DOCUMENT RESUME

ED 379 127 RC 019 958

TITLE Civil Rights in Education, Revisiting the Lau Decision. IDRA Focus. INSTITUTION Intercultural Development Research Association, San Antonio, Tex. REPORT NO ISSN-1069-5672 PUB DATE Jan 95 NOTE 29p.; Photographs will not reproduce. PUB TYPE Collected Works Serials (022) Information Analyses (070) Viewpoints (Opinion/Position Papers, Essays, etc.)(120) JOURNAL CIT IDRA Newsletter; v22 nl Jan 1995

EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Bilingual Education; Civil Rights; Elementary Secondary Education; *Equal Education; Hispanic Americans; Immigrants; *Limited English Speaking; *Minority Groups; Parent Participation; School Desegregation; Student Evaluation; *Student Rights; Test Bias IDENTIFIERS *Language Minorities; Lau v Nichols

ABSTRACT This newsletter contains seven articles related to the educational rights of culturally diverse language-minority students. "20 Years after Lau: In Pursuit of Equity Not Just a Language Response Program," by Alicia Salinas Sosa, points out that educational responses to Lau vs. Nichols have been minimum-compliance programmatic rerponses rather than efforts to provide equal education to limited-English-proficient students. "The Fourth Generation of Desegregation and Civil Rights," by Bradley Scott, outlines the focus and desegregation concerns of three generations of school desegregation and identifies emerging concerns for equal education. "Is 'Americanization' Possible? Criticism of Bilingual Education Is Based on Myths and Fears," by Elizabeth Weiser Ramirez and Jennifer Yanez-Pastor, is a response by the Hispanic Education Coalition to an attack on bilingual education. "Parent Involvement and Students' Educational Rights," by Mikki Symonds, examines barriers to parent involvement and strategies to overcome them. "Assessment and Evaluation of Language Minority Pupils: 20 Years since Lau vs. Nichols," by Albert Cortez, traces development and trends toward, reform in assessment of student language proficiency and in evaluation of programs serving language minority students. "Technology and Equity: From Oxymoron to Partnership," by Felix Montes, examines ways in which information and educational technologies can advance equity for minority and low-income students. "Bilingual Intelligence Testing," by Jose A. Cardenas, examines problems with assumptions about intelligence testing andwith Spanish language intelligence tests. This newsletter also contains reflections of a child advocate, a book review, and a list of additional readings on civil rights in education. Most articles contain references. (SV) U.S. DEPARTMENT OF EDUCATOR Once of Educational Research and Improtremen4 EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) yThis document has been reproduced as received from the penkm Or orgenalthon IDRA kOCVS: originating 0 Mmor changes have been made to morays CIVIL RIGHTS IN EDUCATION, reproduction Quality REVISITING THE LAU DECISION Points 01 view Or opinions stated in thtsdOCt went do riot necessarily represent otbdtal OERI ',tenon or policy IDRA Newsletter /0695672Volume XXII, No. 1 Jan. 1995

20 YEARS AFTER LAU: IN PURSUIT OF EQUITY

IDRit is an independentNOT JUST A LANGUAGE RESPONSE PROGRAM

0 I # nonprofit advocacy organization

dedicated to improving educational Education is not a power conferred First Generation ofNational Origin on the federal government in the U.S. Con- Desegregation opportunity. Through research, stitution. Because of this. policy analysts Initially, the term desegregation fo- see the responsibility for education and cused on the physical movement of students materials development, training, authority over it as being delegated to the which followed the 1954 Brown vs.Board states by the Tenth Amendment to the Con- of EducationSupreme Court decision and technical assistance, evaluation, stitution. Thus, up until 45 years ago, the on the prohibition of continuing stereotypes and information dissemination. role of the federal government in education in the curriculum. was limited. Prior to the Brown decision. Mexican we're helping to create schools InClarifying the Federal Role in American parents in California and Texas Education.Beebe and Evans point out that worked to secure the desegregation of pub- that work for all children. the federal government has a unique re- lic education. In the 1930s, '40s and 50s. sponsibility for assessing the condition andMexican American children who were en- progress of educational achievement in the rolled in public schools in the United States United States (198 1 ). The government has attended physically segregated facilities. "PERMISSION TO REPRODUCE THIS a responsibility to improve education MATERIAL HAS BEEN GRANTED BY through initiatives in research, develop- Second Generation of National Origin ment and evaluation. The government must Desegregation also preserve individuals' rights to equita- The goal of desegregation during the ble participation in the educational system. second generation was to achieve equal ac- When this is non-existent, it must intervene cess and treatment within schools and TO THE EDUCATIONAL RESOURCES to address critical educational problems programs. Concerns centered on access to INFORMATION CENTER (ERIC)." which affect the entire country. Accordingcourses and programs as well as on the to Beebe and Evans, such problems having elimination of discriminatory practices. national impact are clearly beyond the scope Soon, educators concerned with equity rec- and ability of states to address. ognized that access was part of the solution. The education of limited-English- Desegregating schools would also have to proficient (LEP) students enrolled in thetargetthe elimination of physical nation's public schools constitutes an unmet resegregation, the provision of equitable educational need that has national impact.opportunities to learn, and the achievement 4 Several factors catapult this need to nation- of comparable outcomes (Network of Re- al proportions: ( 1) the number of LEP gional Desegregation Assistance Centers. students is significant and growing, (2) 1989). cn tl LEP students have educational rights that These same concepts apply to nation- tT are protected by federal laws and statutes. al origin desegregat ion. That is, in designing and (3) this group has traditionally not been appropriate respunses for LEP students, we well served by the educational system. should also he concerned with their having access to courses and programs (e.g.. gifted and talented. mathematics and science ). hav- BEST COPYAVAILABLE 20 Years After Lou. connnued on inme 19 7 IN THIS ISSUE Popularized in the early 1970s by author Thomas Kuhn, "paradigms" are our models or patterns of reality, shaped by our understanding and experience into a system of rules and assumptions about the world around us. The call for restructuring in PARENT INVOLVEMENT AND education. emerging from a profound sense that education is not working for all STUDENTS' EDUCATIONAL children. requires a transformation in how we see schools, students, and their families. If we are to find a new and equitable vision of what education can and should ASSESSMENT AND EVALUATION be. new lenses are required to change the way wP look at schools and the populations 9 OF LANGUAGE MINORITY PUPILS in them - as demonstrated by our "Now" thinkers below.

TECHNOLOGY AND EQUITY: FROM OXYMORON TO PARTNERSHIP

BILINGUAL "Our task is to assimilate these people "Racial and ethnic hostility, violence INTELLIGENCE TESTING f racial minorities and immigrants' as and prejudice clearly are an integral REFLECTIONS & COMMENTARY part of the American race. Mid to part Of the social fabric on most NEWSLETTER EDITORIAL PAGE implant in their children so far as can Crl1001 rcIllIpttACS and in many lie clone the Anglo-Saxon conceptions communities. This is of humanitarian The Intercultural Development Re- of righteousness. law. order and concern because of the of on the search.issociationf IDRA L is anon-profit popular government. and to awaken in children who are its victims. But it is organization %x ith a 0111 c ic 3 I tax exempt status. The purpose of the organization is them reverence for our democratic also of concern because of what it to disseminate intormation concerning institutions and fOr those things which says about our society." .:,tualit of eduk:ational opportunit The we as a people hold to be of abiding Laurie Olsen. Crossing the HM.1 Veu.stetter (ISSN 1069-5072. cum. - worth.- Schoolhouse Boater: Immigrant right is19951.erc es as a c chicle for com- - Ellwood P. Cubberley, early 20th Students and the California ni tin icat ion cc Ith educators. school board century educator. Quoted in Public Schools. 1988. Extracted members. decision-makers. parents. and the general public concerning the educa- Facing Racism in Education from "CivilRights Issues tional needs of all children in Texas and Facing Asian Americans in the "It is absolutely wrong and against across the United States. 1990s."A report of the U.S. American concepts to have a bilingual Commissionon Civil Rights. Publication offices: education program that is now openly, February 1992 5835 Callaghan Road. Suite 350 admittedly dedicated to preserving San Antonio. Texas 78228-1190 their native language and never "When la student/ cannot understand 210/084-NINO getting them adequate in English so the language employed in the school. Fax 2 1(1/684-53) they can go out into the job market." he cannot be said to have an educa- Maria Robledo Monteeel, Ph.D. - Ronald Reagan soon after tional opportunity in any sense... His IDR:1 Executive Director entering the White House. Quoted educational opportunity is manifestly \esletter E.I.ecutive Editor in Facing Racism in Education unequal even though there is an illusion of equality since the facilities. Christie L. Goodman "Soon 'bilingtdism. became not a books. and teachers made available MR I Cmimunication% 1/,/,,,v4er means of easing people into an Vewsletter Production talitor are the Milne as those made available English-speaking culture but, as to the rest of the students ... A pupil speritd-interest groups /amid voice, .Sarah if. Aleman knowing only a foreign language one of perpetuating and reinfOrcing IOR.1 tilaphics SpecialiI cannot be said to have an educational \ew,letter lyesetter native cultures at the expense opportunity equal to his fellow English and, thus, Amern.am:ation. students unless and until he acquires Peru to reproduce material con- This has been especially true of tained hetn Is granted pro% tiled the ar- some minimal futility in the English Hispanic cultures; study alter study has t idle or item is reprinted in its entirety and language." found that Hispanic immigrants are proper credit is given to I DRA and the -dissentingjudge. NinthCircuit .itithor. Please send a cops of the material less interested in asvimilating than are Courtof Appeals (The court's (Ti Its reprinted I orm to the //W.1.\ rat qet- Asian immigrants. and more Ruling on Lauvs. Nichols was prodUction offices. Editorial suhtm.- concerned with maintaining their overturned by the U.S. Supreme .iims. 110% releases, subscription re- ancestral cultural identities." ts. and change-ol-address data should Court). Extracted from "Civil - Jonathan Yardley. "The Hard be submitted in writing to the Newvletter Rights Issues Facing Asian Lessons of Bilingual Education." Production Editor. The IDRA Nett shyer Americans in the 1990s," statt ackonics courconmtentsonedito- The Washington Post.October February 1992 I tat material. 24. 1994 January 1995 IDRA Newsletter 3 THE FOURTH GENERATION OF DESEGREGATION AND CIVILRIGHTS

In the September 1990 issue of the assistance to public schools suggest that IDRA Newslettermy article, "In Pursuit certain trends must be included in the of Equity: An Idea Whose Time Has discussion. Come." described the equity monitoring / A \ 47,1 ( I see some emerging trends in activity of some districts in the Desegre- school desegregation and civil rights Y gation Assistance Center-South Central which at the same time are similar to but Collaborative ( DAC-SCC) service area. The different from the trends which gave rise article also discussed the three generations to the third generation. This list of trends is of desegregation identified by the 10 re-al reports, in- eluding "Anot complete, but it does suggest that the gional desegregation assistance centers inNation At Risk," describeRithe nature. con- discussion which has taken place needs to be theirpublication. Resegregation of Public dition and state of public education ( NCEE.broader, more comprehensive and certainly Schools: The Third Generation(1989).That 1983).The nation learned that public educa-more inclusive of a wider group of consid- discussion served as the basis of the reason tion was not adequately meeting the needs erations than were suggested by the third districts were monitoring equity and not just of all students including students who were generation discussion. These emerging equality. The report describes the three gen- identified by race, sex, national origin, eco- trends are described in random order below. erations of desegregation as the following. nomic status or handicapping condition. The First Generation of Desegre-Thus. a new generation of desegregationDe facto desegregation. gation (1954 -1964):This first generationand civil rights emerged. Changing demographics and housing had racial physical desegregation as its goal. Tice Third Generation of Desegre-and living patterns continue to produce re- Major concerns included the eradication ofgation(1983-Present): This generation ofsegregated schools and classrooms. These dual school systems through the develop- desegregation and civil rights has as its goal patterns of desegregation are not the result ment of student assignment plans which the elimination of resegregation in schools of legal orde juresegregation or the vestiges were to produce racially-balanced unitary and classrooms, the elimination of achieve-of such segregation. but they are the result of school systems. Two other concerns in- ment disparities among identifiably differentthe realities of economics, systemic dis- volved the elimination of racial isolation instudents and the production of comparablecrimination to some extent and the "choices" schools and the (... Aication of race bias and outcomes in school performance. Majorcon- people make as to where they live. stereotypes in curricular materials. cernsincludethecreationand The Second Generation of Deseg-implementation of culturally relevant cur-Increasing number of children in pubic regation(1964-1983):In1964.a historical riculum. varied teaching styles and strategies schools whose first language or home landmark piece of legislation gave civilto match different student learning styles,language is not English. rights and school desegregation a shot in the and heightened teacher expectations for high Communities and school systems, in arm. The Civil Rights Act prohibited dis-achievement for all students regardless ofmany instances, are facing the challenges of crimination in federally-funded programs differences. providing equitable educational access, ex- due to race, color and national origin. The Educational equityis the focus of this periences and interventions to learners who act ushered in a new era of desegregation generation. The goal is to produce compara- do not speak English as a first language. where the goal grew to include equal accessble educational outcomes between and These communities and school systems find and equal treatment in schools and pro-among students who enter schools with dif- themselves ill-equipped to meet these chal- grams within those schools. ferent learning needs. Educational equity lenges. This generation lasted for approxi-seeks to provide differentiated educational mately 20 years and was also characterized responses to students who are different inPlacement of students in grades, by several pieces of legislation which pro- important ways so that these comparablecourses and programs. hibited discrimination against children and outcomes may he achieved. From an educa- Historically students have been opened access to them to schools and pro- tional perspective, all learnerscannotbe tracked and placed into ability groups for grams within those schools regardless oftreated thesomebecause theirdifferent learn- the purpose of educating them. While these race. sex, national origin, religion, econom- ing,social,cultural.emotional, practices have been administratively conve- ic status or handicapping condition. psychological and physical needs naturally nient, their soundness in teaching are highly Educational equalityfor all children give rise to varying interventions for them to suspect. School systems are now facing the became the focus of this period. That is. all achieve comparability. challenge of detracking courses, classes and students would receive the same treatment programs and providing educational expe- and access regardless of differences. Emerging Trends and Issues riences in heterogeneously-grouped settings. It became clear that while educational Since I wrote that article, it is apparent equality, including equal access and treat- to me that the issues regarding desegrega- Implementation of specific ment, was a necessary condition, it was nottion and civil rights have moved to anothergender-conscious strategies and programs. sufficient to produce the desired outcomes level. The issues DAC-SCC is compelled to Although gender issues have been of effectively desegregated schools. Sever- address as it delivers training and technical Fourth Generation - continued on page 6 January 1995 IDRAti Newsletter THROWING A CURVE by Bob Herbert IIIINIMINM111111

