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To Support the Science of Reading, Replace Disinformation with Collaboration


My first teaching job after earning a Master of Arts in teaching was at a private school in Austin, Texas, for students with dyslexia. Nearly all of these students had prior school experiences that were not positive. Yet they were thriving because they were at a school where teachers and staff, including highly trained academic language therapists, knew how the English language is structured, how to break it apart, and how to teach each component of the language explicitly and systematically to students.

I was so intrigued by the students’ success that when I moved to Rhode Island, I sought someone to equip me with this knowledge I had not gained in my educator preparation program. I was fortunate to meet an Orton Gillingham Academy Fellow, Linda Atamian, who spent the next several years training me. I learned about phonemes, graphemes, syllables, morphemes, syntax, and semantics. I learned about the cognitive process that occurs in the brain as we learn to turn print into language. I applied this knowledge while working with high school students who were 13–17 years old and who, despite their years of schooling, had not developed skills necessary for them to read and comprehend text. Thanks to explicit, systematic, incremental, cumulative, diagnostic-prescriptive, and emotionally sound instruction, those students finally learned to understand the structure of written language and experienced academic success for the first time, improved their outcomes, and began to see themselves as capable learners.

At the time, I didn’t know that my instruction was rooted in the science of reading. I did know that, equipped with this knowledge, I was confident that I could sit with nearly any student in a room with a pencil and a piece of paper and teach them to read. I wanted every teacher to become empowered with this knowledge, and I have been involved in work advancing that goal ever since.

Reading Is Not Us vs. Them

For years, people have been trying to incorporate evidence-based reading instruction (i.e., practices aligned with the research on how students learn to read) into schools. And for just as long, there has been pushback. For some reason, the science of reading has been associated with a particular political outlook. I’ve read the studies, and I’ve seen data from states, counties, districts, and schools that have turned to the science of reading to develop evidence-aligned systems. The data from these full-scale transformations doesn’t lie and it doesn’t have a political agenda. The science of reading is nonpartisan, and as educators, it is important to remember this to avoid an unhelpful us vs. them mentality.

At The Reading League, we use the hashtag #ItTakesALeague, and I fully stand behind this message. Instead of viewing improving literacy instruction in the US as a dichotomous effort, we strive to bring people in, listen with respect and curiosity, draw upon the knowledge of others, and hear their fears. We have found many fears expressed by voices opposed to the science of reading stem from worries that the student population they are advocating for is not considered in the discussion. We see this as an opportunity to gather voices from those who represent different populations to all collectively learn about what is effective for everyone. That is to say, the biology of how the brain learns to read is the same across languages and students, but we need to articulate nuances from the field. The most effective way to understand those nuances is by reading the research pertaining to a diverse range of learners and educators.

For example, some educators who have become empowered by understanding the science of reading have brought evidence-aligned practices to their classrooms and seen this transform their teaching. Sometimes it transforms whole grades or even entire schools. Still, when a new district administration comes in who has heard a misconception that the science of reading is a one-size-fits-all approach, or that it focuses on phonics to the exclusion of all else, they dismantle the work in favor of a curriculum or approach that is not aligned to the evidence.

Finding ‘One Universal Truth’ about the Science of Reading

School and district decision-makers are working hard to make sense of new legislation and guidance on evidence-aligned practices, taking phone calls from vendors, and trying to learn everything they can online. Some vendors offer “the science of reading in a box,” and district leaders think that if they implement that box of practices, they’re “doing the science of reading” in their district.

Although some great products and materials align with the evidence, that is not how it works. The science of reading is a vast, interdisciplinary body of knowledge that draws from decades of research across the globe and across languages.1 You can align practices to this research, but you can’t package it. Not only are these curricula not the science of reading in a box, sometimes they are not even fully aligned to the science of reading or may have a narrow focus. If a school adopts a foundational skills program, or perhaps a program that only targets a specific subskill like phonemic awareness, and then says they are “doing the science of reading,” that muddies the waters about what the science of reading is even further. It may even prevent some students from receiving other literacy instruction they need. Many educators working with English learners and emergent bilinguals find this particularly concerning. They worry that these practices are taking away their students’ English language development time.

As part of the effort to move past the us vs. them attitude that breeds misconceptions and stalls progress, The Reading League partnered with the National Committee for Effective Literacy (NCEL). This organization advocates for the educational needs of English learners and emergent bilinguals. As we talked and learned together through a series of virtual meetings leading to The Reading League Summit in 2022, we realized that we have the same goal and similar understandings of how to reach it.

