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English Mastery Council (EMC):Updates & Progress from the2019-2020 School YearPresentation to the State Board of EducationOctober 8, 20201
Introductions Dr. Jonathan MooreDeputy Superintendent of Student Achievement, Nevada Department ofEducation Dr. Sharolyn Pollard-DurodolaChair, English Mastery Council (2019-20)Professor of Early Childhood, Multilingual, and Special Education,University of Nevada, Las Vegas Lorna James-CervantesChair, English Mastery Council (2020-21)School Associate Superintendent, Clark County School District Karl WilsonEducation Programs Supervisor, Office of Student and School Supports,Nevada Department of Education2
Alignment to theState Improvement Plan (STIP) Goal 2: All students have access to effectiveeducators Goal 3: All students experience continuedacademic growth Goal 4: All students graduate future-ready andglobally prepared for secondary success andcivic life3
Presentation Outline English Mastery CouncilSubcommittees English Mastery CouncilRecommendations Closing Appendix4
English Mastery CouncilSubcommittees Teaching English as a Second Language English Proficiency and AcademicAchievement District Policy and Criteria Planning5
Teaching English as a SecondLanguage Subcommittee Work Progress:– Research and recommendations surrounding equity– Research on developmental delay policies for English Learners(ELs)– Partnership with Nevada System of Higher Education– Discussions regarding effective instruction for ELs– English Language Acquisition and Development (ELAD)Endorsement Updates Next Steps:– ELAD Endorsement Evaluation6
English Proficiency and AcademicAchievement Subcommittee Work Progress:– Review of latest research on students whose achievement is inthe lowest quartile– Presentations and Discussions regarding programs and servicesstudents whose achievement is in the lowest quartile Clark County School District and English Mastery Plan Read By Grade Three (RBG3) Legislation requirements Next steps:– Research root causes related to student achievement– Seek input from districts regarding best practices for meetingthe needs of students whose achievement is in the lowestquartile7
District EL Policy Subcommittee Work Progress:– Drafted five recommendations for the State Board ofEducation– Discussion: new statutory charge on students whoseachievement is in the lowest quartile– Annual district EL policy review: identified concerns regardingEL identification Next Steps:– Provide feedback to districts on EL plans– Annual review of district EL policies8
Recommendation #1:EL Plan Require all school districts to create adetailed EL plan to implement their ELpolicy. All districts are required to developa district EL policy as per NRS 388.407 This recommendation aligns with new ELplan requirements under Assembly Bill 2199
Recommendation #2:English Language Development (ELD)Curriculum Development Require school district EL plans to specify ELD curriculummaterials and instructional methods that support languagedevelopment and provide high-quality instruction that alignwith:– Nevada Academic Content Standards– District identified Models of Instruction/InstructionalDelivery methods– Nevada ELD Standards Recommend that NDE provide a list of approved ELDcurriculum and supplemental materials10
Recommendation #3:Assessments Ensure that school districts properly andaccurately identify EL students to avoid:– Over-identification of ELs who qualify for SpecialEducation– Under-identification of ELs who qualify for Gifted &Talented (GATE) and other advanced programs Districts should review assessment procedures toprovide advanced programming opportunities forELs (e.g. GATE, Honors, Advanced Placement,Dual Credit)11
Recommendation #3, cont’d:English Learners Qualifying for Special Education National Perspective:– Many ELs who are identified with a disability are classifiedwith a language and literacy-related disability (Universityof Wisconsin–Madison)– Concerns regarding possible misidentification of ELs ashaving a disability (Linan-Thompson; Sanchez, Parker,Akbayin, McTigue)– Learning disability categories are perceived as beingsubjective (Center for Public Education; Scott, Haeurwas,& Brown; U.S. Commission on Civil Rights)12
Recommendation #3, cont’d:Students Qualifying for Special EducationServicesGrades 0%0.00%% of Nevada Students w/Disabilities (PK-12)% of Nevada Students whoQualify EL (PK-12)% of Nevada EL Students w/Disabilities (PK-12)Data source:Nevada Report Card 2019-2013
Recommendation #3, cont’d:NDE Support NDE Offices of Inclusive Education and Office ofStudent and School Supports will begin acollaborative initiative starting in fall 2020 Work group of educators providing specialeducation services plan to partner with WestEdto request research/work group facilitation– Work group goals: Will work to develop quality technical assistance andprofessional development resources EL team will research national landscape and potentialsolutions14
