Ideas that Work, office of special programs U.S. Department of Education

The contents of this website were developed in part under a grant from the US Department of Education, #H328M150052. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government or Project Officer, David Emenheiser.

Multicultural

OCECD Multicultural program is an integral component of the organization. We are aware of the constantly changing demographics in the state of Ohio. Through the Multicultural program we provide training on IDEA 04, as well a variety of trainings that address the cultural needs of these various groups. We also provide informational services to the families of children and youth with special needs through our staff of bilingual multicultural specialists/trainers.   Call 740-382-5452 for Chantelle Blackburn.  She will be able to assist you and/or refer you to a bilingual staff member who serves your part of the state.  Look to the right for materials in several languages.
 

 U.S. Department of Education Releases Guidance on English Learners 
 https://www2.ed.gov/policy/elsec/leg/essa/essatitleiiiguidenglishlearners92016.pdf?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term= 

Dear Colleague Letter: English Learner Students and Limited English Proficient Parents - Forty years ago, the Supreme Court of the United States determined that in order for public schools to comply with their legal obligations under Title VI of the Civil Rights Act of 1964 (Title VI), they must take affirmative steps to ensure that students with limited English proficiency (LEP) can meaningfully participate in their educational programs and services.1 That same year, Congress enacted the Equal Educational Opportunities Act (EEOA), which confirmed that public schools and State educational agencies (SEAs) must act to overcome language barriers that impede equal participation by students in their instructional programs. Ensuring that SEAs and school districts are equipped with the tools and resources to meet their responsibilities to LEP students, who are now more commonly referred to as English Learner (EL) students or English Language Learner students, is as important today as it was then. EL students are now enrolled in nearly three out of every four public schools in the nation, they constitute nine percent of all public school students, and their numbers are steadily increasing.  It is crucial to the future of our nation that these students, and all students, have equal access to a high-quality education and the opportunity to achieve their full academic potential. We applaud those working to ensure equal educational opportunities for EL students, as well as the many schools and communities creating programs that recognize the heritage languages of EL students.     See Document Here!
 
 

Do You Use the Lucy Calkins Writing Program with your English learners?

Follow Susan as She Shares Her Experiences! 

Check out Susan's blog posts here!  
Part I:  A Journey Towards Implementing the Lucy Calkins Writing Project
Part II:  Reluctant Writers
Part III:  Writing Language Objectives for Lucy Calkins Writing Project, Step   

One:  PANIC!
Share your experiences teaching writing by emailing us at info@englishlearnerportal.com.  We will compile the ideas and share.

OCECD Spanish and Somali Materials
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