Certainly, a few details were up for discussion, but that is healthy and appropriate for a research-driven movement. Learning from one another led to understanding, which developed trust. The result of our ongoing collaboration was, eventually, a joint statement between our organizations.2 The second paragraph of that statement says:

“One universal truth that emerged was that the science of reading has become a buzzword and lightning rod in the greater field of education. Our collective objective is to unite as a community of experts who understand the science of reading as a comprehensive body of knowledge. This knowledge should be embraced and applied to inform instruction, complemented by understanding and addressing the social, linguistic, and cultural factors that impact students. Furthermore, it is important to identify practices that are implemented in schools under the name of the science of reading that do not align with the scientific evidence of how English learner/emergent bilingual students (ELs/EBs) learn to read.”

Improving Practice for Multiple Constituencies

To help move the conversation toward that universal truth, The Reading League Compass was released.3 This web-based platform organizes resources to help stakeholders better understand how practices and curricula align to the science of reading. It includes materials, available at no cost, to support five constituencies:

Educators and specialists;

Those working with English learners/emergent bilinguals;

Administrators and administrator preparation programs;

Educator preparation programs; and

Policymakers and state education agencies.

Prior to developing The Reading League Compass, we created the Science of Reading: Defining Guide, which includes a definition of the science of reading and some basic, essential ideas about what the body of knowledge is and how it can inform educators.4

To take that understanding further, we created the “Curriculum Evaluation Guidelines,” a resource designed to help educators and administrators determine if their instructional materials contain any red flags—practices not aligned to the science of reading.5 It has been used by many schools and districts examining their curricula, state education agencies developing guidance and policy on curricula, educator preparation programs framing course syllabi, and publishers strengthening their products’ alignment to the evidence.

Even with these resources and other reliable resources that are available, gaps remain, so the Compass was built to provide direction to the stakeholder groups and decision-makers who can impact how successfully educators can implement the science of reading. There is a page for policymakers and state education agencies. In The Reading League’s monthly community of practice meetings comprising state education agency leaders, I hear from state representatives who are in the beginning stages of putting together guidance who have used this page to address the many decisions and challenges they face. I also hear from those in states with comprehensive legislation that includes all components of reading instruction—reading coaches, a multitiered system of support, and funding, among other things—but still have challenges. Sometimes the work is only funded by a grant, for example. Legislation and policies with this sort of short-term funding can lead teachers to put their new science of reading training back on the shelf when the grant ends. Guidance for building more robust policy is available on The Reading League Compass policymakers page.

The Compass also has a dedicated page for administrators to bolster educational decision-makers’ understandings of all it takes to shift practices. Instructional materials aligned to the science of reading are another critical component of an evidence-aligned system, but they are not the entirety of the science of reading. To take initiatives beyond materials, school and district leaders need clear direction about how to build and support a system.

Many of The Reading League chapter members joke about the dozens of tabs open on their computers. They shuffle between this old favorite and that old bookmark, so we created a Compass page for educators and specialists to easily locate all those favorites in one place.

One area where we are thrilled to be seeing shifts occur is in higher education. Faculty in colleges and universities across the country are working on building the science of reading into educator preparation programs; however, it’s still very challenging. To ease these challenges, we created a Compass page to bring attention to their work and provide helpful resources such as syllabi revision tools, textbook resources, and model syllabi from several different programs.

A final Compass page to highlight is the most frequently visited page. Before the development of The Reading League Compass English Learners and Emergent Bilinguals page, there was no go-to space connecting the body of knowledge that is the science of reading to multilingual students. A stakeholder section was dedicated to their needs and concerns, and to the research within the science of reading that addresses them as well. It includes content from Dr. Linnea Ehri, research links, a link to download the “Executive Summary of the National Literacy Panel Report on Language-Minority Children and Youth,” a section on assessment, a link to the joint statement with the NCEL, and many other reputable and helpful resources.

The market of information around the science of reading is complicated and difficult to navigate. It’s full of misinformation that can lead educators to adopt nonaligned curricula, practices, and materials. Fortunately, educators, advocates, and researchers are working tirelessly to dispel myths and provide evidence and resources to support our teachers and students.

