd Edition)

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Boosting Achievement: Reaching Students with Limited or Interrupted Formal Education (2nd Edition)

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Boosting Achievement: Reaching Students with Limited or Interrupted Formal Education (2nd Ed.) - Bookstore

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Boosting Achievement: Reaching Students with Limited or Interrupted Formal Educationis a guide to help educators and school districts navigate the challenges and learning opportunities unique to SIFE (Students with Interrupted Formal Education). Circumstances such as upheaval due to war and political turmoil in their native countries may have contributed to minimal education experiences, thus prompting current educators to adopt an innovative approach in meeting students’ cognitive, affective, and linguistic needs.In the pages of this teacher-friendly framework, educators will explore interactive and engaging learning strategies which maximize English language development as students learn academic content. A distinctive thread woven through the pages is the growth mindset belief that with effort and targeted strategies, students are able to accelerate their learning despite challenges they may have faced. Boosting Achievement encourages a practical approach to instruction that incorporates authentic learning experiences while leveraging students’ unique backgrounds and perspectives to enrich our classrooms and learning environments.In this much anticipated 2nd edition, we bring you the following:Additional classroom activities plus an activity index for easy reference Carol Salva’s doctoral research on persistence of SLIFEA program leader’s guide based on current research findingsUpdated research on second language acquisition as well as effective literacy practices for multilingual learnersAn expanded section on “Rapid Literacy for Older Emergent Bilinguals”A suggested scope, sequence, and flow of the newcomer class

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Making Content Comprehensible for Multilingual Learners: The SIOP Model, 6th Edition

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Making Content Comprehensible for Multilingual Learners: The SIOP Model, 6th Edition

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Introducing Pearson+. Reimagined learning, designed for you. Choose from one eTextbook or over 1,500 eTextbooks and study tools, all in one place, for one low monthly subscription. A new way to buy books that fits your budget. Make the most of your study time with offline access, enhanced search, notes and flashcards - to get organized, get the work done quicker and get results. Plus, with the app, put textbooks in your pocket and learn wherever. It's time to upgrade the textbook and simplify learning, so you can have time to live too.

Pearson eTextbook is an easy-to-use digital textbook available from Pearson+. Make it your own by adding notes and highlights. Download the Pearson+ mobile app to learn on the go, even offline. Listen on the go with our new audiobook feature, available for most titles.

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Making Content Comprehensible for Multilingual Learners: The SIOP Model

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Introducing Pearson+. Reimagined learning, designed for you. Choose from one eTextbook or over 1,500 eTextbooks and study tools, all in one place, for one low monthly subscription. A new way to buy books that fits your budget.

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Long-Term Success for Experienced Multilinguals

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Long-Term Success for Experienced Multilinguals

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Long-Term Success for Experienced Multilinguals

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This practical, easy-to-implement, cross-curricular instructional framework includes strategies, implementation prompts, templates, and essential acti…

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(7) By not later than March 1, 2025, the department shall establish English language learner program models that establish a minimum number of minutes per week that districts must provide direct English language development instruction for students according to the student's proficiency levels.

These models must be compliant with federal requirements related to English language learner program services. It is the intent of the legislature that, beginning in 2025-2026, to be considered an eligible recipient of funding under this section, a district must agree to meet or exceed the minimum number of minutes per week, as determined by the department, that the district provides direct English language development instruction.

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Curriculum options for English language development (ELD) by Michelle Yzquierdo.

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(7) By not later than March 1, 2025, the department shall establish English language learner program models that establish a minimum number of minutes per week that districts must provide direct English language development instruction for students according to the student's proficiency levels.

These models must be compliant with federal requirements related to English language learner program services. It is the intent of the legislature that, beginning in 2025-2026, to be considered an eligible recipient of funding under this section, a district must agree to meet or exceed the minimum number of minutes per week, as determined by the department, that the district provides direct English language development instruction.

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THE STATE SCHOOL AID ACT OF 1979 (EXCERPT)
Act 94 of 1979
388.1641 English language learners; English language proficiency assessment; allocation of funds; report; audit; review of per-pupil distribution.
Sec. 41.

(1) For a district to be eligible to receive funding under this section, the district must administer to English language learners the English language proficiency assessment known as the "WIDA ACCESS for English language learners" or the "WIDA Alternate ACCESS". From the state school aid fund money appropriated in section 11, there is allocated an amount not to exceed $50,186,100.00 for 2024-2025 for payments to eligible districts for services for English language learners who have been administered the WIDA ACCESS for English language learners.