Editor's note: Many have In a New York Times representation; that has most large groups are corn- written to denounce the Maqazine article by Jason often had to live in the hid- pared. outrageouA views of DeParle. Mr. Murray de- eous physical conditions that The last timeI Charles Murray and Ri- scribed the cross - burning are the hallmark of abject checked, both the Protes- chard Herrnstein in their as "dumb." But he insist- poverty: that has tried its best tants and the Catholics in book The Bell Curve. but ed. "It never crossed our to survive with little or no Northern Ireland where this editorial from The minds that this had any lara- prenatal care, and with inad- White. And yet the Catho- New York Times says it er signi ficance.- equate health care and nutri- lics, with their legacy of best. Oh, no. Of course tion; that has been segregat- discrimination, grade out not. ed and ghettoized in commu- about 15 points lower in In Montclair. New Now, in middle age. nities that were then redlined I.Q. tests. There are many Jersey, where I arew up in Mr. Murray acts his kicks by banks and insurance com- similar examples. Schol- the 1950s and '60s, there by thinkina up ways to paniesandotherwise ars are already marshaling was an elderly woman drape the cloak of respect- shunned by business and in- the evidence needed to de- named Mildred Maxwell ability over the obscene dustry: that has been system- molish The Bell Curve on who would greet the peri- and long-discredited views atically frozen out of the job scientific grounds. But be odic outbursts of seare- of the world's most rabid market; that has in large mea- assured that when their la- gationists and other ra- racists. And so The Bell sure been deliberately de- bors are completed and cial provocateurs with the Curve, written with Rich- prived of a reasonably de- their papers submitted, angry and scornful com- ard Herrnstein, who died cent education; that has been they will not get nearly the ment. "There isn't a hell last month, promote the forced to cope with the hu- attention that The Bell hot enough for that man view that Blacks are inher- miliation of being treated al- Curve received. and his ideas.- ently inferior to Whites. ways as inferior, even by im- A great deal of dam- Mrs. Maxwell It's an ugly stunt. Mr. becilesI would argue that age has been done. The conies to mind whenever Murray can protest all he these are factors that just conclusions so disingenu- I think (angrily and scorn- wants, his book is just a might contribute to a certain ously trumpeted by Mr. fu I y )about Charles genteel way of calling amount of social pathology Murray were just what miI- Murray and his book The somebody a nigger. and to a slippage in intelli- I ions of people wanted to Bell Curve, a scabrous The book shows that. gence test scores. hear. It was just the mes- piece of racial pornogra- on average. Blacks score Mr. Murray says no. sage needed to enable phy masquerading as se- about 15 points lower than His book strongly suggests Whites to distance them- rious scholarship. Whites on intelligence that the disparity is inherent. selves still further from any Mr. Murray fancies tests, a point that was wide- genetic and that there is little responsibility for the pro- himself a social scientist. ly known and has not been to be done about it. found negative effect that an odd choice of profes- in dispute. Mr. Murray and Most serious scholars White racism continues to sion for someone who H and many. many others) know that the conclusions have on all Blacks. would have us believe he differ on the reasons for drawn by Murray and Mildred Maxwell is was so sociologically ig- the disparity. I would ar- Herrnstein from the data in no longer with us. I wish norant as a teenager that gue that a group that was The Bell Curve are bogus. she were. Just once I would he didn't recognize any enslaved until little more The issue has been studied like to hear her comment racial implications when than a century ago: that has ad nauseam and the over- on Charles Murray and his he and his friends burned long been subjected to the whelming consensus of ex- hook. a cross on a hill in his most brutal, often murder- perts in the field is that envi- hometown of Newton, ous. oppression: that has ronmental conditions ac- Copyright © by The New York been deprived of compe- count for most of the dispar- Times Company. Reprinted by Iowa. permission. tent, sympathetic political ity when the test results of

5

January 1995 IDRA Newsletter "IS 'AMERICANIZATION' POSSIBLE?" CRITICISM OF BILINGUAL EDUCATION IS BASED ON MYTHS AND FEARS

In October 1994, a column by children," it is the concern for "American-immigrant climate differs in only two ways Jonathan Yardley appeared in The Wash-ization" which really drives him. "Studyfrom that of past decades. One is the coun- ington Post asserting that Hispanic andafter study," he wrote (without identifyingtries of origin of the immigrants and the immigrant groups do not want to "Ameri- which studies) shows that Hispanic culturesunderlying prejudice that, while we may be canize." In the column, Yardley used ain particular are less interested in assimilat-happy incorporate French or Irish traditions recently released preliminary report on the ing and more concerned with maintaininginto our culture milieu, we aren't so sure progress of the bilingual education pro- their ancestral cultural identities. One won-about Salvadoran, Ugandan or Korean in- gram in New York City to condemn ders how he can make this claim in a countryfluences. The other is that many people in bilingualism and bilingual education in gen- where St. Patrick's Day festivities in Bostonour nation are undergoing a re- examination eral. The article below was submitted to of their own histories, with a desire to bring The Washington Post by the Hispanic Edu- forth and celebrate their cultural roots. In cation Coalition of which IDRA is a this atmosphere, Mr. Yardley should put member as a response. DIVERSE STUDENTS ARE NOT aside his fear and allow families who have PROBLEMS FOR THE EDUCATION not yet lost these roots to nourish them Jonathan Yardley's column of Octo- while they learn the ever-changing traits of SYSTEM. MULTIPLICITY OF ber 24 ("The Hard Lessons of Bilingual our American society. Education") used a recent report from the LANGUAGES AND CULTURES The Hispanic Education Coalition is New York City Board of Education to per- ARE OBSTACLES THAT petuate the myth of bilingual education as an ad hoc coalition of national Latino and the enemy of America. TEACHERS AND STUDENTS education organizations working for im- His column, advancing the study as MUST FACE TOGETHER. proved educational opportunities for "the first spadeful of dirt on the casket of Hispanic youth. Members include IDRA. bilingual education," ignores even the ad- the ASP /RA Association, the Council of the vice of the New York City schools'are bigger than they are in Dublin, whereGreat City Schools, the Hispanic Associa- chancellor in the document itself "to bebeer and brats are omnipresent in Milwau-tion of Colleges and Universities, the cautious about reaching any premature con- kee (particularly around Octoberfest), whereMexican American Legal Defense and Ed- clusions" about what is a very preliminaryChinatown thrives in San Francisco, whereucational Fund, the National Association report. Indeed, serious flaws in the research Mardi Gras tills the streets in New Orleansfor Bilingual Education, the National Puerto design, such as lack of control for externaland, yes, where luminaries and posadasRican Coalition, and the Puerto Rican Le- variables like differences in prior schooldefine Christmas in Albuquerque. Hispan-gal Defense and Education Fund. experience between the largely Haitian and ics are a strongly patriotic people who also Latino bilingual population and the largely happen to be proud of their cultural heritageElizabeth Weiser Ramirez is the Director of Russian and Korean ESL population, make traits we find admirable in other ethnicAdvocacy for the ASPIRA Association. Inc. Jen- nifer Yagez-Pastor is a Legislative Specialistfor any findings suspect. The chancellor him- groups. Mr. Yardley's assertions clearly the Council of the Great City Schools. self acknowledged these flaws to the Boardshow a fear of change, of the threat to of Education. something implicit in the growth of the Why, then, has Mr. Yardley leapt to Hispanic community in the United States. embrace this study as a definitive attack on Finally, one wonders what Mr.UPCOMING EVENTS bilingual education? He refers several times Yardley can mean by "Americanization." In to the diverse students in the New York City a nation of immigrant peoples, "American" Fifth Annual Coca-Cola Valued Youth school system as problems. The students do culture changes in each generation. The National Training Seminar and Valued not fit into the traditional system, so they are founding fathers did not celebrate Christ- Youth Conference to blame. In fact, education is a constitution- mas with German traditions like Santa Claus April 20-22, 1995 al right and an investment in a strong and and a tree. Lasagna and spaghetti from Italy San Antonio Airport Hilton increasingly diverse America. Diverse stu- are now as "American" as apple pie. African San Antonio, Texas dents are not problems for the educationand Caribbean rhythms have infused our system. Multiplicity of languages and cul-music with its unique sound. And as we all For more information, contact: Linda tures are obstacles that teachers and studentsknow, salsa has now overtaken ketchup as Cantu at 2101684-8180. must face together. America's condiment of choice. It is this diversity which Mr. Yardley In each generation, diversity adds new Also in April! seems, at base, to fear. However much helayers to "American" culture. History has La Semana del Nino: shown us that, despite each generation's The Week of The Child Conference wishes to couch his subconscious fears of April 24-26, 1995 other peoples in terms of "what's best for thefears, immigrants do assimilate. Today's111. January 1995 tiIDRA Newsletter Fourth Generation - continued from page 3 and behaving, and to be motivated as re-.'han cultural, social or class publicly recognized as a valid matter ofsponsiblecitizenstoworkforcharacteristics. equity since the introduction of the Educa-constitutionally-based social justice and For too long, inappropriate testing tional Amendments of 1972, moving equity. and assessment practices have allowed many awareness to practical school-based activity children who are different to be misdiag- has been generally arduous and poorly fo-Realization of educational excellence andnosed and misplaced in programs and classes cused. The legitimate presence of girls andhigh achievement outcomes for all in schools. The persistent over-representa- the critical role they play and will play in all students regardless of difference. tion of students who are culturally, facets of society must clearly be validated Communities and school systems must linguistically and socially different in spe- by what communities and schools do and to press to ensure. that, for all students. thecial education programs and their what they commit themsehes on a regulareducational experience they encounter isunder-representation in gifted and talented basis to meet the challenges of the nextchallenging and produces in those learners programs is one such example. Clearly more century. Any discussion that does not ad-an appropriate set of skills and competen- authentic, valid and reliable assessment pro- dress and provide for gender-basedcies which enable them to be successful incedures. strategies and instruments must not considerations will be short-sighted. piece-the world of work and to be responsibleonly be developed, but they must also be meal and incomplete. citizens. Communities and school systemsused to more properly place all students for must come to understand that if all identifi- the purpose of targeted and specific instruc- Training that empowers students to able segments of the student population of ation. operate with social competence in given district are not achieving high aca- a world of difference. demic and other school outcomes, excellence Inclusion of minority students and girls in Among the discrete knowledge, skillshas not been realized. A district is excellent math, science and technology courses and and competencies which learners must ac- when, by what it does. all students achieveprograms. quire are those which will allow them operate comparable, high standards regardless of The traditional patterns of the non- successfully in a world which is diverse. A their identifying characteristics. Anything inclusion or under-representation of these natural part of what schools must do is toshort of that reality is "business as usual"populations in such curricular offerings, or assist learners to comprehend matters ofregardless of the new labels it may be given.their limited and low-level involvement in difference based upon race, gender, nation- such programs, is a persistent and intolera- al origin. economics. and physical and mental Appropriate assessment and placement ofble reality which communities and schools capacities, to translate that understanding students in classes and programs basedmust address. It is now apparent that those into appropriate ways of thinking, believing upon knowledge and performance rather Fourth Generation - continued on page II

First Generation Second Generation Third Generation Fourth Generation 1954-1964 1964-1983 1983-Present Future

Focus Physical desegregation Equal treatment and equal Physical resegregation Schools that work for access within school diverse students achievement Equal opportunities to learn Teach world class skills

Equal outcomes- New paradigms for civil achievement, attitudes, and rights and equity based behaviors excellence

Desegregation Physical assignment plans Access to courses and Culturally-sensitive. bias- Restructured professional Concerns programs free curriculum and development Elmination of racial instruction isolation Access to language Use of culturally sensitive development Use of varied instructional curriculum Elimination of bias and methods for different stereotypes Elimination of practices cultural and learning styles Development of life-long which lead to isolation or learning competencies differential treatment Heightened teacher based on race, sex, and expectations Instruction in technology, national origin information management, Development of positive math and science, and self-concept diversity

Elimination of Creation of school and achievement gaps community collaborations 7 on social issues affecting schools

January 1995 'IDRA Newsletter . One constant element in student uchievement is parental involvement. Research and analysis of the past 15 rnikttlanalastmlyr demonstrate that when parents are involved in their children's education, children do better in school, and the sehOof#16betiet;Oxx. IDRA believes that parents are intelligent and want the best education for their children. Parents of all socio-eo000011601iind all cultural groups can participate meaningfully in their children's schools. They can act as a driving force fai3htittgitiotia that improve the education of their children. IDRA helps parents and schools examine ways in which they can make a d'iffnien- ce students' academic success. 441440/.;;'=7!.:..