Links

www.thereadingleague.org/what-is-the-science-of-reading

www.thereadingleague.org/wp-content/uploads/2023/10/Joint-Statement-on-the-Science-of-Reading-and-English-Learners_Emergent-Bilinguals-20.pdf

www.thereadingleague.org/compass

www.thereadingleague.org/what-is-the-science-of-reading/defining-guide-ebook

www.thereadingleague.org/curriculum-evaluation-guidelines

Kari Kurto is the national science of reading project director at The Reading League. She can be reached at [email protected].

Portuguese Planning for Immigrants

The president of Portugal’s recently created Agency for Integration, Migration and Asylum (AIMA), Luís Goes Pinheiro, has announced a plan, aimed at immigrants in Portugal who do not speak Portuguese as their native language, which will be a “guide that brings together the wishes of several public sector entities with responsibilities in this matter.”

“Today it will be publicly presented, and tomorrow (Friday) the first strategic plan for teaching and learning the Portuguese language for foreigners will go into public consultation. We managed to mobilize a vast group of public administration entities in a document that binds all parties for the next four years, with a review within two years,” stated Goes Pinheiro.

Initiatives for teaching Portuguese to foreigners “already existed, but were scattered or poorly coordinated”, said the president of AIMA, adding that “a major feature of this strategic plan is clearly the investment in communication and information technology tools” to provide coherence to training.

An example of this is the possibility of “self-diagnosis of users who want to know what situation they are in and their command of the Portuguese language,” with the possibility of “distance training” or “certification of knowledge using digital tools”, without the need to attend classes.

“It is important that teaching leaves the classroom” and, therefore, the plan includes learning “language in a work context” or even “in the context of sports,” said Goes Pinheiro.

According to the president of AIMA, “the plan “is very much designed for migrants who are not in the education system and who need encouragement and solutions to make learning a reality”.

“We know well how mastery of the language is an absolutely critical element for full integration, as all international studies indicate,” said Goes Pinheiro.

The teaching of Portuguese “is something that the Portuguese themselves demand as an absolutely essential condition for the integration of those who visit us,” he added. Without committing to funds to invest in the plan, Goes Pinheiro stated that AIMA “intends to allocate a significant set of funds to the plan”, higher than what was done in the past, but the amount will depend on what emerges from the period of public discussion.

China Exerting Influence in Spanish


A recent study by Chile’s Center for Analysis for Democracy finds Chinese broadcasters have been increasing their footprint in Spanish-speaking countries in the past few years by producing and publishing tens of thousands of videos through the three largest Spanish-language YouTube channels of its state media.

However, the study also shows that most of the videos have very few views and have failed to make an impact among the Spanish-speaking public.

The report examined the YouTube channels of CGTN Espanol, Xinhua Espanol, and Hola China. The target audience is mainly viewers living in Latin America and Spain.

Since 2009, the three channels have run up a combined total of more than 800,000 subscribers and have published more than 80,000 videos, the study found. But it said most of those videos are seen by no more than a few hundred people.

The Center of Analysis for Democracy analyzed about 5,000 videos from each channel.

The report said videos promoting the People’s Republic of China system, infrastructure, and development were prominent, as was news emphasizing Chinese culture and poverty alleviation in Xinjiang.

The most common topics were related to China and Xi Jinping, followed by issues such as the U.S. competition with China, and U.S. crises such as fentanyl addiction and migration waves. The videos often portray topics related to the United States with a negative tone.

The report said Xinhua acts as “an amplifier for China’s foreign policy in the region,” highlighting Chinese activities, projects and the relationship between the Chinese Communist Party (CCP) and local governments, and promoting “policies or candidates in the region that align with China’s ideas of governance.”

Sascha Hannig Nunez, author of the report, told VOA that most of the content on the official media channels is consistent with what the Chinese government says, and independent thought is almost nonexistent.

“The whole system of channels is clearly guided toward enhancing Beijing’s soft power and public diplomacy through Chinese content,” she said. “These are institutions of the CCP first and media outlets second.”

The Chinese Embassy in Washington told VOA, that China “was not aware of the specifics” of state media’s operations on YouTube in Spanish-speaking countries.

“Chinese media conduct journalism in an objective and truthful manner,” the embassy said.

Argentina Bans ‘Inclusive Spanish’

Recently elected Argentine President Javier Milei’s government has banned the use of “inclusive language” and references to “the gender issue” in public documents, institutions, and processes. Argentina’s Ministry of Defense immediately applied the ban “with the aim of avoiding misinterpretations in its transmissions.”

