Developing Academic Language Cohorts
Problem Statement: Title III Directors identified a need to develop state capacity to support K-12 educators working with English language learner (ELL) students, since this is a growing segment of the student population which many K-12 educators are not trained to support. NE Title III Director also identified a need for a structure to access educators with ELL expertise to determine EL policy supports. North Dakota did not previously have a structure for this in place, and after conducting survey with stakeholder groups in Year 5 (see project title PD Needs for ELLs 2012-NCCC-I-0006), have decided to build a cohort in Year 6.
Purpose: This is a regional project that serves three states: South Dakota, North Dakota and Nebraska. This project reaches to the teacher level and supports teachers serving English language learners as well as other students needing assistance with developing academic language. The NCCC specifically assists all three state’s cohort members to increase their presentation skills by co-presenting with them at LEA-and SEA-sponsored conferences; partnering with the Title III Directors to help develop monitoring systems to assess the reach and effect of the cohort program; developing a parent guide; providing ongoing virtual support to cohort members between face-to-face training sessions; and identifying talking points for school principals to use with staff around EL strategies.
Priority Area: Improved Knowledge and Skills
1. ND participants have increased knowledge of discourse strategies
2. NE has a resource for family and community engagement
3. NE has a resource for math instructors to support EL instruction
4. Attendees have increased knowledge of academic language strategies
5. Co-presenters have increased capacity to present on academic language strategies
6. SEA and NCCC use a data-informed approach to monitor and support cohorts
7. Cohort members feel supported in presenting PD
8. Principals have a resource to support implementation of EL strategies with staff
© 2015 McREL International
This website was funded wholly or in part by the U.S. Department of Education under cooperative agreement S283B120018. The views expressed in this report do not necessarily reflect the position of the U.S. Department of Education and no official endorsement should be inferred.