PARENT INVOLVEMENT AND STUDENTS' EDUCATIONAL RIGHTS

In a telephone interview with IDRA,Supreme Court would not have had the education. Parents had little or no access to Sally Herrera, community advocate foropportunity to make this ruling if the parents information about their children's educa- Multicultural Education Training and Ad-of one of those 1,800 students had not knowntional rights, and most schools had no vocacy ( META) in Florida. and Roger Rice,that they could initiate legal action on behalfbilingual education to speak of. attorney for META in Massachusetts, pro-of their children's rights as students. Thankfully. the League of United Lat- vided insights into the impact of parent in American Citizens (LULAC) parents in involvement on educational institutions' pro- The Example of the Florida Florida organized themselves and request- viding appropriate, adequate and necessaryConsent Decree ed services from the Qesegregation instruction to children. In the late 1970s, realtors were mar-Assistance Center (DAC) in Miami and the They said that a critical element in keting houses in central Florida at low pricesDepartment of Education at the federal level achieving educational reform is access toto Latinos in Puerto Rico, Michigan, New in 1983. Herrera reported that Rosa Castro- information. We learn about the history, Feinberg of the DAC offered information, methods and resources to build the basis for evaluation of the school district in central enforcing children's rights to education Florida, and guidance to the district. She mainly by word of mouth. But through such ...PARENTS HAVE BEEN AND also asked to meet with the parents. Accord- conversations, the little-known magnitude CONTINUE TO BE THE ing to Herrera, Castro-Feinberg told the and power of parent involvement in educa- parents: "Your children have rights. This is tion becomes apparent. STRONGEST FORCE IN the Constitution. Lauvs. Nicholsstates that Research in "The Evidence Contin- ADVOCATING FOR THE RIGHTS you have all the rights to request and to ues to Grow: Parent Involvement Improves demand education for your children." OF CHILDREN. THEIR Student Achievement" provides ample evi- Castro-Feinberg's presentation dence that parent involvement results in OBSERVATIONS, DETERMINATION marked a turning point in the process for long-term, measurable academic success AND LOVE INSPIRE ACTION these parents in central Florida because it (Henderson, 1987). The 18 studies featured empowered the parents to take action. "This in this document demonstrate that parents AND THE CONTINUAL is the understanding that brought the change trained by teachers to assist in the classroom DEVELOPMENT OF A MORE about," Herrera said, " The positions and with learning activities, reinforcing process- the picture completely changed because we EQUITABLE EXCELLENT es and concepts and many classroom had the law." Again, access to information, presentations of hands-on activities in areas EDUCATIONAL SYSTEM. the law at this stage, is key to the parent of expertise make a difference not only on involvement process. the performing of individual children, butYork and Connecticut. Puerto Ricans, Cu- The parents in Florida also knew to also on the aggregate performance of stu-bans and Mexican Americans from thesecontact META. They were aware of the dents and teachers. areas responded to the advertising, moved LULAC case in Texas (in which IDRA's The existence of bothLau vs. Nicho- into the neighborhoods and enrolled theirthen executive director Dr. Jose Cardenas las(1974) andLULAC vs. Florida Statechildren in the local public schools. and staff members Albert Cortez and Bambi Board of Education (1990)attest to the fact While the parents were able to find Cardenas offered expert testimony) through that parents have been and continue to be the housing, obtaining an education for theirtheir participation in LULAC in Florida. In strongest force in advocating for the rights children proved to be more difficult. The 1985, they requested META's assistance. of children. Their observations, determina-parents noticed that their children, who pre- META representatives Roger Rice and tion and love inspire action and the continualviously made good grades, were now doing Camilo Perez traveled to Oseola County, development of a more equitable excellentpoorly in school: the schools had even re-Florida, to attend a meeting of the local educational system. tained some of the children. It is little wonderLULAC chapter. After listening to hours of Two points should be noted about that the children were experiencing difficul-testimony, they decided that Oseola County Lou vs. Nichols.First, the decision clarifiesties in school. In 198,3, only two counties had a clear case of a basic violation of the that students must have a "meaningful op- (Orange and Dade) in the entire state had 1964 Civil Rights Act. portunity to participate in" public schoolsprorrams that were identified as bilingual The next steps included collecting (Laui's. Nicholset al., 1974). Second, the Parent Involvement - continued on page 8 January 1995 IDRA Newsletter Parent Involvement - continued from page 7 ed, "the fear of a language, a new place, nent information available to intereKtd par- evidence, negotiating and forming a coali-rejection, and unanswered hopes and deter- ties and a process for having one's concerns tion. From 1985 to 1989, META collectedminations." addressed prior to the meeting are other data from the entire state of Florida to build Poverty, especially when coupled with options. the case. Meanwhile, the parents formed alittle or no allocation of resources for par- Many options exist for parents to deep- coalition that included LULAC, ASPIRA ents participating in the schools, also impedes en their involvement in the schools. First, as (Puerto Rican), Florida branch of themeaningful parent involvement. Having aHerrera outlined, they can ask the school NAACP, farmworker organizations, Cuban low income makes obtaining babysitters,board the following questions: What are the organizations and Haitian organizations.paying transportation costs and coveringschool's goals and objectives? What is the Since the state commissioner of education is meal costs very difficult for parents. process for achieving them? Where is par- an elected official, it was understood that Some institutions feigning a dedica-ent training? How is the money for parent persons seeking that office should not alien-tion, or even mere interest, in parent training spent? If parents' questions are not ate such a wide base of voters. Negotiation involvement also create problems. For ex-answered, they can use the Open Records occurred from 1989 until 1990. Finally, theample, school officials sometimes handpick Act to see the school's budget, agendas for suit and the settlement were simultaneously parent representatives knowing that these school board meetings and other informa- filed in 1990 (the case isLU LAC vs. Florida persons either lack knowledge of the issues tion they feel they require. State Board of Education).The Florida that concern most parents, lack the training Second, parents should learn educa- Consent Decree was signed on August 15, to address the issues as a representative, or tional jargon and Robert's Rules of Order. 1990, stating that parents in Florida have the lack the initiative to involve other parents inHerrera stressed the importance of this be- right to monitor compliance with theLau the process. Failing to spend funds allocated cause, otherwise, they can be confused and decision and causing districts to initiate for parent training on appropriate activitiesdistanced from the staff. necessary bilingual education programs. or materials also occurs. Parents can also ask around so that Jargon and protocol prove daunting they know who they can contact to help them Obstacles Parent Involvement to many parents. Herrera provided an exam- with their difficulties. Assistance can come Parent involvement from Lau inple of school officials using confusingin the form of organizations that provide 1974 to the Florida Consent Decree in 1990 terminology, "There will be an IEP meeting legal aid (such as META and MALDEF), has proven critical in institutions recog-on the 23rd where we will discuss the uses of organizations that provide training and in- nizing the educational rights of children. the ESE and ESOL according to Sectionformation (such as IDRA), school principals, Parent involvement, as Herrera stated, is504 for your LEP child." School boardteachers, counselors, school board mem- equally vital in enforcing these rights and officials rely upon Robert's Rules of Orderbers and, of course, other parents. creating school refdrm. However, even when to tell parents that they cannot express a As the Florida case demonstrates, parents understand their own and their chil- concern because they did not state the mo- parents' forming local support groups proves dren 's rights and know who they must contacttion correctly. This also intimidates parents. to be necessarydue to financial, time and in order to address those rights, other obsta-Such protocol, especially without making energy constraintsand incredibly power- cles exist. an effort to train parents on the protocol, ful. In addition to creating the initial push for One major obstacle that many parentsoften halts an effective partnership between the Florida Consent Decree, the parents encounter is the language barrier which canschool staff, parents and district personnel. formed a coalition of diverse groups that not deter people's communication with each only largely influenced the outcome of the other because they involve, as Herrera stat- Overcoming the Obstacles decree, but also has lasted beyond the pass- These obstacles, while frustrating, are ing of the decree. This group, the Florida WHAT PARENTS CAN Do not insurmountable and can be avoidable. Multicultural Education Network, provides Continuous parent training can strengthen parent training and works around issues Participate in committees that the interaction between parents and school such as gifted and talented selection, adult directly influence curricula and staff. A series of focused sessions can help education and monitoring of compliance policies. parents understand protocol and jargon, learn with the Florida Consent Decree. their rights and their children's rights, and By communicating with each other, Work with teachers in classroom become more comfortable in working with parents not only confirm their observations, learning centers to share writing school staff to solve a problem rather thanbut also begin to formulate solutions and samples by computer conference. create more difficulties. Having someone coalitions that last. When parents and schools the parents trust and respect conduct the communicate, they can create educational Implement curriculum-related training also makes a notable difference. programs that speak to the needs, aspira- activities and sponsor family- As mentioned previously, school tions and possibilities in all children. oriented events such as boards and local and federal boards of edu- Resources school-wide festivals. cation must allocate realistic funds or other Henderson, Mannet."The Evidence Continues to Grow: resources for parents' transportation, Parent Involvement Improves Student Achieve- ment" (Columbia. Md.: National Committee for Attend school functions. babysitting and other needs. One way to do Citizens in Education, 1987). so is make sure that parents can attend Lou vs. Nichols: The Supreme Court Opinion (1974), rind out about organizations that meetings. Making this participation avail- 414 U.S. 563-572. can serve as resources. able by either holding a teleconference, Mikki Symonds is a Research Associate in IDRA' s offering several sites. or making the perti- Division of Research and Evaluation. January 1995 IDRA Newsletter Like other children, stu vents whose first language is after than English bring ealth of knowledge and expertenoetSemot But historically, standardized tests have provided little orao useful information about these students' language or cognitiye The use of assessment and testing data has too often been limited to holding students accountable, offering little orttttt to guide improvement efforts or foster collective accountabilrv. IDRA works with all parties that have a vested interest in the -Oucalional outcomes produced by the schoolsthe students. the educational practitioners, the families and the broader cornnuipity 7- to use data to frame solutions, monitor progress and hold al. of the participants involved in the educational processaceotiatableforthe end results. IDRA is helping schools find solutions totaditional methods of testing and assessment, enablingstudentsfrOmdiVesse backgrounds to become empowered learners. '%'W.

ASSESSMENT AND EVALUATION OF LANGUAGE MINORITY PUPILS 20 YEARS SINCE LAU VS. NICHOLS

In 1974, the U.S. Supreme Court ruled demic acrievement led to the rapid growthwith LEP populations and the development that schools were required to address theand of the issessment and evaluation move- of measures in the native languages of the unique instructional needs of children whoment as r related to the nation's languagepupil being assessed. In a similar vain, eval- were not proficient in English. The Lau vs. minority cudent populations. Though someuation tended to focus on how and to what Nichols decision stemmed from a challengeassessment instruments existed, a confer-extent the evaluation designs used in evalu- involving the San Francisco Uni fled Schoolence or educators convened by the ating many traditional educational program District and its refusal to adapt its instruc- Intercultu-ai Development Research Asso- were suitable for programs serving limited- tional programs to address the non-Englishciation .12RA) in 1976, cited the need for Engl ish-proficient pupils. characteristics of Chinese speaking pupils. more re.tarch in the areas of cultural differ- In its decision, the Supreme Court conclud-ences aria usting/student assessment (IDRA, Early Efforts in Evaluation ed that the districts' failure to do this, 1976 ). Evaluations of bilingual and ESL pro- deprived children of access to a comprehen- grams tended to utilize comparative sible instructional program and thus violatedEarly in Assessment approaches in which the outcomes of partic- Title VI of the Civil Rights Act of 1964 (Lau Ear efforts to assess student's prosi- ipating students were compared to those of vs. Nichols, 1974). ciency tented to focus on measuring theirnon limited-English-proficient students who In its decree. the court also referenced aural anc.ral skills (listening and speak- were not participating in language response and validated an Administrative Memoran-ing). mos: often only in English. Growingprograms. The use of this comparative par- dum issued by the Office for Civil Rights on recogniucn of the need to assess pupils' adigm, in turn, set up a situation in which May 25, 1970, which specified that districts relative pmficiency (i.e., relative abilities inprograms serving the nation's language mi- must rectify the language deficiency to openEnglish aid their native language) led to thenority populations were under constant its instructional program to these students developrre.nt and use of numerous measures scrutiny. This created tremendous pressure (DHEW. 1970). of native anguage proficiency. to demonstrate that the innovative strategies In order to provide guidance to school Lii_t many innovations, programsused to address the linguistic characteristics systems that served language minority pop-stressing ne use of bilingual education or of children who spoke languages other than ulations, the Office for Civil Rights draftedEnglish is a second language approachesEnglish were as "successful" as those serv- guidelines for school district consideration were sao:led with extensive evaluation re- ing "majority" populations. which came to be known as the Lau Reme-quiremerrs designed to gauge the nature and Dealing with highly complex issues dies. In the remedies, school districts wereextent o: -ne program's effects on partici- of cognitiye and linguistic proficiency and simply required to systematically and valid- pating purl Is. the fields' limited understanding of the in- ly ascertain which of their children were Tc, :ippon the emerging new field.ter-actions between cognition and language, linguistically different, the language char- the federa government provided funding to evaluations of bilingual and ESL programs acteristics of their clients, and theira nets 07i of technical assistance centers were often inconclusive, and major research achievement characteristics and to match anwhich imuded the Bilingual Dissemination in the areas were inconsistent and contradic- instructional program to the characteristics and Ay.t.ssment Center. This center and tory. identified (Cardenas, 1976). other crows provided sorely needed guid- While the determination of the poten-ance in assigning or selecting appropriate The Needfor Appropriate Assessment and tial LEP population took the form of hometesting irstruments and evaluation strate-improved Evaluation language surveys (parents were asked togies apprturiate for use with linguistically In the two decades since the historic identify the languages most often used in the different :opulations. ruling in Lau vs. Nichols, the need for appro- home and by the students in the household). Dung these formative stages. muchpriate assessments of language minority the subsequent need to assess students' pro-of the ennnasis in student assessment cen-students and the refinement of evaluation of ficiency in both English and in-hometered or. the adaptation of assessmentprograms serving these students has in- languages other than English and their aca-instrumrts to make them suitable for use Assessment and Evaluation - continued on page 10 Jantury 1995 IZI IDRA Newsletter 10 Assessment and Eva /Italia:, - continued from page 9for how proficiency among language minor- Cummins, too many others tend to reflect creased dramatically. One compelling rea-ity children should be measured (Bialystokthe same constructs which characterize the son is the increasing numbers of languageand Cummins, 1991). field in the 1970s. While some bolder inno- minority pupils enrolling in the nation's Similarly the work of scholars focus-vators integrate qualitative measures into public schools. According to a report com-ing on the impact of varying approaches todata collection plans, examine sub-group piled by the Office for Bilingual and Minority bilingual instruction, including successivevariations of student performance or inte- Languages Affairs (OBEMLA) of the U.S.or simultaneous language instruction, con-grate performance and portfolio measures Department of Education, in the 1992-93tained implications for language assessment into the evaluation, too many evaluators school year, schools had identified a total ofpractice. continue to produce pre- and post- compar- 2,542,128 pupils as having limited profi- Current assessments of students' lan-isons of participating LEP students with ciency in English. Of this numberguage proficiency reflect some of thenon-program majority students. Not sur- approximately 1,151,000 or 45 percent were growing sophistication in the field of lan-prisingly we continue to hear the field enrolled in California schools. Texas ac-guage acquisition resea7eh. Early measures complain about the relevance or utility of counted for another 344,900 students (14of language proficiency, which concentrat-much of the data compiled in the program percent of the national total LEP count). ed on assessment of speaking and listeningevaluation and plea for the evaluation effort followed by New York (194,600 or 8 per-skills, have been replaced with more com-to be made more "user-friendly" and useful cent), Florida (130,100 or 5 percent), and prehensive measures (among them the in guiding program improvement. Illinc s (94,500 or 4 percent) (OBEMLA, Language Assessment Scales [LAS] and the The proliferation of national goals 1994 IDEA Proficiency Test) that now incorpo-and "new standards" advocates for appro- Following the developmental phasesrate assessments of reading and writing and priate instruction of language minority of the evolution of language response pro-are integrated into indices of linguistic pro- children validly raises the issue of inclusion grams in this country (prompted to a large ficiency. Reflecting the disenchantment with of language minority issues in these educa- extent by the Lau decision), a growing bodypaper and pencil, others in the field aretion reform and improvement movements of scholars focused their thinking on theurging the use of more contextually-based(Rivera and Peterson, 1994). many questions associated with linguisticassessments which include observations of and cognitive issues involving bilingual-children's language production in varyingNext Generation Of Bilingual and ESL ism. Among the areas which benefitted fromcontexts and compiling of multiple mea-Related Assessment and Evaluation the research was the area of language assess-sures of language performance to include Emerging Issues ment. case study and other ethnographic-type ap- As we embark on this next phase of The need to address issues related toproaches. Emerging issues in thesethe journey, those involved in assessment language minority students has prompteddiscussions are the cost-related factors of-and evaluation of students who have prima- initiatives from numerous national educa-ten associated with the more comprehensivery languages other than English must take a tion groups including the Council of Chiefapproaches and the extent to which thestep back and reflect on past practices and State School Officers (CCSSO), based in added costs are commensurate with the per- their relevance to current and future infor- Washington, D.C. To assist states develop ceived benefits of those efforts. mation needs. Those involved with or update state policies, the council devel- measuring linguistic proficiency are chal- oped a set of recommendations thatDevelopments in Evaluation of Programslenged not only with the need to develop summarized existing state practices and pro- Serving Language Minority Students ever more sophisticated assessment of lan- vided recommendations in the areas of In contrast to changing paradigms in guage use in varying contexts, but also to student screening, classification, placement.the area of language assessment, the evalu- develop additional measures for programs monitoring academic progress and follow-ation of programs serving the nation'swhich will stress the development of in- up of former LEP pupils enrolled inlanguage minority pupils had undergonecreased second language proficiency among mainstream programs (CCSSO, 1993). less substantive reform. Bilingual programEnglish monolingual students. evaluations have not reflected some of the Additionally, new measures will be Developments in the Assessment evolutionary trends observed in other as-required to support efforts designed to fos- of Language Proficiency pects of the program. This is true perhapster language maintenance and language While early efforts to address the lan-because more detailed evaluation-related restoration efforts in communities now striv- guage related characteristics of language requirements in Title VII regulations which ing to support the maintenance of their minority children tended to be limited tospecify a set of minimum types of datalinguistic heritage(s). Proponents of more assessing the extent of their English (and towhich is to be collected, many evaluationscomprehensive measures of language profi- a lesser extent their native language) speak-of bilingual programs are conducted by per- ciency will be challenged to improve such ing andlisteningability,greatersonnel with limited expertise in the unique measures to make them more feasible within understanding of the issues led to a push for features of bilingual program evaluation,the constraints of existing school structures more comprehensive data on children's lan- the limited resources are too often allocatedby developing strategies to involve teachers guage proficiency. The works of Cummins, in support of the evaluation effort, or some and other school and community members in which language context is analyzed withother reasons yet to be explained. in the student language assessment effort. distinctions between conversational and ac- Though some evaluations have inte- For evaluators, the greatest challenge ademic/school-based competencies, is onegrated more comprehensive designs that may be in reframing the major questions that example of the expanding understanding ofmove beyond the categorical evaluation serve to guide the evaluation effort. Rather language that had significant implicationsmodels described by Bialystok and Assessment and Evaluatir a - continued on page 11 January 1995 IDRA Newsletter Fourth Generation continued from page 6 economically and socially the most benefi- Considering that many school sys- individuals writ this knowledge will be bet-cial and appropriate responses this nationtemsimplementedtheiroriginal ter positionec to access the world ofcan make given the realities of growing desegregation efforts 15 to 20 years ago, it tomorrow. national diversity. is not surprising that the desegregation plans under which they operate do not adequately The perplexint view of the general Racism, sexism and classism in the 1990s address their current realities. Overcoming community antut matters of is similar to, but different from, the past. racial, gender and class isolation in schools, desegregation..:wil rights and the While it is alarming to know thatclassrooms and programs within those community' -?yonsibilities under law. racial hostility and violence, sexual harass-schools are concerns that districts had to As unt trunate as it is, many peoplement. and intolerance for people who are address in the first generation of desegrega- have grown wtary of the struggle for equal Moor is rampant, even more unsettling are tion. Implementing non-racist, sexist and educational tr-nortunity, civil rights andthe covert, persistent. subtle and not soclassist curriculum and operating schools nondiscrimina :un. The feeling often is that subtle forms of the racism, sexism andwith attention to their pluralistic realities are it has been gong on for 40 years, that civil classism which still plague public schools issues which all communities must revisit. rights concern: -low punish those who his-and continue to place minorities, girls and torically were a:::used of being the punishers, poor children in jeopardy on all measures ofMove toward schools of choice and and that deaing in these matters simplyacademic outcomes. Coupled with this is aschooling of choice. produces peo:te who want something for?rowing "blame the victim" mentality and The August 1994 issue of theIDRA nothing. hancEuts. and excuses for theirreaction to explain why minorities, girls andNewsletterpresented many of the concerns own laziness o- nability. People on all sides poor people are not doing better and why which are the new challenges for desegrega- of the issue ...Town tired, cynical. angry they will not do better. Cutting through totion. civil rights and equity (IDRA, 1994). and, in some Instances violently, reactive. the heart of these pernicious issues is truly aTo be sure, any discussions of choice in The challenge s to maintain, recapture andmajor challenge. public education need to be tempered with build a commuuty of consciousness around control. Where desegregation is concerned, the notions tha desegregation, civil rightsHigh number of first generation a discussion of school choice without con- and nondiscrininationbeyond the obvi-desegregation issues which trol is short-sighted. Uncontrolled choice ous moral anc ..ithical considerationsare currently exist. Fourth Generation - continued on page 20