Milei, a self-proclaimed “anarcho-capitalist” affiliated with the Libertarian Party, opposes feminist policies and abortion, which Argentina legalized in recent years. He also rejects the notion humans have a role in causing climate change. In a television appearance, he denounced Pope Francis, who is Argentine, as an “imbecile” for defending social justice and called the head of the Roman Catholic Church “the representative of malignance on Earth,” according to the Associated Press. The move requires public institutions to follow the rules of the Royal Spanish Academy (RAE) so as not to fall into a “deviation or denaturation of non-standardized Spanish nor endorsed by a corresponding legal plexus,” so “the correct use of the Spanish language is imposed, which are the guidelines that have been used for the framing and guidance of all regulations, manuals and writing and symbology documents of the army.”

In the resolution signed by Minister of Defense Luis Petri, the Argentine government includes that anyone who fails to comply with the given guidelines “will be liable to incur responsibility in their respective areas,” meaning they will be penalized.

“The objective is to eliminate incorrect forms of language that can generate an erroneous interpretation of what is desired, affecting the execution of orders and the development of military operations,” wrote the Argentine Ministry of Defense in the same post.

In this way, the use of terms that contain the letter “x” or incorrect uses of the letter “e” or “a” to signify gender will be prohibited. “Soldadxs” or “soldades,” “sargentxs” or “sargentes” and “generalxs” or “generalas” are some examples.

Shortly after the Ministry of Defense made its announcement, the spokesman for the Argentine president, Manuel Adorni, added that the same measure will be adopted in all Argentine public institutions.

In addition to the use of language, as stipulated by the Royal Spanish Academy, references to the “gender issue” are also prohibited in public institutions. “The Castilian language [Spanish] contemplates all sectors, I do not see the need for the new structure. It is a debate in which we are not going to participate because we consider that the gender issue has also been used as a political business, that is not a matter of discussion,” clarified the spokesman, according to Argentine outlet Clarín. Meanwhile, Spain’s Congress has drafted a new version of its Rules of Procedure written in “inclusive” language, a text in which generic masculine forms have been eliminated by combining genders, such as ‘diputados y diputadas’ into inclusive term like “members of the House” and using other neutral terms, like presidencia (presidency), in place of the current el presidente.

NY Bill to Boost Bilingual Teacher Recruitment


In a victory for education equity and diversity, the New York State Senate has passed Bill S3408, the Bilingual Teachers of Tomorrow Program, which establishes a dedicated teacher recruitment and retention program aimed at attracting and retaining bilingual, certified teachers in areas of greatest need.

In responding to this milestone, Senator Kevin Parker said: “I am elated to share the momentous news of the Senate’s approval of the Bilingual Teachers of Tomorrow Program. This legislation, a vital part of our broader School and Education Diversity Package, signifies a giant leap toward addressing disparities in our education system. By creating a specialized program to attract and retain bilingual teachers, we are taking a significant step toward ensuring that our schools reflect the diversity of our communities.

“This is a monumental achievement for education equity and a testament to our commitment to providing all students with a well-rounded, culturally responsive learning experience.”

The Bilingual Teachers of Tomorrow Program is integral to the School and Education Diversity Package, which is designed to foster inclusivity and address the unique needs of diverse student populations. By actively recruiting and retaining bilingual teachers in areas where the need is greatest, the program seeks to bridge language and cultural gaps, ultimately enhancing the overall quality of education for students in underserved communities.

The corresponding Assembly Bill A364A is currently in committee, but it is expected to pass.

MA TESOL Directory

Binghamton University

MA TESOL

Format: In-person, campus

Length: Three semesters

Credit hours: 33 credits

Binghamton University’s MA TESOL program offers a 33-credit curriculum in three semesters including fieldwork, practicum, and a capstone project. The program provides an international practicum experience through the EPIK Plus program in Korea. Binghamton University, New York’s top-ranked public university, offers diverse education and renowned research opportunities.

www.binghamton.edu/tlel/academics/masters-degrees/non-certification/tesol.html

Biola University

MA in TESOL, certificate in TESOL, MA in P–12 Multilingual, Multicultural Education

Format: The TESOL MA and certificate are offered both online and in person at the La Mirada, California, campus. The MA in M&M education is fully online.

