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| EXECUTIVE DIRECTOR'S COLUMN|
NABE 44th Annual Conference Achieving Global Competence:|
Biliteracy for All
The National Association for Bilingual Education is the only nationwide network of professionals
dedicated to serving English language learners in the United States via education programs and legislative
advocacy. For the past four decades, NABE has been committed to excellence in bilingual and biliteracy
education for all students through enriched educational programs and intensive professional development for
teachers, administrators, professors, policymakers and parents. Additionally, NABE provides extensive research
in the field via its Bilingual Research Journal, NABE Perspectives, NABE Journal of Research and Practice
and the NABE eNews. NABE is committed to promoting programs and innovations that prepare our nation's
students to be fluently bilingual, technologically creative, globally competitive and well-rounded world citizens by advancing legislation and policies at both the state and national levels that best serve language minority
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NABE 2015 Registration
NABE offers five levels of value-filled special conference sponsorship rate packages. Sponsorship packages include advertising opportunities, premium exhibit hall locations, complimentary conference registrations, and much more. Make the most of the NABE Conference. Register as a sponsor and help NABE ensure greater opportunities for all educators and students.
Exhibitor Benefits include:
Click here to purchase program advertisements.
- Dedicated exhibit viewing hours
- Live entertainment in the exhibit hall
- Exhibitor Directory in Conference Program
- Breakfast and Coffee Breaks
- Private lounge during exhibit hours and hall
security during closed hours
- Lead Retrieval Available
Chicago Public Schools Seal of Biliteracy Kick-off event
NABE, the Illinois Association for Multilingual Multicultural Education and Multilingual Chicago were invited to be participants at the Chicago Public Schools Seal of Biliteracy Kick-off event at the University of Chicago. The event was well attended with many education and community groups, as well as individual parents, administrators, and teachers. Also, a number of political figures and Chicago Board of Education members were there to give their support to the CPS Office of Language and Cultural Education as it kicks off the first year of implementation of the Seal of Biliteracy in the Chicago. Two of the distinguished members were Senator Iris Martinez who introduced the Seal of Biliteracy bill in the Illinois Legislature and Alderman/Vice Mayor Ray Suarez, a motivating force in getting CPS to implement Seal of Biliteracy. NABE was represented by it's president Julio Cruz and by its affiliate, IAMME and members of Multilingual Chicago, initiators of the Seal of Biliteracy movement in Illinois.
NABE congratulates the staff of the Chicago Public Schools' Office of Language and Cultural Education for the work it has done in putting together this tremendously successful event. We specially want to thank Karen Mulattieri, Director of OLCE, and Fabiola Ginski, who organized and has lead the CPS Seal of Biliteracy Committee and as well as this event for the community.
Gwinnett County Public Schools, located in metro Atlanta, is the largest
school system in Georgia with 173,000 students and growing. GCPS is a
school system of choice for people moving to the Atlanta area and a
two-time winner of the Broad Prize of Urban Education (2010 & 2014).
Dear Education Association Leader:
U.S. Department of Education
I am writing today to invite your organization's participation in a growing teacher leadership initiative called Teach to Lead. The mission of Teach to Lead is to expand opportunities for teacher leadership, particularly those that allow teachers to teach and improve learning outcomes for students. Because of your organization's leadership reaching Latino educators, we are asking your organization to become a supporter in our efforts to advance teacher leadership specifically in Latino communities and schools.
About Teach to Lead. Following an announcement made by U.S. Secretary of Education Arne Duncan, Teach to Lead was launched two months ago as a joint effort of the U.S. Department of Education and the National Board for Professional Teaching Standards. The initiative seeks to foster collaboration among teachers, principals, administrators, system level leaders and others in ways that:
The goals of this initiative are to: highlight the good work that is already happening around the country; share resources that can help individuals, schools, districts and states to expand their opportunities for teacher leadership; and encourage and support educators at all levels to commit to advancing opportunities for teacher leadership.
- Elevate teacher voice and influence in policy and practice;
- Increase pathways and opportunities for teachers to exercise leadership, especially those that allow teachers to continue to teach students on a regular basis; and
- Expand existing efforts and create new models of what teacher-led work looks like.
As part of the Teach to Lead initiative, we have created an online platform called Commit to Lead, where educators learn about existing teacher leadership stories, share resources and best practices, and crowd-source innovative ideas for current and future teacher leadership.
The National Reading Recovery & K-6 Literacy Conference will be held in Columbus, Ohio, Feb. 7-10 at the Greater Columbus Convention Center
Over 115 sessions, led by nationally respected literacy experts, are offered focusing on all aspects of K-6 literacy including; comprehension, struggling readers, writing, building on students’ strengths, Common Core State Standards, RTI, non-fiction, ELL, assessments, parental involvement, literacy coaching, Reading Recovery, children’s literature, administration, and much more. The Conference also includes Featured Speakers, Preconference Institutes, and Keynote speakers; Mary Fried, Lucy Calkins, and Joy Cowley.
