SupportEd frequently partners with the American Institutes for Research on projects to provide research, professional development materials, and curriculum development in service of ELs for state education agencies and the U.S. Department of Education.
SupportEd recently partnered with the Council for Aid to Education to develop a suite of 16 rubrics in speaking and writing as well as professional development and supporting materials for all teachers to use with ELs in K-12 for the New York City Department of Education.
In partnership with the American Institutes for Research and the Office of Career, Adult, and Technical Education (OCTAE) at the U.S. Department of Education, we are developing English language proficiency (ELP) Standards for Adult Education that are aligned to the College and Career Readiness Standards for Adult Education. In addition, we are developing supporting materials so that educators can use or adapt these standards with their adult ELs.
We partnered with the American Institutes for Research to support a project for the U.S. Department of Education to compile and review state data on the policy and practices of dual language education programs. Collecting and analyzing data on such topics as how states define dual language education programs, their funding sources, student eligibility and placement criteria, program assessment and accountability, and teacher training.
We partnered with the American Institutes for Research on the Quality of English Language Proficiency (ELP) Assessments Evaluation of State and Local Implementation of Title III Assessment and Accountability Systems project. The purpose of this federally funded study was to evaluate State and Local implementation of Title III assessment and accountability systems and to produce a technical guide to assist State Educational Agencies (SEAs) and other stakeholders to prepare ELP assessment materials for peer review.
We are developing Common Core-aligned formative assessment rubrics for ELs in K-12 for New York City Schools’ content teachers to use with ELs in assessing their progress in speaking and writing. As part of this exciting project, we are recruiting and collaborating with a cohort of New York City educators who will inform the creation of the rubrics, administration guides, and subsequent professional development materials.
We facilitated a three-day ELL Advocacy Summit, wrote the summit report and contributed to the NEA ELL Advocacy handbook.
We also designed a research-based survey for ten national experts and practitioners to use while facilitating a three-day meeting to evaluate NEA’s EL professional development materials. We analyzed the survey results and wrote a report on findings. We also wrote theoretical framework to plan next phase of NEA’s ELL PD development.
We are currently developing extensive PD materials for the NEA on EL education.
We were part of an i3-funded project to support the implementation of teacher evaluation systems that evaluate general education teachers’ effectiveness in instructing ELs. We co-authored conceptual framework that outlined the initiative. We developed research-based, performance-based standards and teacher evaluation rubrics in conjunction with educators that were piloted in 10 districts in NY and RI. Finally, we designed and delivered inclusive teacher evaluation PD to AFT partners.
We apply knowledge of the TESOL/CAEP Standards for P-12 Teacher Education Programs to institutions of higher education (IHEs) and volunteer program reviewers so that IHEs’ ESL teacher education programs can be vetted for CAEP accreditation and advise on standards for ELs.
We are developing a W.K. Kellogg Foundation-funded pilot Massive Open Online Course (MOOC) on teaching early childhood ELs. Piloting MOOC with students at Hunter College and Teachers College.
We are also writing standards for short-term TESOL certificate programs.
We supported a new TEFL certificate by developing professional standards, learning objectives, and built a corresponding assessment for Peace Corps TEFL volunteers. We developed a stand-alone PD package to train observers of TEFL volunteers. In addition, we vetted and developed TEFL accreditation procedures with accrediting agency. We also created a framework for evaluating TEFL certificate pilot in three international posts.
We are synthesizing research, policy, and best practice related to implementing the CCSS for ELs by writing a regular blog post targeted at educators of ELs.
We infused research-based EL methods, strategies, and resources throughout the planning year and first two implementation years of the AMNH MAT Earth Science teacher education program. Scaffolded Common Core-based Earth Science and ELA units for ELs. We conducted multiple professional development sessions on scaffolding ELs’ instruction in science. We created an online EL strategies toolkit and online EL-focused professional learning community for teacher candidates gaining experience in partner NYC public schools.
We conducted cognitive interviews on biology and chemistry items and analyzed data for the Obtaining Necessary Parity through Academic Rigor (ONPAR) assessment project for ELs, students with disabilities, and native English speakers. Assisted in writing final report.
We also wrote two fact sheets on ELs and special education in partnership with CAL for the National Clearinghouse for English Language Acquisition (NCELA).
We partnered with the American Institutes of Research to create resource guides on scaffolding Common Core curricular units in English language arts and mathematics in grades P-12 for ELs. In partnership with Dr. Diane August, reviewed curricular modules, provided feedback to curriculum writers on EL scaffolding, created prototypes of effective lessons for ELs, provided feedback on professional development materials.
We partnered with the American Institutes for Research on its Study of English Language Learners for the Massachusetts Department of Elementary and Secondary Education. This project included a district-level analysis of EL student demographic, geographic and academic program profiles in Massachusetts to explore the connections between district assessment practices and student outcomes.
We partnered with the University of Massachusetts Boston to design, pilot, and support the implementation of a blended 3 credit graduate/PD course (called Rethinking Equity and Teaching of English Language Learners or RETELL) to support 25,000 content teachers as they teach ELs. Infused strategies for scaffolding CCSS content for ELs throughout course.
We also designed and evaluated eight online courses for the Massachusetts Licensure Academy for ESL teachers who were working with a waiver.
We provided technical assistance in conjunction with the Midwest Comprehensive Center in creating standards for Institutions of Higher Education (IHEs) for their teacher candidates in the areas of bilingual, English as a Second Language (ESL), and general education (K-12). Planned stakeholder meetings to create standards and wrote first draft of standards supported by literature review.
Syracuse City School District (SCSD) has contracted DSF Consulting (DSF) to provide technical assistance to refine and enhance existing bilingual and dual language programs at two elementary schools. This project supports the development of an expansion plan to offer dual language programs at other SCSD schools and also provides guidance on new policies to support the education of ELs (CR Part 154).
We reviewed the TESOL content area edTPA handbook for pre-service ESL teachers and are providing ongoing guidance to the edTPA in English as an Additional Language.