Length: MA TESOL, 1½ years; TESOL certificate, one year; MA M&M education, 1½ years

Credit hours: MA TESOL, 36 credit units (students with extensive equivalent undergraduate coursework in TESOL may qualify for an accelerated master’s); certificate in TESOL, 21 credit units; MA M&M education, 30 credit units

The MA TESOL uniquely incorporates required courses both in teaching English grammar and vocabulary and in ethics, values, and intercultural communication. Specializations include elementary ESL/EFL and teaching young learners. The MA in M&M education may be completed in conjunction with any California teaching credential and/or Spanish Bilingual Authorization.

www.biola.edu/degrees/g/tesol-ma

Brock University

MA Applied Linguistics/TESL

Format: Campus

Length: Thesis (TESL and general): 24 months; major research paper (MRP): twelve months; course-based: twelve months

Credit hours: Thesis: 2 credits min. (4 courses) + thesis; MRP: 4 credits (8 courses) + MRP; course-based: 5 credits (10 courses) 

Prepare for work as a TESL/TESOL/TEFL instructor in North America or abroad, or to continue on to a PhD. Research and course-based options. Topical, interactive courses. English language supports. Strong links with professional associations. Faculty with extensive international teaching experience, and active research programs. Join them in beautiful Niagara, Canada.

https://brocku.ca/social-sciences/applied-linguistics/graduate-program

Eastern Michigan University

MA TESOL (Stand-Alone), Pre-K–12 Graduate Certificate in TESOL (Stand-Alone), MA and Pre-K–12 Graduate Certificate in TESOL (Combined)

Format: Fully online option and hybrid (campus and online) option

Length: 16+ months, four to five semesters

Credit hours: Graduate certificate 21 credit hours, MA TESOL (with or without the graduate certificate) 30 credit hours

EMU’s accredited TESOL programs prepare educators to become teachers, coaches, and supervisors of English learner children and adults in diverse settings. Their renowned faculty, bringing multilingual perspectives and international experience, focus on balancing theory with practice, evidence-based pedagogy and high-leverage practices, study abroad options, and mentorship and support of students and alumni.

www.emich.edu/worldlanguages/language-programs/tesol/index.php

George Mason University

ESOL/TESOL Concentrations at George Mason University

Format: 100% online

Length: One to three years

Credit hours: 15–36 (dependent on concentration)

Specializations: Master’s and certificate concentrations in ESOL/TESOL education at George Mason University for both aspiring teachers and practicing educators. Learn from faculty experts and engage in research-based practices and pedagogies. Programs that focus on both pre-K–12 education and adult learners. Prepare for Virginia licensure or an add-on endorsement. Join them today.

https://education.gmu.edu/esol

Hamline University

Master of Arts in TESOL

Format: Online

Length: Just under two years

Credit hours: 36

This MATESOL prepares teachers to work in the US and in global contexts. The program prepares you to:

Understand the relationship between language and culture;

Gain foundational knowledge in language systems and how they relate to instruction;

Develop skills in teaching and assessment;

Develop the expertise to motivate English language learners.

www.hamline.edu/academics/graduate/teaching-english-speakers-other-languages-masters

San Diego State University

Master of Arts in Linguistics, Specializing in General Linguistics or in TESOL/Applied Linguistics

Format: In person on campus

Length: Two years (if 3 courses—9 units—are taken per semester)

Credit hours: 31 units (11 courses) plus 3 units of MA exam or thesis

This program provides broad educational opportunities through two specializations. In both programs, specialized courses build on a foundation of core courses in language use and acquisition.

While pursuing the MA program, students can complete certificates, e.g., the advanced TESL/TEFL certificate or basic certificates in computational linguistics and text analytics.

https://linguistics.sdsu.edu/graduate

Saint Michael’s College

Master of Arts in Teaching English to Speakers of Other Languages

Format: Campus

Length: Two years

Credit hours: 36

Saint Michael’s College offers several TESOL programs, including a master’s degree, a certificate program, multilingual learner endorsements, and teacher licensure options. The programs prepare graduates to teach English anywhere in the world using TESOL theory and applied learning, combined with a global network of alumni and connections. 

smcvt.edu/matesol

Sam Houston State University

MEd and EdD in TESOL Programs

Format: Online

Length: Master’s Program takes about 2 years to complete. Doctoral program’s coursework is completed in a cohort model and will take an average of 2.5 years to complete. The dissertation is self-paced.

Credit hours: MEd TESOL 30 Hours. EdD 60 Hours

SHSU’s MEd and EdD in TESOL online programs prepare candidates for teaching and leadership positions in language education around the world. The programs offer students a comprehensive curriculum, scholarship opportunities, a flexible and self-paced program, experienced faculty, technology integration, specialization options, and a supportive environment with an excellent student-to-faculty ratio.