Assessment and 1..aluation - continued from page 10which guide the efforts. Newsletter(San Anton:0, Texas: Intercultural than continua:1 to pose the dated question In summarizing the broad ranging is- Development Research Association. January 1976) PP. 1-3. of does the biingual education or ESL pro- sues addressed by contributors to a volume Bialystok. Ellen and Jim Cummins. "Language. Cog- gram work, it:me for us to move on to theon language processing among bilingual nition and the Education of Bilingual Children." more substant"e questions of how does itchildren, Bialystok and Cummins comment Language Processing In Bilingual Children(Cam- work, wit in vnat context, for which types on the diverse practices which are collapsed bridge. Mass.: Cambridge University Press, 1991) pp. 227-232. of students, ant.with what types of supports. under the concept of bilingual instruction Council of Chief State School Officers (CCSSO). In their h:ok.FourthGeneration Eval- (i.e., immersion, transitional bilingual edu- Recommendations For Improving the Assessment uation, Egon :alba and Yvonne Lincolncation, developmental/enrichment/additive of Students with Limited English Proficiency chronicle whir: they perceive as the evolu-bilingual instruction, and language mainte- (Washington, D.C.: CCSSO, 1993). Gobs. Egon and Yvonne S. Lincoln.Fourth Genera- tion of evaluatt:n from a discipline primarily nance and restoration models). They note: tion Evaluation(New York: Sage Publications. focused on mtasurement of attributes (the Each of these types of bilingual educa- 1989) development :ctests") to what they refer to tion programs differs importantly in the Intercultural Development Research Association as "response" : constructive evaluation" kinds of initial abilities it assumes chil- (IDRA) "Educators Examine Lau Remedies: Re- search Needed In Culture. Testing."IDRA News- (1989). Induct:lin their description of what dren to have with regards to proficiency letter(San Antonio. Texas: IDRA, July 1976) pp. they contend :. now needed in evaluation is in the two languages and the kinds of 7-8. the notion tha: tie process used in designing skills it attempts to develop in children. Lau vs. Nichols:The Supreme Court Opinion (1974). the effort must be more inclusive of the That is, the programs are not alternative 414 U.S. 563-572. Office for Bilingual Education and Minority Languag- stakeholders ripacted by the evaluation, it solutions to the same problem, but spe- es Affairs (OBEM LA ).The Condition o f Bilingual must acknow edge the context in which the cific solutions to different problems Education in the Nation(Washington. D.C.: U.S. evaluation is 1: occur and, most important- (Bialystok and Cummins, 1991). Government Printing Office, 1994). Rivera. Charlene and Peterson. Mark LaCelle. "Is It ly, it must yieLnformation which empowers If assessment and evaluation are to Real For All Kids."Harvard Educational Review and can be use to guide efforts to improve keep pace with the research in the field, we (1994) Vol. 64. #13, pp. 55-75. the condition: aentified. must also refratne our focus and not ask old U.S. Department of Health. Education and Welfare For thos: involved in assessment and questions in new ways but proceed with the (DHEW ). Office for Civil Rights.Memorandum to framing of new questions. using processes school districts with more than five percent na- evaluation 01 :rograms serving language tional wcgin group children, From:Stanley M. minority pupis. whose educational rights that are more inclusive and provide data that Pottinger, OCR Director. Subject: Identification were clarifies:the 1974 Lau decision, this helps schools make a difference for chil- of Services on the Bases of National Origin (May new paradign .uggests not only inclusion ofdren. 25. 19701. the language ninority community in the design and im:iementation of the effort, but Resources Dr. Albert Corte: is the Director (if 1DRA's also the refraning of the basic questions Cardenas, Jost:. A. "Lau Remedies Outlined,"IDRA Institute for Policy and Leadership. January 1995llIDRA Newsletter Appropriate uses of technology give us a new opportunity to provide excellent education for all children. With this, learning process can be transformed so that students truly are the center of the learning process. Student needs,c cultural diversities can then become part of that center; classrooms can be places to learn, more than places to teachA logy can also transform the way schools operate. Student progress can be assessed in new ways. Schools and families can caw with each other more effectively. Programs can be evaluated quickly and accurately. IDRA is helping teachers and tors design ways of utilizing emerging technology to make schools work for all children.

TECHNOLOGY AND EQUITY: FROM OXYMORONTO PARTNERSHIP

After more than 30 years of micro-other teachers within the same school, dis-ogy would allow the school to move in compute revolution, the use of technology trict and country and worldwide. Students unison with current trends in society. School- in education is still in its infancy. Many can participate in classroom projects withing is one of the rare examples of a truly teachers and researchers are still struggling students from across the country. worldwide institution. Technology can take with basic issues such as having a limited The Third International Conferencethis institution, responsible for creating the number of "good" computers in the class-on Telecommunications in Educationpeople of tomorrow, to a new level in this room (although this is progress from the(TelEd '94), held in Albuquerque, Newglobal village. earlier issue of getting any computers at all), Mexico, November 10-13, 1994, was an There is no doubt that technology knowing what to do with those that areoccasion for teachers, researchers, vendors, suitable for educational use is advancing at available, knowing how to integrate tech-school administrators, graduate students, a frantic pace. The Internet introduces anew nology into the curriculum, lacking phonegovernment employees, professors and many communication paradigm similar to that of lines in the classroom for telecommunica-people from the general public to exchange the mail and the telephone systems with tion, finding available software (especially not:; about the state of technology in educa- potentially beneficial consequences for the software with real usefulness) and many tion, especially communication technology. classroom. Through the Internet, students other issues, some even more basic. A new paradigm of using technology and teachers can have access to resources At the same time, some teachers are in the school is that it expands the school only dreamed about before. An increasing announcing that their students have discov- from a confined, local place to the wholearray of toolssuch as World Wide Web, ered the world, meaning their schools nowworld. Thus, some of the sessions in TelEdGopher, Archie and Veronica and Mosaic have the technology to access the Internet, '94 focused on the "global classroom" andto scan, drive through and search through the massive worldwide net of local comput-worldwide communication. This is encour-are becoming available to educators and er networks (Hixon, 1994). Through theaging since proper implementation ofstudents (Krol, 1994). Using these tools, Internet. teachers can communicate withcomputer-based telecommunication technol- Technology and Equitycontinued on page 18

STUDENT-CENTRIC, RESOURCE-BASED CLASSROOM

LIFELONG ACTIVE LEARNING CITIZENSHIP

ATTITUDES

ACTIVE LEARNER

RECOGNIZE IDENTIFY ACCESS EVALUATE ORGAAIZE/SUMMARIZE INFO. NEEDS SOURCES SOURCES INFORMATION INFORMATION

TECHNOLOGY-SUPPORTED RESOURCE-BASED STUDENT-CENTRIC CLASSROOM

Source:Adapted from Hancock (1994).