(2) The department shall distribute funding allocated under subsection (1) to eligible districts based on the number of full-time equivalent English language learners as follows:

(a) $1,863.00 per full-time equivalent English language learner who has been assessed under the WIDA ACCESS for English language learners or the WIDA Alternate ACCESS with a WIDA ACCESS or WIDA Alternate ACCESS composite score between 1.0 and 1.9, or less, as applicable to each assessment. It is the intent of the legislature to increase this amount until it reaches 75% of the target foundation allowance.

(b) $1,286.00 per full-time equivalent English language learner who has been assessed under the WIDA ACCESS for English language learners or the WIDA Alternate ACCESS with a WIDA ACCESS or WIDA Alternate ACCESS composite score between 2.0 and 2.9, or less, as applicable to each assessment. It is the intent of the legislature to increase this amount until it reaches 50% of the target foundation allowance.

(c) $210.00 per full-time equivalent English language learner who has been assessed under the WIDA ACCESS for English language learners or the WIDA Alternate ACCESS with a WIDA ACCESS or WIDA Alternate ACCESS composite score between 3.0 and 3.9, or less, as applicable to each assessment. It is the intent of the legislature to increase this amount until it reaches 35% of the target foundation allowance.

(3) If funds allocated under subsection (1) are insufficient to fully fund the payments as prescribed under subsection (2), the department shall prorate payments on an equal percentage basis, with the same percentage proration applied to all funding categories.

(4) By October 15 of the fiscal year following the receipt of funding under subsection (1), each district receiving funds under subsection (1) shall submit to the department a report, not to exceed 10 pages, on the usage by the district of funds under subsection (1) in a form and manner determined by the department, including a brief description of each program conducted or services performed by the district using funds under subsection (1) and the amount of funds under subsection (1) allocated to each of those programs or services. If a district does not comply with this subsection, the department shall withhold an amount equal to the December payment due under this section until the district complies with this subsection. If the district does not comply with this subsection by the end of the fiscal year, the withheld funds are forfeited to the state school aid fund.

(5) To receive funds under subsection (1), a district must allow access for the department or the department's designee to audit all records related to the program for which it receives those funds. The district shall reimburse this state for all disallowances found in the audit.

(6) Beginning July 1, 2020, and every 3 years thereafter, the department shall review the per-pupil distribution under subsection (2), to ensure that funding levels are appropriate and make recommendations for adjustments to the members of the senate and house subcommittees on K to 12 school aid appropriations.

(7) By not later than March 1, 2025, the department shall establish English language learner program models that establish a minimum number of minutes per week that districts must provide direct English language development instruction for students according to the student's proficiency levels. These models must be compliant with federal requirements related to English language learner program services. It is the intent of the legislature that, beginning in 2025-2026, to be considered an eligible recipient of funding under this section, a district must agree to meet or exceed the minimum number of minutes per week, as determined by the department, that the district provides direct English language development instruction.

History: Add. 2013, Act 60, Eff. Oct. 1, 2013 ;-- Am. 2014, Act 196, Imd. Eff. June 24, 2014 ;-- Am. 2015, Act 85, Eff. Oct. 1, 2015 ;-- Am. 2016, Act 249, Eff. Oct. 1, 2016 ;-- Am. 2017, Act 108, Eff. Oct. 1, 2017 ;-- Am. 2018, Act 265, Eff. Oct. 1, 2018 ;-- Am. 2019, Act 58, Eff. Oct. 1, 2019 ;-- Am. 2020, Act 165, Eff. Oct. 1, 2020 ;-- Am. 2021, Act 48, Eff. Oct. 1, 2021 ;-- Am. 2022, Act 144, Eff. Oct. 1, 2022 ;-- Am. 2023, Act 103, Eff. Oct. 1, 2023 ;-- Am. 2023, Act 320, Eff. Feb. 13, 2024 ;-- Am. 2024, Act 120, Eff. Oct. 1, 2024
Compiler's Notes: Former MCL 388.1641, which pertained to instructions for pupils of limited English-speaking ability, was repealed by Act 62 of 2011, Eff. Oct. 1, 2011.Subsection (7), as added by Act 58 of 2019, was vetoed by the governor on September 30, 2019.

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THE STATE SCHOOL AID ACT OF 1979 (EXCERPT) Act 94 of 1979 388.1641 English language learners; English language proficiency assessment; allocation of funds; report; audit; review of per-pupil distribution. Sec. 41.

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Collaborative Assessment for MLs and Teachers

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Join bestselling authors Margo Gottlieb and Andrea Honigsfeld on an engaging journey to showcase collaborative assessment within assets-driven instructional practices. Integrating instructional and assessment cycles, explore how multilingual learners can interact with each other and their teachers to form lasting partnerships. Using evidence-based, research-informed strategies, Gottlieb and Honigsfeld invite educators to form partnerships to fortify linguistically and culturally sustainable assessment within their classroom routines.

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