MEd TESOL https://www.shsu.edu/programs/graduate/teaching-english-to-speakers-of-other-languages/ 

EdD Program:

https://www.shsu.edu/programs/doctorate/curriculum-and-instruction/

Spring Arbor University

MA TESOL

Format: Online

Length: Two years or less

Credit hours: 30 credit hours

Our K–12 track, designed for certified teachers, enhances skills to serve ESL students effectively or become an ESL specialist. It fulfills ESL endorsement requirements.

The adolescent and adult education track, open to bachelor’s degree holders, enables teaching in various settings and opportunities for international English teaching at diverse educational levels.

www.arbor.edu

St. Andrews University

MSc TESOL at the University of St. Andrews

Format: Online and campus options available

Length: Campus format—one year full time. Online format—part time study taking between two and five years

Credit hours: 180 credits (120 for PGDip and 60 for PGCert)

Both online and campus formats available, with optional specialisms—assessment and evaluation, English for academic purposes, English-medium instruction, teaching young learners, technology for teaching. PGDip and PGCert options also available.

www.st-andrews.ac.uk/subjects/tesol

University of Colorado–Colorado Springs

Master of Arts in TESOL

Format: Online/campus/hybrid

Length: 16 months

Credit hours: 30 credit hours

This program prepares teachers to better support their students who are learning English as an additional language. Courses focus on understanding language, linguistics, and literacy development, as well as on methods and materials of instruction and assessment. Also highlighted is a course on parent, family, and community engagement.

https://coe.uccs.edu/academics/teaching-learning/TESOL-ma

UCLA Extension

TESOL Certificate

Format: Fully online

Length: Nine to twelve months

Credit hours: 22

Prepare to teach English to speakers of other languages or update your methods and learn online strategies for teaching English. Explore techniques for teaching listening, speaking, reading, and writing skills to speakers of English as a second language. Gain practical experience and learn from industry experts.

https://www.uclaextension.edu/education/higher-education-adult-educators/certificate/teaching-english-speakers-other-languages

New CA Standards Humanize Teaching


California’s Commission on Teacher Credentialing approved long-awaited revised Standards for the Teaching Profession last month that emphasize culturally responsive teaching, social-emotional learning, and family engagement.

The standards, which guide teachers’ professional development and evaluation statewide, broadly describe the knowledge, skills and abilities expected of effective experienced teachers. State law requires that they are updated regularly.

The six overarching domains of teaching in the new document are similar to the previous standards, and are parallel to other state standards, according to the commission. The elements within the domains include definitions and examples. The six domains are also used in the Teaching Performance Expectations, which outline what beginning teachers should know.

Going Deeper
• Domain 1: Engaging and supporting all students in learning – Teachers apply knowledge about each student to activate an approach to learning that strengthens and reinforces each student’s participation, engagement, connection and sense of belonging.

• Domain 2: Creating and maintaining effective environments for student learning – Teachers create and uphold a safe, caring and intellectually stimulating learning environment that affirms student agency, voice, identity and development, and promotes equity and inclusivity.

• Domain 3: Understanding and organizing subject matter for student learning – Teachers integrate content, processes, materials and resources into a coherent, culturally relevant and equitable curriculum that engages and challenges learners to develop the academic and social–emotional knowledge and skills required to become competent and resourceful learners.

• Domain 4: Planning instruction and designing learning experiences for all students – Teachers set a purposeful direction for instruction and learning activities, intentionally planning and enacting challenging and relevant learning experiences that foster each student’s academic and social–emotional development.

• Domain 5: Assessing students for learning – Teachers employ equitable assessment practices to help identify students’ interests and abilities, to reveal what students know and can do and to determine what they need to learn. Teachers use that information to advance and monitor student progress as well as to guide teachers’ and students’ actions to improve learning experiences and outcomes.

• Domain 6: Developing as a professional educator – Teachers develop as effective and caring professional educators by engaging in relevant and high-quality professional learning experiences that increase their teaching capacity, leadership development and personal well-being. Doing so enables teachers to support each student to learn and thrive.

The new standards also focus on family and community engagement, requiring teachers to find effective strategies for communicating and creating relationships with families.

Also new to the standards are two sections, one asking teachers to examine their personal attitudes and biases, and how these impact student learning, and the other asking them to reflect on their personal code of ethics.