January 1995 IDRA Newsle BILINGUAL INTELLIGENCE TESTING

The following article was written bytiffs. has resulted in equally discriminatory the testee fails to master the sword it is Dr. Jose A. Cardenas around the year 1964 or in some cases, even more discriminatory because, in spite of having encountered when tie was serving as chairman if testing practices. the word, the testee is intellectually Education Department at St. MaryUni- Courts have consistently ruled the use unable to conceptualize it or his or her versity. It was first published in 1972 and is of English intelligence tests to be unfair to ability to retain the concept is lacking. included in his new reference hook. Multi-children of limited English speaking ability 4.It is assumed that the testee has all the cultural Education: A Generation ofbut have then ruled that intelligence testing necessary skills and competencies nec- Advocacypublished by Ginn Press ;see must be conducted in the language spoken in essary for responding to the test Page 26). the child's home. Such a response has not situation: the only variable is the level Although written more than 30 years proved to be an ideal solution to the prob- of mental functioning. If, in a test situ- ago. the caveats raised about invalidity oflem, and in most cases, has resulted in worse ation, a testee is required to write an intelligence testing for linguistically andtesting practices than those being replaced. answer, it is assumed that the testee domain y dift erent children have never been knows how to write and that the ability addressed. There have been no further in- Assumptions in Intelligence Testing to manipulate a pencil does not influ- quiries into the administration. performance Understanding why such responses ence his or her behavior. and interpretation problems identified by are dysfunctional requires an understanding the author in 1972.On the contrary, currentof the rationale and methodology utilized in Problems with Testi:T Assumptions literature about ethnic differences in men- intelligence ,esting. In general, intelligence The four assumptions listed above tal abilities inferred from the results of IQ testing is based on the following four as- immediately ascertain the invalidity of in- tests is being used for educational policy sumptions. telligence tests for persons who have atypical development, without regard to the prob- 1. Intelligence, being an intangible, can- language. cultural and socio-economic char- lems identified in this article. not be measured directly, therefore itacteristics. In fact, the invalidity is so clear Dr. Cardenas' early experiences with must be measured indirectly and on thethat one wonders about school personnel IQ testing of language minority, limited- way intelligence influences certain be-who persist in the utilization of these tests English-proficient and bilingual students is haviors. An intelligence test item is a when it is clear even to lay judges, adminis- a direct contradiction to Richard J. situation in which the behavior of the trators and community groups that the tests Hernstein and Charles Murray's assertion testee is dependent on his or her mentalare biased, unfair and invalid. in their recent hook.The Bell Curve,that abilities. Testing the intelligence of a Spanish- there are no cultural biases in intelligence 2. The test itself is a series of situationsspeaking youngster through a sampling of tests. which represent ways in which intelli-English words penalizes the testee since he gence is utilized. The test items areor she may not have had the opportunity to The past few years have seen increased samples of activities influenced by in- hear the word in English and the test does concern over the testing of intelligence of telligence. For example, it is assumednot measure any vocabulary that he or she minority children and particularly of the that a person's vocabulary is influencedhas acquired in Spanish. assessment of mental abilities of non-En- by his or her intelligence. An individu- The assumption that the testee has glish speaking or bilingual children. Various al's mental abilities determines howbeen exposed to experiences basic to test national, regional and local studies have many and which (quantity and quality) activities similarly leads to invalidity. For ascertained that bilingual children are over- words he or she understands. the most part, experiences utilized in intel- represented in cl,:sses for the mentally Since it is difficult and time con-ligence test items are taken from typical retarded, and, in some cases, the traditional suming to determine all the words anWhite, Anglo Saxon, English-speaking, underachievement characterizing minority individual knows, a sampling of words middle-class situations. Test critics go fur- children in the public schools has been ratio- is used, and the ability of an individual ther and claim that the test items are biased nalized on the basis of below normal mental to understand words on this list is then in favor of Northeast, urban populations. abilities. generalized to estimate his or her entire For example, one test item requires The unfair practice of administration vocabulary. that a child associate a hill of snow with the of invalid intelligence tests to bilingual and 3. It is assumed that the individual has type of vehicle used for transportation on bicultural populations has been noted and been exposed to certain common expe-this snow. A child from Key West, Florida; addressed by the courts and various civil riences and that his or her knowledge is Brownsville, Texas; or San Diego, Califor- rights agencies. In general, both the courts not dependent on his exp..sure to expe-nia, may not have the experience of sliding and regulatory agencies have understood at riences, but rather to the amount gained down a snowy hill which the test assumes least some of the reasons for the lack of test or retained from these experiences. everybody has, so that his or her failure in validity and have consistently ruled against In the vocabulary example usedthe item may he atIributed to this lack of the use of language incompatible testing. above, it is assumed that each of the experience rather than the low level of Intel- However, the remedy formulated by words presented in the sample are words ligence implied by the test. the courts, often at the insistence of plain- commonly perceived by the testee. If Bilingual Intelligence - continued on page /4 . January 1995 IDRA Newsletter A Bi lingua: Intelligence - continued from page 13 In order to illustrate the ramificationinstance, I have never heard a commonly Culturally different children experi-and complexity of the problem, I will draw used Spanish language equivalent for the ence the same failure due to not having thefrom my experience in the measurement ofEnglish language words marshmallow, experiences assumed by the test items rathermental abilities of Mexican American chil- cream puff, hot dog, or bush. than to lack of intelligence. dren. Using a very simple test of mental For bilingual children, the validity of When an intelligence tester asks aabilities in order to avoid the complexities Spanish-language testing depreciates tre- Mexican American or Puerto Rican child,of analyzing tests such as the Wechsler or mendously. The bilingual child by definition "What would you do if your mother sendsBinet which require and assume much more is one who has fluency in two languages. you to the store to buy a loaf of bread and the sophisticated testee skills and experiences,Testing in English does not reach the vocab- grocer does not have any?." it is assumed [did extensive testing of Mexican American ulary content the child may possess in that the child is acquainted with the -.onceptelementary school children using the Spanish; testing in Spanish does not sample of bread among other things. If the child is Peabody Picture Vocabulary Inventory. the child's English vocabulary. Similarly, better acquainted with home-produced flour The Peabody utilizes a simple ratio- English sampling does not identify words tortillas or fortunes and does not know how nale and methodology. The testee is associated with a child's Mexican (Spanish, to react to the problem situation, it is danger- presented a test kit which has been divided Indian, Hispanic, Latin) culturally relates ous to assume a low intellect. into four compartments. Each compartment concepts; Spanish sampling does not identi- Intelligence tests often require spe-contains a picture depicting either a simple fy words associated with a child's English cial skills and abilities commonly acquiredobject at the lower levels of the test or an (American) culturally related concepts. at the age o:.. grade level at which the test isactivity or some complex concept at higher administered. A fifth grade intelligence test levels. Problems with Translation -lay require third grade reading skills. The The tester gives an oral stimulus word, Many attempts have been made to tester assumes that a fifth grader can read at and the testee is to indicate which of the four validate intelligence tests through transla- least at the third grade level. However, if the pictures depicts the stimulus word. For ex-tions. For the most part, such attempts have fifth grade student was academically retard- ample, a plate may depict a butterfly, a bird,proved fruitless. I have seen, at some time or ed because he or she did not learn to read ina baseball bat and an elephant. When theanother, at least a dozen attempts to trans- the first grade due to his or her having totestor says, "Show me the butterfly," the late the Peabody test. The following example develop fluency in the English language and child is expected to point to the picture of the illustrates the reason for the failure of trans- subsequently did not possess third grade butterfly. Assuming that he or she has expe- lations to validate intelligence measures. reading skills at the fifth grade level, therienced the objects depicted, it is assumed assumption that he possesses the necessarythat the response to the stimulus word is1. Language Competency of Translators skills is false, and the test item, and subse-dependent on, and solely on, his or her The Spanish language competency of quently the test, and the score(s) produced mental abilities. It is assumed that the childsome translators have left a lot to be desired. are invalid. has seen a butterfly and that he or she hasIn one do-it-yourself translation of the previously heard and perhaps used the word Peabody test called to my attention, the Problems with Spanish Language butterfly. stimulus word hot dog has been translated to Intelligence Tests The fallacy of the assumptions men- "un perro caliente" whicii at best means a As stated previously, courts, unliketioned abOve holds true in this test situation. dog which is warm and at worst means a dog educators, have not experienced difficultyIt is not only possible, but extremely com- in heat. in understanding the reasons for the lack ofmon, that a child from a Spanish-speaking validity tests developed for White, Anglohome has never heard this insect being re-2. Dialectic Differences Saxon, English-speaking, middle-class pop- ferred to as a butterfly. Although he or she Translators have a difficult time iden- ulations when applied to non - White,may have heard it referred to by a Spanish tifying dialectic characteristics of the second non-Anglo Saxon, non-English speaking orword which incidentally in no way resem-language, cften peculiar to an area or region non-middle class populations. bles the phonetic elements of butterfly in which the translated test is to be utilized. However, the remedy implemented(mar iposa) and may be able to identify theIn the administration of the Peabody, the by the courts has frequently been equallypicture if the stimulus word were to bewriter had translated the stimulus word tree dysfunctional and invalid. presented in Spanish, the child's failure to into the Spanish arhol. In one school, almost In one case involving Mexican Amer-respond correctly assumes a low level ofevery Spanish-speaking student failed the ican children. the court addressed themental ability. Incidentally, many childrentest item. After the test administration, I administration of English language intelli-from Spanish-speaking environments who asked a child, "What is that?," while point- gence tests to be replaced by the are highly fluent in English have never heard ing to the tree. The child replied, "Es un administration of Spanish language intelli- the test words in the English language. palo." I subsequently found that in that area gence tests. Most likely, the results were The opposite of this situation is alsothe word "arbol" was never used; "palo" disastrous. true. Mexican American children who are was the accepted terminology. In the first place, there are no Spanish fluent in Spanish frequently have never heard As we have seen previously, the as- language intelligence tests developed for or the Spanish equivalent of some Englishsumption that the testee was acquainted with standardized for Mexican American chil-words either because there is no commonly the word and the concept did not hold true, dren. In the second place, language is not the utilized Spanish language equivalent or thetherefore, the item was invalid. only invalid characteristic of intelligence concept is extraneous to the racial, ethnic or tests used for minority populations. socio-economic culture of the child. For Bilingual Intelligence - continued on page 15 January 1995 IDRA Newsletterl 5 Bilingual Intelligence - continuedfrom page 14 tently. The translation of a test item changes prisingly, when the test was administered in 3. Maintaining Levels of Difficulty the index of discrimination. The translated Spanish, the testees tended to make the same A third problem encountered in theword may favor the low intelligence child mistakes in the Spanish language, even when translation of tests is retention of the level ofand penalize the high intelligence child. subsequent investigation indicated that the diffiCulty of a test item. In the developmentTherefore, translated test items must be re- testees knew the right answers. They consis- of a test, the items must possess a certain analyzed for their ability to discriminate. tently made the same wrong choice when level of difficulty to distinguish between age The four problems listed above make retested in a more familiar language. or grade levels. A test item using a stimulus it virtually impossible to utilize a translation It appears that the behavior of select- word must ascertain the word that is com-of an intelligence test with any degree ofing a choice from the four pictures presented monly known by the members of an agevalidity. In order to utilize such a test, it isturned out to be self-reinforcing. Having group (such as eight year olds, but notnecessary to conduct the item analysis andmade that choice, there was astrong tenden- commonly known by seven year olds). If an re-norm the test for the intended population. cy to stick to that choice even when testees eight year old does not know the word, it is The amount of work involved would besubsequently discovered it to be a wrong assumed that he or she has inferior intelli- one. gence. If an eight year old knows the word, In order to prevent wrong choice rein- he or she is assumed to be of average intel- forcement, the two tests were administered I igence. Ira seven year old knows the word. PSYCHOMETRICIANS HAVE GONE simultaneously. The stimulus word was giv- he or she is assumed to be of superior SO FAR UP THE WRONG CREEK IN en in Englh.' and in Spanish in order to intelligence. prevent the first response from becoming THE ASSESSMENT OF MINORITY In general. words are ranked by diffi- self-reinforcing. The testees were not al- culty. The level reached by a child in relation MENTAL ABILITIES THAT IT IS lowed to respond until the stimulus was to his or her age constitutes his or her WISE TO HEFD THE NATIONAL presented in both languages. intelligence. Performance on such administrations The translation of a word frequently EDUCATION ASSOCIATION'S improved dramatically, even though some changes the level of difficulty for that word. RECOMMENDATION THAT ALL new problems were discovered. For example, the Peabody uses the stimulus Administrations were made where the INTELLIGENCE TESTING OF word tumble which must be associated with English stimulus word was presented be- the picture of a child tumbling downy hill. MINORITY CHILDREN BE fore the Spanish word, and in some administrations the sequence was reversed But, there is no commonly used SUSPENDED UNTIL ALTERNATIVE language equivalent for this word. with the Spanish being used before the Translators have used the words WAYS MAY BE EXPLORED. English word. The results showed signifi- "tropezar" and "caer" as stimulus words in cant differences in the measurement of Spanish. Yet, "tropezar" means trip, which almost identical to the effort made in theintelligence depending upon which language may or may not be at the same level oforiginal development of the test. cue was used first. In general, through the difficulty as tumble. It may be easier (at a first three grades, Spanish followed by En- lower level) or it may be harder (at a higherTest Administration glish produced higher results. In grades four level). The alternative "caer" means fall It should be noted that the lack ofto six, English followed by Spanish pro- and is generally at a much lower level ofvalidity holds true regardless of languageduced significantly higher results. difficulty than is tumble. characteristics or ethnicity of the adminis- Perhaps this finding can be attributed Levels of difficulty for vocabularytrator. There iE, no basis for assuming that an to language dominance, although no at- words change from language to language,invalid instr.ment becomes valid when used tempt was made at the time to explain the and, when one word has several transla- by expert._ sensitive or skilled individuals, phenomenon. tions, the level of difficulty changes fromor by s, anpathetic or empathetic administra- one translation to the other. Such a situationtors. Foi personnel to claim thatConclusion most definitely invalidates e" h such test translated tests are valid because the admin- The foregoing evidently supports the item. istrator has a "high degree of knowledge ofcontention that it is difficult, if not impossi- Mexican American children" is asinine and ble, to measure with a high degree of validity 4. Index of Discrimination is not substantiated by reason or research.the intelligence or mental abilities of chil- A similar situation exists in the index Assuming that a test publishing companydren who speak two languages by the use of of discrimination for test items. The value ofcame up with a high quality translation of an a test in a second language. Past efforts to do a stimulus word in a test item is dependent intelligence test for bilingual children, the so have proven to be detrimental and have upon its ability to discriminate, that is, high administration of such a test would stillled to the over-inclusion of minority chil- intelligence testees will consistently get itpresent some formidable problems. dren in classes for the mentally retarded. right, low intelligence testees will consis- In attempting to obtain more validLow levels of expectancy for children as- tently get it wrong. administrations of the Peabody, I tried ad- sumed to be mentally retarded has led to a In the development of a test, huge ministering two tests. The first administration self-fulfilling prophecy much to the life- quantities of test items are discarded due towas in English and the second in Spanish. long detriment of minority children. their inability to produce this discrimina- When the English version was given. Recent attempts to remedy the situa- tion. The ones that are retained have been several items were missed by the testees duetion by the administration of "translations" found to make the discrimination consis-to the language described previously. Sur - Bilingual Intelligence - continued on page 21 January 1995 1DR A Newsletter REFLECTIONS

CHILDREN'S RIGHTS AND WRONG RITES: ADVOCACIDE-A TALE OF ALMOST LOSING COURAGE I was ready to jump. Just like James Stewart in It's A Wonderful Life, I had given up. All of my work and the work of thousands of others seemed Ex,. eless. My friend, Hedy Chang, co-director of California Tomorrow, was almost in tears. She was at a middle school in northern California on the day after Proposition 187' passed and saw some young adolescents crying in fear, frustration and anger. Absences had increased overnight. Hedy was fearful for the well-being of those children. And she was just one of a chorus of friends, colleagues and compatriots: "We're in a period of meanness and cruelty. People are frightened. Our economic survival seems to be at stake, and 'they' are to blame." Rights? Rites of rage! Aurelio M. Montemayor And as one of those defending "them," I was fighting a losing battle. In the movie, Stewart was going to jump in the icy river because he felt like a failure. His building and loan institution, that had helped so many families acquire homes and the good life, was about to be closed. My leap was much safer and selfish: to leave child advocacy and jump into business for myself as a trainer. I had a good reputation. My services were being requested often enough. I might as well desert a lost cause and dive-in to making money in a more popular arena. I saw little future in appealing to people's compassion for children. Education for all children, especially those most in need, is not a concern of taxpayers. voters, elected officials or even many educators. In my plunge into the cold but thankfully numbing business of surviving economically in the private sector, I could erase my long list of reasons for defending the rights of immigrant children to an education. i could clean out my files and boxes of articles, statutes and training materials. Those moments when one is poised to take a major step in one's life, as in a movie, bring to consciousness a myriad of memories. In my perch on the edge of the chasm, I saw the pages from my copious books flipping quickly. Plyler vs. Doe': "Children are not responsible for their slams_ Visiting...condemnation on the i:ead of an infant is illogical and unjust.""...by depriving the children of any disfavored group of an education, we foreclose the means try which thatgroup might raise the level of esteem in which it is held by the majority. But more directly, education prepares individuals to be self-reliant and self sufficient participants in society...The inestimable toll of that deprivation on the social, economic, intellectual, and psychological well-being of the individual, and the obstacle it poses to individual achievement, make it most difficult to reconcile the cost or the principle of a status-based denial of basic education with the framework of equality embodied in the Equal Protection Clause." Flip...One of the children in Plyler vs. Doe one of those that the plaintiffs were pleading for all the way to the U.S. Supreme Courtwas recently interviewed for the Austin American Statesman. When she was 11, the district told her parents that she was not entitled to a free public education. Anna Flores, now 28 years old, is working as a teacher aid in that same school district. She is concerned about the anti-immigrant feelings: "What's going to happen to these children? Tney are going to go to gangs. They are not going to get their shots. We're going to start a big thing here if we don't think of the future." Flip...A politician in the 1970s: If we can tax ourselves to create super-highways that are models for the world; a system of defense second to none; and reach the moon, then we can educate all of the children living within our borders. If we can spend billions on pet food and addictive substances, we can afford an excellent educational system. Flip... A page reads: Rights are not really a matter of law; they are much more fragile and breakable. Children have only the projection and rights that we wish to give them. The most vulnerable are so because they are in the care of adults to whom wehave limited rights and privileges. Flip...Another page lists: Children are vulnerable because they are poor; ...the school system has resisted understanding how to teach them; because of Vie incompatibilities; ...minorities keep fighting among themselves for the crumbs left on the plate; ...we are still arguing about bilingual education; ...books are re-emerging referencing "inferior gene pools"; ...tests are reinforcing our worst prejudices about certain groups. Flip...The New York Times. Sunday, November 20, 1994: Taxpayers are Angry. They're Expensive, Too. "When budget committees start looking at federal costs, they'll find there are precious few poor people's programs to cut. The bulk of the money goes to the politically potent middle class." Flip... A peer counseling leader notes: "As people began to cry and laugh through their hurts and built up distresses (distresses that become chronic recordings, not necessarily indelible, but difficult to remove), I saw society, humanity, as a circle of adults with clubs in their hands, simultaneously beating the person in front on the head, and being clubbed by the person behind, all in aperfectly round circle, devastating in its, daisy chain of oppression. If we are to break the chain, we must support, teach, feed and help all children. Our schools are the places that can open the doors of freedom, learning, democracy and economic security for all society." Enough flipping. I'll jump. But then people appeared. My teacher and friend, Jeff, in the Bronx. proudly introducing me to his studentsCentral Children's Rights - continued on page 17 January 1995 IDRA Newsletter17 Reprinted with permissions from

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IT . PME WE GO BALK ro continued from page 16 ANCYARL,Ea. COLOR8LprO ERA. Children's Rights - WREN tA/ERV,DuALS WERE F Americans. Chinese Americans. many immigrantsbeaming with love and pride. JUDGED ON 11.1L1g MERITS Images of teachers, students and families in Billings, Montana, at an end-of-year event joyful, thankful: a solid mix of immigrants. Teachers began to parade by me as troops before a general. As they marched by in motley ranks I caught wisps of their ongoing *Wes ,11P. wt..4 conversations. "I love my students."... "I couldn't find it in my heart to exclude any one of them."..."Todos pueden aprender[Everyone can learn]."..."Give me more 0 1994 Repri-led with permissions from Universal resources but let me teach them." ..."I'll never quit on my kids." Press Syndicate. Then two groups, one from Houston and one from El Paso, stood in front of me with a large poster, "It is the vision of the Texas Immigrant Education Collaborative that American schoolswith significant populations of immigrant students provide a collaborative environment where students are prepared to becomeproductive citizens capable of making significant contributions to our emerging global community." (The statement was theresult of extensive deliberations. Their body language showed determination and commitment.) I tried to turn away from these ghosts of battles past. and some larger images loomed in frontof me. Jose Cardenas kept saying, "Every child has the right to a quality education." Cuca Robledo Montecel zoomed by urging,"valt'And empower all children, families and communities." And then a video collage on multiple screens appeared. Children I had known, and perhaps made adifference to, were smiling at me and saying, "Hi Sir, where were you? We missed you!" and"OyeMonte, what's happening?" Some were even lovingly flaunting professional and generational disrespect by calling me "Aurelio." Crowded behind them were theirfamilies. One father called out to me, "Tell us another joke. I love your meetings because youmake us laugh and also let us discuss serious topics." The multiple screens kept splitting until I couldn't distinguish faces. The last image blended everything into the image of one child, one angel At my side,whispering with compassion, "Are you really going to quit?" Stop. Cool it. I am a child advocate. I choose to see children as human beings that shouldbe accorded every right and privilege possible. Any human being can turn out to be the one brilliant leader who will create aworld without war... find the cure to all cancers...figure out how to stop large scale famine...bring out the inherent genius in allchildren. And I'll find the words, the key to the heart. Rights? Rites of unlimited high regard.Our race, the human race, will survive. I'll take inspiration from Emma Lazarus'' idea of generations ago. and keep our schooldoors open to these "the homeless, tempest tossed and [I will] fearlessly lift the lamp beside the golden door ...[of school]."

\ law recent I\ passed in California that. among other things. denies educational andhealth services to children of undocumented families. The U.S. Supreme Court case that forbade public schools from excluding children because of thelegal status of their parents. The author of the words at the base of the Statue of Liberty.

