Project names and summaries
Effective Language Interventions, Progress Monitoring and Assessment Tools for English Language Learners within a Response to Intervention System
This literature review highlighted the unique needs and challenges of ELLs, reviewed how first and second language is acquired, explored the most effective instructional practices for working with ELLs, examined the effectiveness of various language interventions available for ELLs, and how to assess and progress monitor ELLs within an RTI system which can lead to a reduction in the disparity of ELLs in Special Education programs.
Co-Teaching: An ELL Approach
The literature summary identifies effective co-teaching models in the ELL classroom for implementation consideration. Various models are identified in the report along with recommendations for building effective co-teaching teams.
Co-Teaching Efficacy Survey
A pre- and post-survey evaluating teacher experiences in co-teaching was created and provided for a district implementing a co-teaching model.
Dual Language Immersion
A literature review of dual language immersion programs was compiled, in addition to a flow chart of considerations when implementing a new language immersion program at a school.
The purpose of this study is to explore the initial effects on teachers and students of participating in the GLAD Literacy Lab. The second phase of this project investigates the subsequent impact on teachers and their students’ learning throughout the academic year. All data gathered from the notes taken during the GLAD trainings, observations, and interviews were analyzed.
Best Practices for Newcomers
Current literature on best practices for serving newly arrived English Language Learners in the United States was explored. The three key models described are program within a school, separate site model, and whole school model. Best practices for implementation are also described.
An evaluation of the effectiveness of the Imagine Learning Program for ELL students was conducted. The program was implemented in 20 schools during the 2013-2014 school year. The goal of the program is to raise Oregon achievement standards for ELL students and to close the achievement gap in 3rd grade reading performance.
Walk to Language
This report analyzed the effects of an adopted language model called Walk to Language (WTL). In this model students walk to their designated groups to receive language instruction four times per week regardless of their level of language development. Rolling implementation within a Pacific Northwest school district, from 2014 to 2017, included five WTL schools and four control schools to compare differences. Data were disaggregated by ELPA21 reading domains and DIBELS ORF categories within grades kindergarten, 1st, and 2nd grades and compared between English Language Learners and native English speakers.
Long-Term English Language Learners
This study sought to better understand Long-Term English Language Learners (LTELL) (students receiving ELL services for five years or more) by identifying LTELLs’ barriers to success and exploring best practices to help LTELLs exit ELL services and make progress towards high school graduation. This report also analyzed historical data from a Pacific Northwest school district’s ELL and LTELL student population to better meet their needs.
Supporting Emergent Bilinguals in the Classroom
This report focused on content-based/sheltered instructional methods, the most popular approaches to teaching the English language and academic content concurrently, and also provided information on the various ways in which teachers can implement these strategies and instructional methods into their current teaching models.