After speakers expressed concern about the few references to English learners and students with disabilities in the document, Chair Marquita Grenot-Scheyer made a motion to approve the standards with amendments that would “shine a brighter spotlight” on those students.

She also asked that the amendment include direction to ensure teachers attend individualized education plan meetings. School staff and parents attend these meetings to review the education plan of students with special needs.

New Guidance to Honor ʻŌlelo Hawaiʻi  

Following Mahina ʻŌlelo Hawaiʻi (February’s Hawaiian Language Month), the U.S. Department of the Interior announced new guidance to preserve and also elevate knowledge and practice of the Hawaiian language.

A thorough new departmental manual chapter addresses nationwide commitments to continue honoring and integrating Indigenous cultural practices, particularly within conservation stewardship and environmental affairs.

Secretary of the Interior Deb Haaland said, “Prioritizing the preservation of the Hawaiian language and culture and elevating Indigenous Knowledge is central to the Biden-Harris administration’s work to meet the unique needs of the Native Hawaiian Community,” adding “As we deploy historic resources to Hawaiʻi from President Biden’s Investing in America agenda, the Interior Department is committed to ensuring our internal policies and communications use accurate language and data.”  

Department offices that engage in communication with the Native Hawaiian Community or produce documentation and signage including: addressing places, resources, actions or interests in Hawaiʻi, will now use the updated guidance on ‘ōlelo Hawaiʻi (Hawaiian language). Identifications and references are the main focus—such as naming flora and fauna, cultural sites, geographic place names, and government units within the state of Hawai’i.   

The carefully amended guidance recognizes a changing ‘ōlelo Hawaiʻi (Hawaiian language)  – acknowledging the absence of a single authoritative linguistic source. The Hawaiian Dictionary is regarded as the standard for non-geographic words and place names, Department bureaus and offices are now encouraged to consult other standardized sources, in addition to the Board on Geographic Names database.  

Long term, an overhaul in Hawaiian language policy may also affect education. In late January ​​the White House Minority Leader introduced House Bill 2540, which would require public school students in Hawaii to pass at least two years of Hawaiian language classes in order to graduate. 

Hawaii House Rep. Diamond Garcia, who represents the Ewa Beach-Kapolei area expressed “Per the Hawaii State Constitution, ‘Olelo Hawaii is one of two official languages in Hawaii. If Hawaiian is an official language then it MUST be a requirement of learning in Hawaii public schools.”

While Bill 2540 is still pending, questions have been raised over the infrastructure needed to support such changes. Oaokaena Kirkland, a teacher of ‘ōlelo Hawaiʻ and Hulai at Kapolei High School said “Having a mandate, I think it’s a good idea but the hard part is getting our teachers, we still have a struggle with gain Hawaii language teachers, – “Today we have so many Kula Kaiapuni, right?  We’re always looking for Kumu Olelo Hawaii so we need to make sure that we have enough Kumu to support that idea.”

The guidance and proposed changes align with ongoing grants from the Office of Hawaiian Affairs to communities and community-led initiatives, to preserve the Hawaiian language. 

Laws to Preserve Cherokee Renewed

Last month in Talequah, Oklahoma, the Cherokee Nation renewed a law aimed at preserving the Cherokee language. 

At an official ceremony, Principal Chief Chuck Hoskin signed an updated and permanent renewal of The Durbin Feeling Language Preservation Act, on behalf of the Cherokee Nation. The act protecting Indigenous languages was originally passed in 2019. 

Only about $18 million is allocated annually to preserve the Cherokee language. 

At the official signing, Chief Hoskin addressed reporters “…we are undertaking this mission for ourselves, but we’re reminding the United States that we need to commit resources to this great mission of restoration, repair and justice for Native peoples in this country.” He added “Not only in the Cherokee Nation, but across Indian country.”

Originally declared as a “national emergency” in 2019, the bill still outlines preservation and revitalization efforts as extremely time sensitive and urgent. It will continue to secure funding for Cherokee language immersion classes in grades K-8 for some schools in the state of Oklahoma. 

According to the Cherokee Nation, “There are an estimated 2,000 first language Cherokee Speakers, with several thousand more, considered beginner or proficient speakers through the tribe’s language programs. The Cherokee language is considered a Class IV language in its degree of difficulty in terms of spoken form. The Cherokee syllabary is the written form of the language. It is not an alphabet, but instead contains 85 distinct characters that represent the full spectrum of sounds used to speak Cherokee—one character for each discrete syllable.”