Aurelio M. Montemayor is a Senior Education Associate in 1DRA's Division ofProfessional Development. S. January 199517IDR A Newsletter10 Technology and E wiry - continued from page 12 using technology throughout the teach- students and teachers can visit Paris' Louvre ers' own curriculum. museum, talk to NASA astronauts in prepa- THE MOST FUNDAMENTAL Valuing professional development ac- ration for the U.S.-Russ:an space station, CHANGE IN THE LEARNING tivities by giving teachers stipends or re'd the editorial page of LeMonde, and ask alternative rewards (e.g. days off). PROCESS THAT TECHNOLOGY CAN (uestions to university or private industry Working cooperatively with teachers experts from Israel to Argentina. Students FOSTER IS THAT STUDENTS CAN from other schools. Encourage informa- and teachers can find exiting things to do TRULY BECOME THE CENTER OF tion and experience exchanges among that relate to history, geography, social sci- colleagues. ence, natural science, mathematics. civics. THE LEARNING PROCESS. Inviting outside trainers to stimulate risk language, computers, and, in general, any THIS WILL BE AN ENORMOUS taking and a feeling of comfort and open- area of the curriculum; things that are excit- ness. STEP TOWARD EQUITY ing, life engaging and addictive. Including both technology experts and BECAUSE STUDENT NEEDS, administrators in the training sessions. Equity Concerns CHARACTERISTICS AND CULTUR- They will become part of the support There were more than 150 sessions program for the teachers. during the three days of the conference, and AL DIVERSITIES WILL THEN Developing a support program for sus- only one of them suggested a concern about BECOME PART OF THAT CENTER. tained experimentation and comfort with the issue of equity in education: "Narrowing technology and teaching techniques. The the Gap: Inclusiveness in Computer-Medi-culturally-rich environment within the program includes recognition, periodic ated Communication." In this session. theschools. renewal clinics, resources and patience presenters seemed to suggest that the issue The most important skills 'hat people from superiors. of inclusiveness was basically a language will acquire in this new classroom are infor- In this new environment, technology issue, and therefore a bilingual Bulletin mation literacy skills. Through these skills,can be instrumental in alleviating some of Board System was sufficient to narrow the students will learn to do the followingthe equity issues analyzed in another session technology gap between mainstream and(Hancock, 1994). of this issue (see story on Page 1). Two of minority students. Real equity was not an Recognize the need for additional infor-these equity issues are the issue of language issue in this conference. When I comment- mation. This also includes examining and the issue of access and assignment. ed on this fact to another conference assumptions, values and common sensu- participant (an education consultant ). he al believes. Equity in Language replied, "I don't see how technology can Identify sources or resources that can In an open, student-centric classroom, help. If anything, it will widen the gap potentially satisfy this need. bilingual education programs, and other pro- because [of] rich schools and poor schools. Locate or access those resources. grams in which cultural diversity is valued, The rich schools will get all the equipment Evaluate information obtained to gaugewill benefit. For example, students in San and all the best people..." its adequacy. Develop critical thinkingDiego, California, or Edinburg, Texas, will It occurred to me that this unexamined skills. be able to collaborate with students in Puerto assumption is a big part of the problem. It is Organize and summarize information. Rico or New York. They will be able to the responsibility of those of us concerned This will create active learners, with share their concerns. feelings and hopes and about equity to demonstrate that it does notlifelong learning and active citizenship atti-to find echoes of these feelings from similar have to be that way. Technology can be parttudes (see figure on Page 12). For this topeople on the other side of the country. of the solution, instead of the problem. happen. schools will need the basic resourc- Research has shown that students that com- es: computers, software, phone lines andmunicate with distant audience peers have Equitable Education Through Internet connections. significantly increased their language skills Technology Nevertheless, it has been demonstrat- (An extended discussion of this kinc!, of The most fundamental change in theed that the existence of those resources in research can be found in Montes, 1992a and learning process that technology can fosterthe classroom is not a sufficient condition 1992b). This will initiate a process of inte- is that students can truly become the center for the creation of a nev, school. IDRA hasgrating minority students to the whole of the learning process. This will be anfound repeatedly that the single most im- society, not from a position of self-criticism, enormous step toward equity because stu-portant factor in using technology in thebut from a position of valuing their own dent needs, characteristics and culturalclassroom is teccher training. The exist- cultural traditions. diversities will then become part of thatence of a highly trained. highly motivated center. The classroom will be a place to staff is a precondition for any advancement Equity in Access and Assignn learn, more than a place to teach. Informa- in the use of technology in the classroom. Technology can also be of real value tion will be available on demand from many Furthermore, not all training is equal- in the issue of access and assignment. A different sources, not just from teachers and ly effective. The most effective trainingproject implemented by a Texas university books. In this context, the teacher is one occurs within the context of the following. in partnership with a local telephone compa- more resource available to the students. Having a long, sustained process of atny and the regional school district used Teachers arc also learners. Teachers learn least one week. In turn, this process should interactive television (ITV) technology to from this information-rich environment en- be part of a more global professional provide access to advanced mathematics to abled by technology 7,nd also from the development plan with the intention of Technology and Equity - continued on page 19 January 1995 IDRA Newsletter I 9 Technology and Equitycontinued from page 18 20 Years After Lau- continued from page I ing the compliance review fell on the bilin- low-income students traditionally tracked ing equal opportunities to learn (high expec-gual director. Despite this effort, it was to lower-mathematics classes. IDRA pro- tations, active participation), having accessestimated that only one-fourth of LEP stu- vided technical assistance and evaluated the to the core content and reaching graduationdents eligible for assistance were being project's performance (Montes, 1992c). requirements. served (CCSSO, 1990). The result was a The project not only had a technology National origin desegregation hasprogrammatic response that targeted only component, but also included curriculum tended to occur in stages. Initial effortsone issue: the removal of language as a development, social support and tutoring targeted the most salient and gross inequal-barrier to accessing the content. components. The project developed a new ities. Prior to the Lau v. Nichols decision in Yet, other second generation prob- pre-algebra curriculum, based on current 1974, a memorandum to school districtslems existed which were not addressed at research and recommendations from the from the federal government had clarifiedall. These included access and assignment National Council of Teachers of Mathemat- the applicability of Title VI of the Civilof LEP students to "other" programs be- ics and from the College Board. The Rights Act of 1964 to language minoritycause of limited-English-proficiency (e.g., curriculum emphasized "hands-on" activi- students (DHEW. 1970). It identified threebeing denied entry into gifted and talented ties that stimulate higher level critical main areas of concern: (1) unequal access toprograms because of sole reliance on a thinking. It combined the use of computers participation in school programs because ofstandardized score), placement into special and graphing calculators to stimulate explo- language, (2) segregation by tracking. abil-education classes where a 300 percent over- ration and discovery. The social support ity grouping and assignment to specialrepresentation existed in classes for language included mentorship, social services pro- education programs. and 3) exclusion ofand learning disabled students (Ortiz, 1986). vided by social workers, and motivational parents from school information. Further-and under-representation in advanced level activities. Tutoring was provided by univer- more, the May 25 memorandum instructedmath and science courses. Tracking and sity students both in class in small groups the Office for Civil Rights to implement theability grouping had been prohibited by the around activities organized by the teachers review and enforcement of compliance pro- and after class on a one-to-one basis. cedures. In the technology component, the The Lau decision placed responsibil- project used digital fiber optics technology ity on school districts to ensure that SCHOOL DISTRICTS LOOKED TO to link the high school and the university limited-English-proficient students were ACTING ON THE GUIDELINES campus via interactive television. This al- identified and provided with a language lowed the university professor and students response program. The judge noted, "Un- WITHOUT REALIZING THAT to communicate with the classroom teacher der these state-imposed standards there is THESE, AS WELL AS THOSE OF and students. Students could also communi- no equality of treatment merely by provid- BILINGUAL EDUCATION PRE- cate with othei students in the class through ing the same facilities, textbooks, teachers television sets distributed throughout the and curriculum for students who do not SCRIBED BY STATE LAW, SPECIFY classroom. This conveyed a sense of cozi- understand English effectively" (Lau vs. THE MINIMUM ACTION TO BE ness and intimacy in the classroom. Nichols, 1974). The court found a denial of The classroom arrangement included equal educational opportunity under the UNDERTAKEN IN ORDER TO NOT a multimedia workstation that, through a Civil Rights Act of 1964. Unfortunately, BE OUT OF COMPLIANCE. copy/display camera, allowed students and the 1974 Lau decision did not mandate teachers to develop paper-based exercise/ bilingual education or use of the nativeMay 25 memorandum. Later, Lau affirmed explanation to be displayed on monitors. language. However, the Lau decision didthe validity of the May 25 memorandum This technology facilitated a more fluid affirm the authority of the then Departmentextending the Civil Rights Act of 1964 to communication between students and stu- of Health. Education and Welfare (DHEW)language minority students. Despite the dents, students and teachers. and students to "require affirmative remedial efforis tostrong legal prohibitions of these actions, and tutors. give special attention to linguistically de-school districts in the nation continued to At the end of the year, an algehra test prived children." track, ability group and mis-place limited- was administered to three groups: project Soon after, DHEW issued a memo-English-proficient students in educational students with strong parental support, all randum known as the Lau Remedies andprograms (Oakes, 1985). other project students, and all other pre- identified school districts having at least 5 Other second generation problems algebra students in the school. The parents percent limited-English-proficient studentswhich were not addressed in Lau or in of the first group were more involved in the for investigation and review (1975 ). Thepractice involved the elimination of practic- project and participated more often in the Lau Remedies focused on instituting a lan-es which lead to isolation or differential projects social support activities. guage response program at the school districttreatment based on race, sex and national The students with strong parental sup- level. It provided direction regarding basicorigin. This included not seeking solutions port performed significantly better than the needs (program elements, entry/exit crite-to end school segregation of LEP students. other project students (t = 2.73 [T-test val- ria, resources, staffing). School districtsLEP students were often placed in one class ue], p < 0.01 [probability of error]) and having higher concentrations of LEP stu-together. In many cases, this resulted in better than the other pre-algebra students (t dents were targeted by the Office for Civilvirtually the same group of students spend- = 10.59, p < .001). The second best scores Rights (OCR) for review and plan develop-ing their entire elementary school life were those of the other project students. ment subsequent toafinding oftogether (Garcia and Donato. 1990). Technology and Equitycontinued on page 21 non-compliance. Usually, the task for meet. 20 Years After Lau- continued on page 22 January 1995 IDRA Newsletterfl 1990s, court decisions having to do with duce world-class students with world-class race, gender and national origin have pro-skills and to create new paradigms for civil COMING UP! duced a need for schools to rethink andrights and equity-based excellence. possibly create new ways in which to protect The concerns include the following: IDRA Newsletter Focuses on the civil rights of children. I.Provide reorganized and restructured professional development for educa- Math and Science in February. Civil rights of immigrant students tors to meet the challenges of preparing in public schools. students for the 21st century. This issue is currently creating con- 2.Implement culturally sensitive curricu- Fourth Generation - continued from page 11 siderable discussion, debate and, in some lum which reflects equity, educates will produce segregated schools and thatsettings, reaction to newly arrived popula- students for the realities of a diverse violates every principle of desegregation. tions in communities and the schools of world and embraces social justice. those communities. The rights of these new- 3.Develop life-long learning competen- New efforts to involve communities and ly arrived or recently arrived citizens is what cies including literacy, critical thinking, parents in the operations of schools throughmust be clarified and affirmed. This chal- metacognition. problem-solving andde- site-based management and shared lenge is formidable. given the attitudes, cision-making skills. decision-making. perceptions and prejudices which many com- 4.Provide instruction to produce 21st cen- It is clear that parents and communi-munities harbor regarding certain tury workers and citizens who have ties have a place in the discussion about how immigrants. knowledge, skills and competencies in to make schools work for all children. They technology, information management, also have a responsibility to help to createConclusion math and science, and diversity. such schools. Bringing them to the table and Given these emerging trends in school 5. Create school and community collabo- giving them access, given their ranges ofdesegregation as they have been document- rations on social issues affecting school differences, is what school people must re-ed around the DAC-SCC region and operations and outcomes including is- think. Parents and communities must bethroughout the nation. given the current sues such as violence, drugs, changes in solicited and consulted for their ideas, opin- political, social and economic realities which families, employment, poverty and ions. concerns and input on how best tothe nation faces, and given the pressing empowerment. make schools work for their children. Gone approach of the 21st century and the goals This discussion is just beginning. It is are the days of simply telling parents what to the nation has set for excellence in educa-certain to, and should, evolve. We need to do. This new day sees parents and commu- tion through the Educate America Act andtalk about this new generation of desegrega- nities as partners in the appropriate, equitable the Improving America's Schools Act, there tiori and civil rights with each other where education of all children, regardless of dif- is a compelling need to define a new gener- we can raise tough questions about how we ferences. ation of school desegregation. civil rights, create it, why we must create it, when mus equal educational opportunity and equity we begin, who must be involved, and how New dimensions of school desegregation, which concurrently embraces as basic the they should be involved. We need to grope civil rights and school finance issues. historical, constitutional principles uponand struggle through creating new para- No discussion of desegregation andwhich these ideas were based and placesdigms and new language so that when we equity can be taken seriously if the issue ofthem in a broader, updated and future-think- talk, we also raise new images and new school finance is not a part of it. The con- ing context. possibilities, rather than simply disturbing cerns about costs of education and who Desegregation, civil rights, equity and the slumbering, weary images of the past; should pay for it are not new. What may beequal educational opportunity are not justimages that, although they should never be new are questions having to do with how to concepts of the past. They are very much aforgotten, cannot be, and are not, entirely create comparable high-quality, education-part of our future as a nation. It is naive to appropriate to move us into the 2I st century. al experiences for all children, even children think otherwise. These ideas, however, need in property-poor school districts. These are a new foundation upon which to be ground- Resources the tough issues, and their solutions willed, and they need to be viewed in tandem Intercultural Development Research (IDRA). IDRA Newsletter (San Antonio, Texas: IDRA, August require creative and different thinking. with the realities of the 1990s and the 21st 1994), 21(7). century. These ideas need new language National Commission on Excellence in Education, Evolving federal court activity in the areawith which to talk about them, and they need The. A Nation At Risk: The Imperative for Educa- of desegregation and reaffirmation of the a new context. Certainly. a part of that new tional Reform. A Report to the Nation and the Secretary of Education United States Department law to protect the civil rights of students in context and foundation has to be the nation of Education (April 1983). schools. as a pre-eminent leader in this global vil- Network of Regional Desegregation Assistance Cen- The renewed activity by the Office for lage. ters. The. Resegregation of Public Schools: The An extension of the original model Third Generation (June 1989). Civil Rights of the U.S. Department of Ed- Scott, Bradley. "In Pursuit of Equity: An Idea whose ucation and the litigative activity of the U.S. created by the 10 regional desegregation Time Has Come," IDRA Newsletter (San Antonio. Department of Justice and the federal courtsassistance centers should look like the de- Texas: Intercultural Development Research Asso- have certainly challenged communities toscription below. ciation. September 1990), 17(8), p. 9-12. be alert to issues of equal educational op- The Fourth Generation of Desegre- portunities for children in schools.gation (Future): The goal is to create new Bradley Scott is a Senior Education Associate in Throughout the 1980s and, certainly, the schools that work for diverse students, pro- IDRA' s Division of Professional Development. January 1995 IDRA Newsletter 01 Bilingual Intelligence -continued from page 15 Technology and Equity - continued from page 19 are equally dysfunctional and will perpetu-They performed significkditly better than the ate an unfortunate situation. other pre-algebra students (t = 15.2, p < Eappy New Year If school personnel persist in their0.001). All project students performed sig- efforts to evaluate the mental abilities ofnificantly better than the control group. minority children, or for that matter the economically oreducationally handicapped, Using Technology Effectively 't-i) mute UltniL itnecessary that an extensive research and These examples show how technolo- dev lopment effort be undertaken. gy can be part of the solution. They also Alternative ways of assessing mental show that technology, to be effective, has to z abilities must be identified that will proba- be used in the context of the following. bly have to differ considerably from past Teachers who believe students can learn practices. Psychometricians have gone so and are not only trained in the new tech- far up the wrong creek in the assessment of nology but also in the new teaching minority mental abilities that it is wise to techniques, that is, higher order thinking heed the National Education Association's skills, cooperative leaning, whole lan- recommendation that all intelligence testing guage and interactive teaching. Preggoa r of minority children be suspended unti; A live curriculum owned by the teachers alternative ways may be explored. and meaningful to the students. A con- tent-rich curriculum that is exciting and Dr. Jose A. Cardenas is founder and Director is developed within the context of valu- 9-From the Staff Emeritus of IDRA. ing student reflections and contributions, a student-centric curriculum. For information onMulticultural Education: Additional support to students who need of IDRA A Generation of Advocacyby Dr. Jose A. it. This will only help level the field for Cardenas see Page 26. students who do not have adequate sup- port within their social sphere (i.e., their families and friends). Strong parental involvement in school activities and in their children's educa- tion. (see story on Page 7.) COMPENDIUM OF READINGS Technology can indeed In part of the solution, and only part. Human components, IN BILINGUALEDUCATION social organization of the learning environ- ment, and intentionality and purposefulness of the uses of the technology are still para- mount. The Texas Association for Bilingual Educationrecently released the book.Compendium of Readings in Bilingual Educa- Resources tion: Issues and Practices.This anthology of readings offers a Hancock. Vicki. Preparing for Tomorrow Today: rich variety of the most current and cogent thinking inbilingual Electronic Resource for Information Literacy. education. The diverse perspectives and collectivewisdom of Proceedings of TelE'd'94.International Society in the for Technology in Education (1994). policy experts. practitioners. researchers and specialists Hixon. Susan. Literacy and Technology: Real-time field of teacher education provide an eloquent andcompelling Leaning on the Internet. Proceedings of TelEd account of the progress of bilingual educationand its promise on '94. International Society for Technology in Edu- the threshold of a new century. The contributing authors(includ- cation (1994). Kr& Ed. The Whole Internet User's Guide & Catalog ing four IDRA staff members) examine exciting andprovocative (Sebastepol. Calif.: O'Reilly & Associates. 1994). topics covering a wide spectrum of bilingualeducation.These Monies. Felix. "Using Computer Networks To Value include policy and philosophical issues. theoretical constructs. Students' Contributions."IDRANewsletter (San second language acquisition concepts and socio-culturaldimen- Antonio. Texas: Intercultural Development Re- will find search Association, 1992a), 19(5). sions of education. From the realm ofpractice. the reader Monies. Felix. "High Technology Expands Coca-Cola descriptions of bilingual education and ESL teaching processes. Valued Youth Network."IDRANewsletter. (San including instructional practices for promoting literacy among Antonio, Texas: Intercultural Development Re- language-minority students. Each of the authors, implicitly or searchAssociation, 19926), 19(8). role in Monies, Felix. Partnership forAccess to Higher Math- explicitly, recognizes the centrality of the teacher's ematicsEvaluation Report (San Antonio, Texas: actualizing effective bilingual programs and in ensuringthat Intercultural Development Research Association. language-minority students are afforded the opportunity to reap December 1992c). the full benefit of their educational experiences. Dr. Felix Monies is a Research Associate in IDRA' s Division of Research and Evaluation. January 1995 IDRA Newslette2 2 20 Years After Lau- contilued from page 19 al studies was the presage variables, those cess at a very high level (95%) (Squires, et School district personnel, particular-teacher beliefs that propelled them to act in al., 1984). For LEP students, it is not enough ly school principals, did not act to diminish the ways they did. The effective teachersto ensure that they are receiving native lan- the disproportionate application of disci-studied believed that students could learnguage instruction or comprehensible plinary procedures, including corporal and that they could teach students (Squires, instruction through ESL. A step further is to punishment. suspensions and expulsions.et al., 1984). Because teachers believedsee that the they remain on-task, cover the While largely unacknowledged, the root tostudents could learn, they tried different content arid experience high rates of success many discipline problems stemmed fromapproaches until they successfully taught in mastering the objective. By specifying lack of communication skills and culturalthe content. The training that followed and these outcomes as aims, school personnel understanding on the part of school person- the teacher evaluation instruments later de-can better assess innovations and theirprom- nel interacting with culturally and veloped left out these very important beliefs ise for academic achievement of LEP linguistically different students (Sosa. 1993). and other important actions like choosing students. Thus, higher order thinking skills Not much was said or written about the need the right level of difficulty of the objective (H.O.T.S.), cooperative learning, whole lan- for notices sent to parents regarding disci- and doing a task analysis since only lowguage and interactive teaching can be pline to be in a language they understood. inference behaviors (those that could beembraced not because they are the latest The issues of grading and grade retention measured) were included in the training andfads in education, but because they further because of language skills were, similarly,the evaluation instruments. open the curriculum to LEP students by ignored. A second set of important findings increasing higher order thinking (focus), As we entered into the third genera- from this research pointed out that students active participation in the small groups tion of desegregation, the problemsin the effective teachers' classrooms were (think-share pairs, triads), access to mean- encountered in the second generation ofon-task a large portion of the school day,ing (whole language) and connectedness/ desegregation continued. In the 1990s.covered the content, and experienced suc- 20 Years After Lau- continued on page 23 school districts began implementing zero tolerance and assigning students not up- holding this policy to alternative high Policy Recommendation for the Next schools. Neither school district policy or Generation staff development addressed the need for In addition to the usual programmatic mandates for serving LEP students not disproportionately applying these disci- (identify, place in programs, teach ESL, teach content in home language, provide plinary procedures to limited- English- ESL in the content areas, assess, exit), the following are some additional mandates proficient students. that my analysis of recent research indicates should be added to new policy regulations for serving LEP students. Third Generation of National Origin Re-examine findings from the effective teaching research. Extriciprinciples Desegregation that are applicable to education of LEP students. ;., In the third generation of desegrega- Extract factors in the research on effective schools and classrooma:and apply tion, the focus was on physical resegregation, to education of LEP students, e.g., campus policy prohibiting racial-4# ethnic equal opportunities to learn and equal out- slurs (orderly environment, high expectations). comes achievements, attitudes and Require keeping data on indicators that affect outcomes, such behaviors (Network of Regional Desegre- (leads to over-agedness), disciplinary measures, e.g., suspens gation Assistance Centers 1989). content coverage), public rewards (high level of students rewiiideikNi..: Desegregation concerns includcd having Monitor and uphold prohibitions against tracking, ability grouping, iisaignment high teacher expectations, having chai:,:mg- to special education and exclusion from gifted and talented pmgraini; '"- ing curriculum, having instruction that Make special efforts to enroll LEP students (and exited LEP ,students) in enhances opportunity to learn, validating advanced math and science courses and gifted and talented progrsms. Docu- students' culture and self-concept, and clos- ment procedures for school districts to follow. ing the achievement gap. The literature on Use native language or ESL techniques to teach LEP students enrolled in effective schools and effective classrooms advanced courses. provided insights for practice describing Emphasize the need for sending information home in a language that parents can effective schools as those where active lead- understand. ership creates a cl imate in which "success is Involve parents of LEP students in Site Based Decision Making (SRDM) expected, academics are emphasized and committees. the environment is orderly" (Squires. et al.. Monitor innovative teaching techniques to determine if they accomplish the 1984). desired aim: participate actively, cover and learn the content, experience high Teacher training followed the two rates of success. major types of studies on effective teaching. Ensure successful transition into English. Train the receiving teachers. Follow one to identify the teaching processes used up for two years. Make provisions for re-enrollment of exited students in special by effective teachers (correlational) and the services if needed. second to train teachers on the effective Assign a central office administrator to implement appropriate accountability. behaviors in order to affect and improve procedures to assure student progress and success. student achievement (experimental). One very important finding from the correlation- January 1995) IDRA Newsletter i' A11111111111111M1111111 20 Years After Lau- continued from page 22 repetition (thematic units). These strategies hold particular promise for increasingLEP CIVIL RIGHTS COMPLAINTS students' access to quality learning experi- "40,000 ences by providing access to the content WERE FILED IN TEXAS area material, developing concepts and in- creasing vocabulary. IN THE1993-1994 These teaching strategies should be used, evaluated and adapted according to FISCAL YEAR." the characteristics ofLEPstudents (includ- ing poverty, cultural traditions,ESLlevel A Review of Federal and State Civil Rights Require- and age). However, in their eagerness to be ments Relating to Race. Gender and National Origin a-i Their Implications for the Texas EducationAgency up-to-date, school personnel have not ana- (San Antonio, Texas: Intercultural Development Re- lyzed the assumptions behind these search Association. December 1994), p. 67. innovations. AMINII