Contact: Reading Recovery Council of North America, 500 W. Wilson Bridge Road, Suite 250, Worthington, OH, 43085; (614) 310-7323; e-mail: firstname.lastname@example.org. The link to our conference page is www.rrcna.org/conferences.
Annual OABE Summer Conference — June 12-13 — Milwaukie, Oregon
Oregon Association for Bilingual Education
Oregon Association for Bilingual Education
Annual Summer Conference
Dates: June 12-13
Location: North Clackamas School District, Milwaukie, Oregon
Latino strides in education
Los Angeles Education Partnership
A new report from Child Trends indicates Hispanic children are gaining ground in education, but challenges remain in terms of high rates of poverty, troubling health indicators, and high rates of teen childbearing among the country's 17.5 million Hispanic youth. The overall number of high school dropouts has declined in recent years, but among Latinos the drop is substantial — from 29 percent in 1999 to 13 percent in 2012. The percentage of Latino 8th graders achieving at or above "proficient" in math has increased, from 8 percent in 2000 to 21 percent in 2014. Latinos are now the largest racial/ethnic minority group on college campuses, though progress has not been as steady in regard to college completion.
Hispanic students are making steady math progress
The Washington Post
Hispanic students have made significant gains on federal math tests during the past decade, and Hispanic public school students in major cities including Boston, Charlotte, Houston and the District have made some of the most consistent progress, according to a report. Child Trends Hispanic Institute, a nonpartisan, nonprofit research center, analyzed 10 years of data from the National Assessment of Educational Progress, or NAEP, that U.S. students have taken every two years since the early 1990s. Also known as the Nation's Report Card, NAEP is the country's most consistent measure of K-12 progress.
Key considerations for mainstream teachers of newcomer ELLs
By: Holly Hansen-Thomas
Content-area specialist teachers new to ELLs might experience something of a shock the first time a student who speaks not a word of English is placed in the class. Mainstream teachers should seek out high-quality professional development opportunities that focus on sheltering and differentiating instruction, understanding sociocultural and linguistic concepts, and learning the theoretical foundations of second language acquisition. They should also understand that the following notions must be at the forefront of planning and teaching newcomers.
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Helping Latino parents help their kids
The Seattle Times
In the south Seattle neighborhood of White Center, parents, many Spanish-speaking, are learning how to teach their children years before they enter the classroom. A trend of training parents to be better first teachers for their infants and toddlers is gaining momentum nationwide in the push to improve early education. But, that type of training is an especially important tool for Latino parents in Washington, where the fastest growing demographic of students are Latino.
ESL students learn English, keep pride in their culture
The Marion Star
Their words slipping in front of and behind each other's, the trio of third-grade students excitedly told the story of John Merrick, the English man with severe deformities who was exhibited as a human curiosity in the late 1800s before he died as a result of his condition. "It's very sad," Francisco Flores said somberly, after joining Noelia Morales and Ashley Martinez in sharing facts about Merrick, whose real name, historians say, was Joseph Merrick. The 8-year-old classmates said reading stories that they're interested in helps them learn how to read, speak and understand English.
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Changing lives by promoting literacy
Sylvia Jimison is a purveyor of literacy. A stand-up comedian by night, Jimison's other passion is helping immigrants and refugees learn English and assimilate into everyday American life. She does this as executive director of Literacy New York Greater Capital Region, a nonprofit covering more than 3,500 square miles across Albany, Saratoga, Schenectady, Warren and Washington counties, making it the largest literacy agency in the state.
Transforming the classroom
Beloit Daily News
With Beloit School District being tied for third place in Wisconsin for the number of Latino students, there are many resources in place to help both students and their families. Many of those students and families are what makes Beloit so unique, according to Rosamaria Laursen, an English language learner/dual language immersion program manager with the School District of Beloit.
Common Core math standards put new focus on English learners
When he began working the Common Core State Standards into his instruction three years ago, New York City middle school mathematics teacher Silvestre Arcos noticed that his English language learner students were showing less progress on unit assessments than his other students. "It wasn't necessarily because they didn't have the numeracy skills," recalled Mr. Arcos, who is now a math instructional coach and the seventh grade lead teacher at KIPP Washington Heights Middle School, a charter school in New York.
The British government, in recognition of the value of language learning in early childhood, took a bold step this year and mandated compulsory teaching of a second language for children ages seven to eleven in English primary [elementary] schools. As of this September, all primary school students are required to study one of seven languages, and though the most popular choice is French, followed by Spanish, some schools offer Mandarin and Arabic.
Advocacy groups promote changes to Florida's laws on English language learners
Tampa Bay Times
Hoping to strike while interest remains high, groups advocating on behalf of Florida's English language learners have begun circulating proposed changes to state law governing these children's education. The organizations have begun working with South Florida lawmakers, whose constituencies include large numbers of non-English speakers, to promote rules they say would more fairly account for the students' academic performance — particularly as it relates to school accountability standards
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