Meanwhile in Cherokee, North Carolina, a ribbon cutting ceremony was held on Feb 16 to officiate a new building dedicated to preserving the Cherokee language.

Over 200 people gathered to celebrate the New Kituwah Academy in Cherokee by listening to Cherokee-language speeches from tribal elders and musical performances from younger members of the Cherokee Nation.

The new academy building will act as a hub for language revival, becoming the first significant capital investment toward that goal on the Qualla Boundary since it first opened in 2009. 

Roger Smoker, chairman of the Cherokee Speaker’s Council, explained that the new premises will be a place for Cherokee language learners to gather and finesse their skills, where the Cherokee Speakers Council can meet and where the Speakers Consortium can unite all three Cherokee tribes.

He said “This new building will house the second language speakers, and it will benefit our communities and represent the committed values of the Eastern Band of Cherokee Indians,”

New Kituwah offers Cherokee language immersion education for children from birth through to the higher elementary school grades. The tribe has also launched a paid, adult learning program to address situations whereby young language learners may not be able to interact with their parents. This may be due to generational gaps in learning from colonization and language bans. The paid language classes are intended to take the place of a full time job. 

Howard Paden, executive director of the Cherokee Language Department for the Cherokee Nation of Oklahoma said “Our language is sacred,” — “God made that, and we can have the biggest buildings, the biggest casinos, but if we don’t have the very essence of who we are— when we speak in that form, there’s words that English doesn’t have. There’s concepts that English doesn’t have.”

Refining State Measurements of EL Success


A new report (https://www.migrationpolicy.org/research/state-accountability-systems-english-learners) from the Migration Policy Institute’s National Center on Immigrant Integration Policy sketches a new vision for state accountability systems, drawing on quantitative and qualitative research to outline potential refinements as policymakers seek to improve current systems and make changes to future iterations of federal education law.

States have been meeting their mandate under federal law to develop systems to hold K-12 schools accountable for the outcomes of all students, through the collection and use of data that illuminate the needs and gaps for historically underserved student groups, including English Learners (ELs). While these accountability systems are highlighting achievement gaps between ELs and their non-EL peers, they could be refined to generate a clearer picture of EL student outcomes.

At the core of the findings in Refining State Accountability Systems for English Learner Success is the recognition that accountability must extend beyond test scores from content area assessments to develop a more nuanced understanding of EL students’ performance and growth, in turn permitting better targeting of resources and school improvement strategies.

State accountability systems center on student outcomes from English language arts (ELA) and math assessments, even as ELs face the unique challenge of mastering these subjects while acquiring English language proficiency. But the systems too often do not take into account the role that English language proficiency plays in ELs’ scores. And the variability in language services provided to ELs further complicates the interpretation of outcomes, as schools adopt diverse approaches, including bilingual and English-only models, with varying access to resources, including qualified teachers. As a result, the reports published annually by states do not permit understanding whether improved EL scores relate to the quality of ELA and math instruction or to the nature and quality of the language services they receive. And this lack of visibility in turn does not allow school administrators to focus on where improvements are most needed.

“For ELs, accountability has undoubtedly raised the profile of persistent achievement gaps, but the system has yet to be refined to ensure accurate and useful information for decision-making,” the report states.

The report includes two research studies from a team of researchers from California State University Northridge, the University of California, San Diego and MPI. One is a quantitative assessment using state-level ELA, math and English language proficiency data from Hawaii and Ohio to examine potential refinements to the statistical models used in state accountability systems. The qualitative study draws on focus groups and interviews conducted across 18 states with education agency staff, community advocacy organizations and parents of EL students.

The research findings offer potential refinements to accountability systems that could generate more actionable data to drive local decision-making, including through the use of opportunity-to-learn indicators that would permit better gauging the true impact of schools on ELs’ academic development.

“When it comes to understanding how EL students perform in comparison to their non-EL peers, and how schools contribute to EL outcomes, too many questions remain unanswered under today’s federal accountability framework and state accountability systems,” the researchers write.

“Getting accountability right for the United States’ growing EL population will lead to improvement in accountability overall.”

The report is part of a series of research on innovative assessment approaches and alternative accountability models coordinated under the K12 Research for Equity Hub, a multi-year actionable research initiative funded by the Bill & Melinda Gates Foundation and the Walton Family Foundation and managed by EduDream.

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