After the Lau vs. Nichols Decision as placed on implementation concerns: School Suet 2SS for Limited English Proficient to identify students, what program to Students. (Washington. D.C.: CCSSO, 1990). The changes introduced throughLau Garcia H. and R. Donato. Paper presented at the vs. Nichols andsubsequent federal statutes choose, which books to select, where to find Eighteenth Annual Texas Association for Bilin- resulted in minimal compliance with the certified teachers, how to provide training to gual Education Conference (Lubbock. Texas. law. Following a letter of finding of non-teachers. Because neither the Lau decision ..lovember, 1990). nor the guidelines addressed the issue of Lau vs. Nichols! The Supreme Court Opinion (1974), compliance with federal laws, school districts 414 U.S. 563-572. requested and were provided with guide-grading, grade retention, learning and com- Network of Regional Desegregation Assistance Cen- lines to remedy their failure to act inmunication styles, or access to special ters. Resegregation of Public Schools: The Third accordance with the law. Unfortunately, theprograms (e.g., gifted and talented, calcu- Generation (Portland: Network of Regional De- lus, meeting graduation requirements in an segregation Assistance Centers, 1989). Supreme Court in Lau vs. Nichols did not Oakes. J. Keeping Track: How Schools Structure prescribe a remedy. The justice's decisionacademic track) when addressing the in- Inequality (New Haven: Yale University Press, left it up to school districts to decide the structional needs of LEP students, educators 1985). educational response. similarly ignored these issues. Ortiz, A.A. "Characteristics of Limited-English-Profi- For these reasons, it is imperative that cient Hispanic Students Served in Programs for the The Lau decision was unwavering Learning Disabled. Implications for Policy and and clear that "school districts must take in the next generation of desegregation ed- Practice" (Part II), Bilingual Special Education affirmative action to rectify the students'ucators finally address the equity issues Newsletter (Austin. Texas: The University of Tex- language deficiency as soon as possible"needed to meet the educational needs of as at Austin. 1986), page 58. LEP students. Bilingual education is a nec- Squires. D.A.. W.G. Huitt and J.K. Segars Effective (Lau vs. Nichols, 1974). However, neither Schools and Classrooms: A Research-Based Per- the court decision nor the Lau Remedies, essary, but by itself an insufficient, response. spective (Washington. D.C.: Association for which followed, prescribed bilingual edu-While it is the best approach to meet the Supervision and Curriculum Development, 1984). cation. School districts were free to chooseinstructional needs (a program), educators Sosa, A.S. Through and Fair: Creating Routes to need to keep the ultimate goals we want for Success for Mexican American Students (Charles- bilingual education or English as a second ton. WV: ERIC Clearinghouse on Rural Education language (ESL).This diminished the com- students, which is equ ity in educational out- and Small Schools. 1993). monly held idea that bilingual education comes. U.S. Congress. Civil Rights Acts of 1964. Title VI. 42 was the most appropriate response. Thus, The school-age language-minority U.S.C. 2000d (1970). population grew from 8.1 million to 9.9 U.S. Department of Health. Education and Welfare school districts, whether they applied bilin- (DHEW). Office for Civil Rights. Memorandum to gual education orESLtook a deficit posture: million during the 1980s (Waggoner, 1995). school districts with more than five percent na- there is something wrong with or missingMoreover, projections for growth in the tional origin group children. From: Stanley M. from the child identified asLEP.The chargeHispanic population predict that this group Pottinger, OCR Director. Subject: Identification of Services on the Bases of National Origin (May will double in 30 years and triple in 60 years. to them became "do something as soon as 25, 1970). possible and only as long as necessary." InThe time for improving public education for U.S. Department of Health. Education and Welfare schools across the nation, this became trans-an increasing segment of the school-age (DHEW). HEW Memorandum: Lau Guidelines lated into minimal compliance with the law population is now. At stake are a basic (Summer 1975). Waggoner, D. "Language-Minority School-age Popu- and the guidelines (a few exceptions existededucation and a life-chance for self-suffi- lation Now Totals 9.9 Million" NABE News in states having state-mandated bilingual ciency for several million children and youths (September 15. 1995). 18(1). education laws). School districts looked to whocan and should learn English and achieve acting on the guidelines without realizing in school. that these, as well as those of bilingual Dr. Alicia Salinas Sosa is a nationally recog- Resources education prescribed by state law, specify nized expert with 25 years ,xperience in the field the minimum action to be undertaken in Beebe. C. and J. Evans. "Clarifying the Federal Role in Education." In R. Miller (Ed.), Federal Rote in of bilingual education issues. She is the Director order to not be out of compliance. Education (Washington, D.C.: Institute for Edu- of IDRA' s Desegregation Assistance Center- Thus, the Lau response became a pro- cational Leadership, 1981), pp. 39-48. South Central Collaborative which addresses grammatic response, not a restructuring or Brown vs. Board of Education (19541. 347 U.S. 483. race, gender and national origin desegregation Council of Chief State School C.leers (CCSSO). an equity response. Consequently, empha- issues in five states. January 1995 IDR A Newsle RESOURCES ON CIVIL RIGHTS IN EDUCATION, REVISITING THE LAU DECISION ADDITIONAL READINGS Alt) INFORI/ IT/ON

Cardenas, Jose A. "Education Reform: Schools Need a New Attitude,"IDRANewsletter (San Antonio, Texas: Intercultural Development Research Association (IDRA), November-December 1993), p. 3. Carrera, John Willshire.Immigrant Students: Their Legal Right of Accessto Public UNDER THESE STATE-IMPOSED Schools(Boston, Mass.: National Coalition of Advocates for Students, 1992). Cummins, J.Empowering Minority Students(Sacral-, ,ento, Calif.: California Department STANDARDS THERE IS NO EQUALITY of Education, 1989). OF TREATMENT MERELY BY PROl1D- Gonzalez, Josue M. "Why We Should Not Adopt an Official Language." IDRA ING STUDENTS WITH THE SAME Newsletter(San Antonio, Texas: IDRA, January 1987), pp. 1-2. Johnson, Roy Lec. "Recruiting and Retaining Bilingual an ESL Teachers: An Educa- l'ACILMES. TEXTBOOKS, TEACHERS, tion Imperative for Texas."IDRA Newsletter (San Antonio, Texas: IDRA, Septem- AND CURRICULUM: FOR STUDENTS ber 1993), pp. 3, 7-8. WHO DO NOT UNDERSTAND EN- National Coalition of Advocates for Students.The Good Common School:Makingthe Vision Work for All Children.(Boston, Mass.: Author, 1991). GLISH ARE EFFECTIVELY FORE- National Commission on Cnildren.Beyond Rhetoric A New American Agenda for CLOSED FROM ANY MEANINGFUL Children and Families(Washington, D.C.: Author, 1991). EDUCATION. Russell, Celina & Roy Lee Johnson. "As Minorities Become the Majority: How - "Lau et al vs. Nichols et al: The Changing Demographics Will Affect Texas Schools," IDRANewsletter(San Supreme Court Opinion," 1974. Antonio, Texas: IDRA, May 1993), pp. 4-5, 11, 13-14. Titles in bold are available from IDRA at no cost. Contact IDRA's Communications Manager to obtain reprints. Thaiwu.