Recommendation #4:Building Educator Capacity Ensure that educators have access to quality professionallearning opportunities to enhance capacity to understandand use curriculum, assessment measures, andinstructional strategies that support academic languagedevelopment and equitable access to grade level academiccontent Encourage districts to increase educator capacity thoughrecruitment and incentives for teachers who receivetraining in equity or have received a Teaching English as aSecond Language (TESL) or ELAD endorsement15
Recommendation #5:Parent and FamilyEngagement and Participation Ensure that school districts establishprocedures and regular opportunities forparents of ELs to provide feedback andrecommendations on EL programs andservices16
Closing Thoughts from the EMC Chair Questions from the State Board of Education17
Appendix Acronyms English Mastery CouncilMembership Research References NDE Support Contact Information18
AcronymsEL(s) English learner(s)ELAD English Language Acquisition and Development(new Nevada licensing endorsement)ELD Standards English Language Development StandardsEMC English Mastery CouncilGATE Gifted and Talented EducationIDEA Individuals with Disabilities Education ActTESL Teaching English as Second Language (previousNevada licensing endorsement)19
English Mastery Council MembershipDr. Sharolyn Pollard-Durodola Representing: NSHE - (UNLV)Dr. Diane Barone Representing: NSHE - (UNR)Vacant Representing: ParentsMelissa Esparza Representing: ParentsGladis Diaz Representing: School AdministratorsCountyBarbara Harris Representing: School AdministratorsLorna James-Cervantes Representing: School AdministratorsPaula Zona Representing: School Administrators– Washoe– Lyon County– Clark County– Carson CityLaurel Crossman Representing: School District Board of TrusteeMember – Carson CityDiana Cantu Representing: Teachers - Clark CountyMaija Talso Representing: Teachers - Washoe CountyNancy Brune Representing: General Public – Clark CountyDuncan Lee Representing: General Public – Clark CountyBettye Haysbert Representing: Public Policy Expertise – Clark CountyAntoinette Cavanaugh Representing: Public Policy Expertise – Elko CountyDr. Jonathan Moore, NDE Deputy Superintendent forStudent Achievement Representing: ex officio member20
Alignment with the NDE STIP GoalsGoalValueInput/Output/OutcomeGoal 2: All studentshave access toeffective educatorsAccess toqualityIncrease professional learning opportunities for school anddistricts administratorsGoal 3: All studentsexperiencecontinued academicgrowthAccess toqualityDevelop capacity within, advocate for, and creates systemof support for licensed educational personnel to serve allstudentsGoal 4: All studentsgraduate futureready and globallyprepared forsecondary successand civic lifeInclusivityEmbed required English Language acquisition anddevelopment (ELAD coursework in all state approvededucator preparation programs by 2022Provide guidance and support for ELs to participate inadvanced coursework21
Research References– (Identifying ELLs with Specific Learning Disabilities, University of Wisconsin–Madison)– Linan-Thompson, S. (2010). Response to instruction, English language learners anddisproportionate representation: The role of assessment. Psicothema, 22(4), 970-974.– Sánchez, M.T., Parker, C., Akbayin, B., & McTigue, A. (2010). Processes and challenges inidentifying learning disabilities among students who are English language learners in threeNew York State districts (Issues & Answers Report, REL 2010–No. 085). Washington, DC:U.S. Department of Education, Institute of Education Sciences, National Center forEducation Evaluation and Regional Assistance, Regional Educational Laboratory Northeastand Islands. Retrieved t/pdf/REL 2010085.pdf– Center for Public Education (2009). Special education: A better perspective. Retrieved fromhttp://www.centerforpubliceducation.org/ -full-report.html– Scott, A., Hauerwas, L. & Brown, R. (2013). State policy and guidance for identifyinglearning disabilities in culturally and linguistically diverse students. Learning DisabilityQuarterly, 37(3), 172-185.– U.S. Commission on Civil Rights. (2009). Minorities in special education. Washington, DC:Author. Retrieved from http://www.usccr.gov/pubs/ MinoritiesinSpecialEducation.pdf22
NDE Support Contact Information Blakely Hume: Education Programs Professional,Office of Student and School Supports– [email protected] Karl Wilson: Education Programs Supervisor,Office of Student and School Supports– [email protected]
NDE Offices of Inclusive Education and Office of Student and School Supports will begin a collaborative initiative starting in fall 2020 Work group of educators providing special education services pla
