eBook: Supporting Immigrant Students’ Rights to Attend Public Schools
As schools are opening their doors for a new school year, this alert is a reminder that public schools, by law, must serve all children. The education of undocumented students is guaranteed by the Plyler vs. Doe decision, and certain procedures must be followed when registering immigrant children in school to avoid violation of their civil rights.See eBook and other resources
Classnotes Podcast Episode: Skills Needed for Teaching in Diverse Classrooms – #173
With the quickly-changing dynamics across our communities, teachers often are facing the challenge of incorporating multicultural education without proper preparation. To stay engaged in the learning process, students – like adults – need the school climate and curriculum to reflect their racial and economic backgrounds, languages, religions, funds of knowledge and family structures.Get details and listen
Paula Martin Johnson, M.A., an IDRA education associate, presents three critical areas of professional development that school leaders need to be providing for their teachers to effectively deliver high-quality and inclusive instruction in 21st-century classrooms.
Paula is interviewed by Aurelio M. Montemayor, M.Ed., IDRA senior education associate. Show length: 14:30 min.
Article: Data to Measure an Effective Instructional Context for Secondary Level Newcomers and English Learners
Teachers and administrators may feel overwhelmed by the use and analysis of data for English learners (ELs) as is required by the federal guidelines under Title III of the Every Student Succeeds Act. Yet collecting and conducting data analysis is essential for EL success and is based on strong and seminal research in second language acquisition. Using data is even more critical when students are secondary level newcomers and English learners with interrupted schooling.Read article
When considering how to collect and use data, the Casteñeda v. Pickard decision of the Fifth Circuit Court,1981, provides an excellent framework (Thomas & Collier, 1997). This article focuses on the data needed to support teachers and English learners who enter U.S. schools as newcomers and as students with interrupted schooling. IDRA’s Good Schools and Classrooms for Children Learning English ~ A Guide (Robledo Montecel, et al., 2002) and its supplement for secondary students also provide a way to collect much of the needed data.
Read article: Data to Measure an Effective Instructional Context for Secondary Level Newcomers and English Learners, by Kristin Grayson, Ph.D., IDRA Newsletter, June-July 2017