Office of School Turnaround & NCSTIIID Combined Session: Fostering Success for English Learners (ELs) in Turnaround Schools

Wednesday July 23, 2014
1:30 - 3:00 PM
State Ballroom

Fostering Success for English Learners (ELs) in Turnaround Schools: What State Education Agencies Need to Know and Be Able to Do

ELs constitute one of the fastest growing K–12 public school student populations in the United States. This population is expected to grow to almost half the total U.S. K-12 public school population by the middle of this century. ELs are a diverse group of K-12 students whose varied linguistic, economic, and cultural backgrounds present unique needs and assets for the school community. In addition, low performing schools tend to have a higher percentage of ELL students than the general school population. This session will: 1) explore the key findings that emerged from the ELLs case study data collected in fall 2011; 2) explore state data;  3) explore the opportunities and risks for improving ELL instruction and learning in the current context of next-generation standards and assessments, as well as of ESEA flexibility and Race to the Top Program requirements; and 4) provide examples of innovative SEA practices for supporting local district and school improvement.

This session will divide into four state-based discussion groups in the following rooms:

Group 1: State Ballroom

Group 2: Chinese Room

Group 3: Rhode Island Room

 

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Handouts

Presenters
Kerstin Carlson Le Floch

Dr. Kerstin Carlson Le Floch is a managing researcher with the American Institutes for Research (AIR) in Washington DC, who specializes in issues related to accountability policies, support for low performing schools, and policy implementation. Dr. Le Floch currently directs the Study of School Turnaround on behalf of the Institute of Education Sciences, has directed numerous studies for the Policy and Program Studies Service including the Study of Early Implementation of Flexibility under ESEA and the National Longitudinal Study of No Child Left Behind, and co-authored the report on the national implementation of Title III. Dr. Le Floch presents regularly at national and international conferences, and has published numerous journal articles, book chapters, and policy reports.
Carlas McCauley

Carlas McCauley is the newly appointed Director of the Center on School Turnaround at WestEd. He has over six years of previous experience at the U.S. Department of Education (ED) where he most recently oversaw the administration of the federal School Improvement Grants (SIG) Program in the Office of School Turnaround. Since 2007, he helped administer approximately $6 billion dedicated to improving low-performing schools across the country. He is nationally recognized for his work developing, supporting, and monitoring SIG and other education improvement initiatives within ED. Prior to working at the U.S. Department of Education, McCauley worked with state education policymakers across the country while serving as the Project Director for the National Association of State Boards and also worked on equity issues during his time at the Los Angeles Unified School District. McCauley earned an EdD in education leadership & policy from the University of Southern California. He has been a frequent speaker on school reform, school improvement funding, Title I, and other topics.
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