1DRA 1995 REGIONAL WORKSHOPS Indicate workshop title: Registration Form :3 Creating Effecting Learning Centers in Early Childhood Education NAM Pathways Reading Strategies Position: Grade(s): Pathways Math Strategies Instructional Computing SCHOOL WOW: Workshop on Workshops Address: Portfolio Assessment City: State: Zip Indicate location (note dates on Page 25): Phone:..[ -1 FT' :1] Aburquerque, N.M.(WOW and SCHOOL. Dis-rni Portfolio Assessment only) Address: Austin(Early Childhood and Portfolio City: State: Zip: Assessment only) Baton Rouge, La.(Portfolio Assessment HOME Aumu,ss only) Address: Brownsville(Early Childhood and City: State: Zip: Pathways Reading only) Dallas(no Portfolio Assessment) Phone Fax El Paso(Eatly Childhood only) At least one week before the event, regis- Houston(no Portfolio Assessment) trants will be contacted with details of the Laredo(Portfolio Assessment only) FORM OF PAYMENT even( location. address, etc. Payment is re- Lubbock too Portfolio Assessment) A check (payable to 1DRA ) is fundable for cancelations seven days prior to McAllen(WOW only) enclosed scheduled date of the event. Each workshop New Orleans. La. (wowonly) A put chase order is attached J requires a minimum of 12 participants. San Angel (Pathways Math only) P.O # San Antonio I no Portfolio Assessment) 1:1 Victoria(Portfolio Assessment only)

Send your registration by fax to IDRA at 210/684-5389 or by mail to IDRA, 5835 Callaghan Road, Suite 350. San Antonio. Texas 78228-1190. Please address your registration to the attention of: Regional Workshop Registrar. IRA REGIONAL WORKSHOPS 1DRA is offering intensive a.ld highly interactive workshops that address a specific training andtechnical assistance need within a particular region. These one- and two-day workshops are available on a fee by participant basis. They areoffered to individuals in a specific geographic region. Regional workshop topics currently being offered are described below. To register for a regionalworkshop use the form on Page 24. For more iiformation, call Rogelio Lopezdel Bosque at 210/684 -8180.

CREATING EFFECTING LEARNING CENTERS IN EARLY CHILDHOOD EDUCATION This workshop emphasizes the physical setting of the play environment and its important role in teaching skills for preschoolpublic school programs. This session will also focus on large group instruction, lesson plans and assessmentof children in learning centers. Teachers will have the opportunity to visit several types of early childhood programs through a slide presentation.Cost is $75 per participant. Feb. 6, 19958:30 - 3:30 Houston Mar. 16, 1995 8:30 - 3:30El Paso Apr. 3, 19958:30 - 3:30 Brownsvil Feb. 13. 19958:30 - 3:30Dallas Mar. 27, 19958:30 - 3:30 San Antonio Apr. 10. 19958:30 - 3:30Austin Feb. 27, 19958:30 - 3:30Lubbock

PORTFOLIO ASSESSMENT Student portfolios have varied uses in a classroom. The use of portfolios for assessing student performance isreceiving wide attention, and portfolios are being used in many states for this purpose. This workshop will address the elements of a reliableand valid portfolio assessment system. Participants will have an opportunity to review various systems and develop a prototypeof a system that could be used in the school district. Cost is $75 per participant. Jan. 23. 19958:30 - 3:30Laredo Feb. 27, 19958:30 - 3:30Victoria Mar. 3, 1995 8:30 - 3:30 Alburquerque, N.M. Feb. 8. 19958:30 - 3:30Austin Mar. 1, 19958:30 - 3:30 Baton Rouge, La.

INSTRUCTIONAL COMPUTING: FULFILLING THE PROMISE IN BILINGUAL CLASSROOMS This hands-on workshop is designed for creative teachers who strive to develop higher order thinking, orallanguage and literacy skills in their second language learners. The participants will learn effective ways to integrate instructional technologyinto their innovative language arts and content area classrooms. The ReadinglWritinglComputing Connection will reveal ways to useelectronic books, word processing, and desktop publishing software to extend the poems and stories enjoyed in whole language classrooms. Content AreaConnections will demonstrate ways to use electronic encyclopedias and other databases for student research,simulation programs for the exploration of thought-provoking issues in social studies, and spreadsheets and graphic programs for math and science investigations. BothMacintosh and IBM/DOS applications will be demonstrated. Cost is $75 per participant. Feb. 28, 19958:30 - 3:30Dallas Mar. 28. 19958:30 - 3:30 Houston Jan. 31, 19958:30 - 3:30 San Antonio

PATHWAYS MATH STRATEGIES This workshop offers a review of the TAAS test math-related objectives and instructional targets, including areview of how TAAS-like math questions should be formulated. It also provides test taking strategies and common mathematical errors.Training participants are grouped for activities that can later be used in the classroom. Cost is $75 per participant. Jan. 16, 19958:30 - 3:30 Lubbock Feb. 13, 1995 . 8:303:30 Dallas Feb. 27, 19958:30 - 3:30 San Antonio Jan. 23, 19958:30 - 3:30San Angelo Feb. 20, 1995.8:30 3:30 Houston

PATHWAYS READING STRATEGIES In this workshop participants will review the TAAS reading objectives and instructional targets.become familiar with reading as a process, and construct TAAS-like sample items. It will help teachers understand the needsof the limited-English-proficient (LEP) secondary students taking the TAAS test. In addition, teachers will learn a series of strategies for integrating the TAAS objecti s into regular classroom instruction. They will review techniques that assist in integrating language and content instruction; learn four strategies toassist secondary LEP students in their preparation for the writing, math, and reading portions of the test: and learn to integrate languagelearning strategies and activities into specific content area teaching. Cost is $75 per participant. Feb. 13, 19958:30 - 3:30 Houston Mar. 6, 19958:30 - 3:30 Lubbock Apr. 10, 19958:30 - 3:30 San Antonio Feb. 28, 19958:30 - 3:30Dallas Mar. 27, 19958:30 - 3:30Brov, nsville

WOW: WORKSHOP ON WORKSHOPS This two-day workshop will help trainers become more effective presenters. Each workshopfeatures focused sessions on the WOW approach to training and its application in your district. The most current, research-based principles andtheory arc presented, then participants work together exploring a variety of real-life techniques. The WOW is a participat, ry seminar. directly addressingparticipants' needs and challenges. Cost is $150 per participant. During the WOW, participants will: Analyze the entire process of planning and conducting workshops; Feb. 9-10, 1995 8:30 - 4:00 McAllen Contrast needs assessment approaches: Feb. 27-28, 19958:30 - 4:00 New Orleans, La. Evaluate and refine objective-setting techniques: Mar. 6-7, 19958:30 - 4:00Houston Design innovative activities: Mar. 27-28, 19958:30 - 4:00 San Antonio Practice and expand facilitation skills: Apr. 3-4, 19958:30 4:00Dallas Network with other professionals. May 4-5, 19958:30 - 4:00 Lubbock May 1 1 -1 2. 19958:30 - 4:00 Alburquerque, N.M.

January 1995 IDRA Newsletter NEW BOOK PRESENTSA GENERATION OF ADVOCACY

The Intercultural Development Research Association education by individuals and organizations, issues of segre- (IDRA) and Ginn Press announce the publication of a new gation and financing, and ends with an extraordinary article book on multicultural education. The book, Multiculturalon contemporary problems in the implementation of bilin- Education: A Generation of Advocacy by Dr. Jose A. gual programs. Cardenas, is a compilation of 92 articles on multicultural Chapter 3 deals with the education of undocumented education published over a 25-year period. Dr. Cardenas is children. The recent enactment of Proposition 187 in Califor- the founder of IDRA, was its executive director for 20 years nia make these articles on past court cases extremely relevant and now serves as director emeritus of the organization. today. The contents of the book provide a historical overview Chapter 4, "School Dropouts," has a shortertime span, of the author's involvement in the most significant issues incovering the period between the first Texas study on school multicultural education as a teacher, administrator and an dropouts conducted by IDRA in 1986 and current successful, active advocate for chil- and unsuccessful, approach- dren. It is being distribut- MULTICULTURAL EDUCATION:A GENERATION OF ADVOCACY es to the problem. ed by Allyn & Bacon as a Chapter 5 contains reference textbook on this seven articles on retentions subject. in grade and the implica- The book includes a tion of this practice on the preface and introduction, subsequent school perfor- and a timely foreword by mance of children. Dr. Maria "Cuca" Chapter 6, "Early do Montecel, the present Childhood Education," executive director of presents a rationale for ear- IDRA. In the foreword, Dr. ly intervention in the educa- Robledo Montecel states, _ tion of minority and disad- "...w hat is needed is a place vantaged children, the suc- to staid, a place to come I cess of early childhood ed- from as:'; create workable solutions. In this compilation and ucation and current problems in the implementation of such examination of 25 years of advocacy, Dr. Jose A. Cardenas programs. offers such a place ...The premise is simple: all children are Chapter 7 presents four articles on science, math and valuable and schooling must acknowledge, nurture, and technology in the schools, and its relationship to equal build on that value. This book is an urgent and always educational opportunity. insightful call for clarity of purpose." Chapter 8, "Standardized Testing," presents various The dates of the various articles included in the text- articles on the use, and misuse, of standardized tests. The 1972 book range from 1970 to 1992, though some of the material article on intelligence testing of bilingual children is an dates back to the middle 1960s. Articles are organized into 10 excellent rebuttal to contemporary literature which maintains chapters dealing with each of 10 major issues in multicultural that IQ tests are valid and contain no cultural biases. education. Each chapter is accompanied by a bibliography Chapter 9 contains 13 articles on school reform. The and appropriate discussion questions. The book also contains author identifies many of the current attempts at school reform five cumulative indices of authors, court cases, legislation, as being dysfunctional, and even counter productive, for organizations and topics. minority and disadvantaged children. The first chapter, "Minority Education," addresses The last chapter, "A New Educational Paradigm" problems in the education of minority children encountered(1992), brings closure to the book with several hundred by the author during a 42-year period and terminates with specific recommendations for cultural, language, socio-eco- recommendations for the creation of culturally democraticnomic. geographic, psychological and gender equity in our learning environments in our nation's schools. country's schools. Chapter 2, "Bilingual Education," provides a histor- Multicultural Education: A Generation of Advocacy ical perspective on the development and implementation of is a reading imperative for teachers, administrators, teacher bilingual education programs in the United States. One trainers and policy formulators interested in providing equal article, "The Role of Native Language Instruction in Bilin- educational opportunity to all segments of the school popula- gual Education" (1986), may be the most frequently pub- tion. lished rationale for bilingual education in the country. At the request of the author, all royalties from the sale The bilingual education chapter provides insights into of this book will be used as stipends for school youth partic- the history of legislation and litigation, attacks on bilingual ipating in IDRA ' s dropout prevention program.

Toorder your copy.send $38.00 to IDRA, Corr munications Manager, 5835 Callaghan. Suite 350, San Antonio. Texas 78228-1190.

Jannary 1995 IDRA Newsletter 27 SCHEDULE OF IDRA TRAINING AND WORKSHOP ACTIVITIES

This list includes activities that have been scheduled for particular school districts and other groups. They are not open to the public. For information on scheduling a similar event for your school district or other group, contact IDRA at 210168-1-8180. DATE SCHOOL DISTRICT/AGENCY TOPIC

Jan. 2 United Independent School District (ISD) Using Computers for Instruction in a Bilingual Classroom Jan. 3 Education Service Center (ESC)Region 1 Literature Based Instruction Guymon Public School (P.S.)Okla. Multicultural Education Hispanic Culture Rio Grande City Consolidated ISD (CISD) Accelerated Instruction/Altemative Assessment Rio Grande City C1SD New Strategies for Staff Rio Grande City CISD Interdisciplinary Instruction Rio Grande City CISD TAAS (Texas Assessment of Academic Skills) Technical Assistance Rio Grande City CISD Effective Program Design Jan. 3-4 Canutillo ISD Wr:,hop on Workshops (WOW) Jan. 4 Jacksonville ISD Validating Student's Culture Jan. 5 Cotulla ISD Reading Strategies Jan. 5-6 Eagle Pass ISD Whole Language Instruction Jan. 5-7 Miami Magnet School Conference Magnet Schools Research Jan. 6 Edgewood ISD Communication and Team Building ESC Region 18 Teaching Strategies for Bilingual and English as a Second Language (ESL) ClassroomsElementary ESC Region 18 Teaching Strategies for ESL Secondary La Pryor ISD Math Current and Innovative Techniques Laredo Webb County Head Start Activities for Pre-School Children Jan. 9 Arkansas State Education Agency (SEA) Strategic Plan for Serving Limited-English-Proficient (LEP) Students in the state Big Bend Education Consortium Portfolio Assessment San Antonio ISD COca-Cola Valued Youth Program (VYP)Second Implementation Meeting Jan. 10 Benavides ISD Cooperative Learning Progreso ISD The Role of the Paraprofessional Jan. 10-11 Ector County ISD Teaching Content: ESL Strategies Jan. 10-12 Houston ISD YoEscriboEmergent Literacy Jan. 11 Rio Grande City CISD Classroom Modeling Rio Grande City CISD Math TrainingPart II Jan 11-12 Michigan State Department of Education Assessment Issues and Data Collection of LEP Students Jan. 12 Dallas Skyline Center New Strategies Progreso ISD Parent Needs Assessment Rio Grande City CISD Classroom Modeling Rio Grande City CISD Classroom Visits Jan. 13 ESC Region 18 TAAS Reading and Mathematics Multifunctional Resource Center (MRC) Using Action Research in the Bilingual Education and Regional Workshop McAllen ESL Classroom Jan. 1.4 Brownsville ISD VYP Tutor and Mentor Activities Pharr-San Juan-Alamo ISD Developmentally Appropriate Practices in a Bilingual Preschool Program Jan. 16 Edinburg CISD Coca-Cola VYP Second Implementation Meeting MRC Regional WorkshopKingsville Cooperative Learning Structures for the Paraprofessional in a Bilingual and ESL Classroom Jan. 17 Corpus Christi ISD Program Evaluation and Technical Assistance San Antonio ISD Young Scientists Acquiring English -- Classroom Visit Jan 18 Rio Grande City CISD Trainer of Trainers San Antonio ISD Young Scientists Acquiring EnglishHigher Order Thinking Skills and Language Development South San ISD Parent Training Victoria ISD Developmentally Appropriate Practices Jan. 18-19 McAllen ISD Preventing Sexual Harassment Jan. 19 Compact for Educational OpportunityWis. Nature of Prejudice: Prejudice Re-education Strategies for A Diverse World McAllen ISD Coca-Cola VYP Second Implementation Team Meeting

January 1995 IDRA Newsletter2-8 a SCHEDULE OF IDRA TRAINING AND WORKSHOP ACTIVITIES

DATE SCHOOL DISTRICT/AGENCY TOPIC Jan. 19 Robstown ISD ESL Sheltered English Sheldon ISD Parent Training Jan. 20 HarlanISD Strategy Training Laredalo CALLATraining Laredo Webb County Head Start Training for Supervisors Weslaco ISD Coca-Cola VYP Second Implementattie.ttor, Jan 23 Louisiana SEA Magnet Schools MRC Regional Workshop Odessa Implementing Multidisciplinary, Interdisciplinary or Transdisciplinary Curriculum Models in a Bilingual Classroom Jan. 24 MRC Regional WorkshopSan Angelo Creating Effective Learning Centers in B' and ESL Classroom Jan. 25 Rio Grande City 1SD Cooperative Learning Rio Grande City ISD Early Childhood Education Rio Grande City ISO Math TrainingSession II Rio Grande City ISD Strategies for Developing Hands-On Activities for Early Care Programs Rio Grande City ISD Strategies for Reading Rio Grande City ISD Utilization of Computers to Achieve Instruction and Management Goals Jan. 26 San Felipe-Del Rio ISD Communicating More Effectively with our Child_ ren and Parents Jan. 26-27 Brownsville ISD WOW Jan. 27 Florida Multifunction Resource Center Multicultural Education 77'7 MRC Regional WorkshopSan Antonio Integrating Active Learning Strategies to Enhance Secondary Language Acquisition at the &Calgary Level Jan. 28 Brownsville ISD VYP Mentors Leaning About Post-Secondary Education Jan. 30 Pharr-San Juan-Alamo ISD TAAS Reading and Writing Rio Grande City ISD Technical Assistance West Orange Cove Parents as Teachers Jan 31 Brownsville ISD VYP Second Implementation Meeting Jefferson Parish Authentic Assessment Jefferson Parish Teaching Culturally Diverse Students in Early Childhood

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