Education Week - May 22, 2013 - Special Report - S30

S30

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EDUCATION WEEK: DIGITAL CURRICULA > www.edweek.org/go/digital-report

Schools Pick E-Tools to Help
English-Language Learners
CONTINUED FROM PAGE S28

ficiency) Math was developed to
aid ell students in grades 3-8 in
acquiring academic vocabulary
and math language skills. The
program, which can be individualized for a student’s learning level,
focuses on “explicit instructional
content,” said John Ramo, the
founder and ceo of Boulder, Colo.based Digital Directions International Inc., which produces help
Math.

“Many programs just focus on
‘drill and kill,’ and don’t offer comprehensive instruction,” he said.
Help Math includes manipulatives, assessments, pre-tests, and
post-tests and its content is fully bilingual. Every problem, exercise, or
key word and its definition can be
viewed in English or Spanish, and
the program also includes audio
support, Mr. Ramo said.
In 2012, the federal What Works
Clearinghouse, which works under
the Institute of Education Sciences

|

MAY 22, 2013

to vet research, gave help Math
its highest rating for effectiveness
after reviewing research on student improvement related to the
program.
Gina Kell, an instructional facilitator focused on math and science at the 800-student Elmwood
Middle School in Rogers, Ark., said
she trains and works with teachers using help Math. It’s the only
program that she knows of that
addresses the literacy aspect of
math for ell students.
“If you can’t read the math and
you don’t understand the terminology, you can’t do the math,” she
said.
The 14,000-student Rogers
school district—which includes Elmwood Middle School—also uses
Imagine Learning, language arts
software that can present some of
the directions and concepts surrounding literacy in 23 different
languages.
The district has about 4,800
English-language learners, and
its students speak 40 different
languages, said Tricia Holliday,
the esol/migrant director for the
district.

Seeking Versatility
Very few digital products are
backed by research proving they
work, and that’s important to educators, Ms. Holliday said.
“We have limited time and
money and space, so it does help to
find items that have been shown

to work with this population,” she
said. “There’s not a lot out there.”
That may be why educators
are instead turning to programs
aimed at all students, but which
can differentiate for various
learning levels.
Ms. Holliday said the Rogers district often uses Scholastic’s Read
180, a literacy program that can be
adapted to a student’s needs. However, she added, it’s useful only for
students who already have some
basic level of English proficiency.
That can be a problem with digital curricula not targeted for ells,
Mr. Proctor said. “Most interventions like that exclude very limitedproficient-English students because
they don’t speak enough English to
use them,” he said.
Educators also may be turning to
more general educational programs
for cost reasons, Mr. Ortega of the
Baldwin Park Unified district said.
“Principals are trying to get
the biggest bang for their buck,
so there’s a migration away from
those specialized products that are
going to cost money to be used with
just one group,” he said. “They want
a product that can be used with
English-learners, special education
students, everyone.”
Professional development to prepare educators to use digital curricula for English-learners is critically important, too.
Mr. Proctor sees digital options
bringing even more innovations to
the field in the future. He envisions
a situation in which a student could

“

We have
limited time and
money and
space, so it does
help to find
items that have
been shown to
work with this
population.
There’s not a lot
out there.”
TRICIA HOLLIDAY
ESOL/Migrant Director
Rogers School District, Arkansas

“converse with the text” in a digital
sense. The text might have the ability to pose questions and respond,
or even connect the student to another student to talk digitally in
real time about the reading.
“That way, they’re using language
to understand and deal with the
text,” Mr. Proctor said.
When digital materials work with
students, it’s rewarding to see success, Ms. Kell said.
“When you hear a kid say, ‘Oh, I
get it,’ it makes up for all the days
you are frustrated,” she said.
“That one little noise makes up
for a lot.” n

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Education Week - May 22, 2013 - Special Report

Table of Contents for the Digital Edition of Education Week - May 22, 2013 - Special Report

Education Week - May 22, 2013
District Bets Big on Standards
FOCUS ON: EMERGENCY PREPAREDNESS: States Stepping Up Mandates for School Safety Drills
INDUSTRY & INNOVATION: Schools Facing the Expiration of Windows XP
Contents
News in Brief
Report Roundup
Debates Roil Over Control of Schools in Baton Rouge
Study: Teenagers’ Brains Are Wired for Peer Approval
Analysis Calls for Dual-Language Pre-K for Young ELLs
PROFILE: Brian Pick
PROFILE: Dowan Mcnair-Lee
PROFILE: Mikel Robinson
States Tighten Disclosure of Teacher Evaluations
Blogs of the Week
NRC Framework Seen as Valued Resource for Educators
A Spec. Ed. Twist on Common-Core Testing
K-12 Colors Campaigns in Virginia, New Jersey
Policy Brief
CYNTHIA G. BROWN: The ‘How’ of Equitable School Funding
JIM CHILDRESS: Designing Learning Spaces for A New Age of Discovery
JEANNE ZAINO: Teaching the Metric System: A Cautionary Tale for the Common Core
Letters
Topschooljobs Recruitment Marketplace
LISA HANSEL: The Common Core Needs a Common Curriculum
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Education Week - May 22, 2013 - Special Report - S2
Education Week - May 22, 2013 - Special Report - S3
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Education Week - May 22, 2013 - Special Report - S6
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http://ew.edweek.org/nxtbooks/epe/ew_20120822_v2
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http://ew.edweek.org/nxtbooks/epe/ew_test
http://ew.edweek.org/nxtbooks/epe/diplomascount_2012issue34
https://www.nxtbookmedia.com