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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 11 of 11 1 No.8, July 2020: Examining English Learners’ College Readiness and Postsecondary Enrollment in California Lavadenz, Magaly, Ph.D.; Murillo, Marco A., Ph.D. In: Education and Policy Briefs (2020) BASE Show details 2 No.7, March 2019: Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion Armas, Elvira G., Ed.D.; Robles, Natividad; Lavadenz, Magaly, Ph.D. In: Education and Policy Briefs (2019) BASE Show details 3 Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs) Jáuregui Hodge, Sylvia, M.Ed., Doctoral Fellow; Lavadenz, Magaly, Ph.D., Professor; Armas, Elvira G., Ed.D., Associate Director In: Reports (2018) BASE Show details 4 No.5, April 2017: The Latin@ Teacher Shortage: Learning from the Past to Inform the Future Colón-Muñiz, Anaida, Ed.D.; Lavadenz, Magaly, Ph.D. In: Education and Policy Briefs (2017) BASE Show details 5 No.6, December 2017: District Administrators' Perspectives on the Impact of The Local Control Funding Formula on English Learners Lavadenz, Magaly, Ph.D.; OBrien, Gisela, Ph.D. In: Education and Policy Briefs (2017) BASE Show details 6 A review of year 2 LCAPs: A weak response to English Learners Armas, Elvira G., Ed.D., Director; Lavadenz, Magaly, Ph.D., Professor; Olsen, Laurie, Ph.D., Director In: Reports (2016) BASE Show details 7 Falling Short on The Promise to English Learners: A Report on Year One LCAPs Lavadenz, Magaly, Ph.D.; Olsen, Laurie, Ph.D.; Armas, Elvira G., Ed.D In: Reports (2015) Abstract: California’s Local Control Funding Formula was signed into law in California in 2013 and allowed districts the flexibility to meet their student needs in locally appropriate manners. One year after its implementation, a panel of 26 reviewers, including educators, English Learner (EL) advocates, and legal services staff reviewed the Local Control and Accountability Plans (LCAPs) to understand how districts employ this flexibility to address the needs of ELs. The report uses the English Learner Research-Aligned LCAP Rubrics with 10 focus areas, and reviews sample LCAPs from 29 districts, including districts with the highest numbers/percentages of English Learners in the state, districts representative of California’s geographic Regions, and districts providing quality EL services. The review centers around four questions of the extent to which first-year LCAPs: (1) specify goals and identify outcomes for ELs, (2) identify action steps and allocate funds for increased or improved services for all types of ELs, (3) reflect research-based practices for achieving language proficiency and academic achievement for English Learners in their actions, programs and services, and (4) are designed and implemented with EL parent input as reflected in stakeholder engagement. The results indicate that overall, the LCAP is inadequate as part of the state’s public accountability system in ensuring equity and access for ELs. Six key findings were: (1) difficulty in discerning funding allocations related to EL services and programs; (2) inability to identify districts’ plans for increased services for ELs; (3) lack of explicitly specified services and programs aligned to EL needs; (4) weak approach or missing English Language Development (ELD) or implementation of ELD standards in most LCAPs; (5) weak/inconsistent representation of EL parent engagement; and (6) lack of EL student outcome measures. The authors also present detailed findings for each focus topic and offer district and state level recommendations. ; https://digitalcommons.lmu.edu/ceelreports/1003/thumbnail.jpg Keyword: and Multicultural Education; and Research; Bilingual; Educational Administration and Supervision; Educational Assessment; Educational Leadership; Evaluation; Multilingual URL: https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1003&context=ceelreports https://digitalcommons.lmu.edu/ceelreports/7 BASE Hide details 8 The Observation Protocol for Academic Literacies: Conceptual Framework and Validation Report Lavadenz, Magaly, Ph.D.; Armas, Elvira G., Ed.D. In: Reports (2012) BASE Show details 9 Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph Olsen, Laurie, Ph.D.; Lavadenz, Magaly, Ph.D.; Lindholm-Leary, Ph.D., Kathryn, Ph.D.... In: Reports (2010) BASE Show details 10 No.1, December 2007: Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leader Lavadenz, Magaly, Ph.D.; Armas, Elvira G., Ed.D.; Villanueva, Irene, Ph.D. In: Education and Policy Briefs (2007) BASE Show details 11 Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students Lavadenz, Magaly, Ph.D. In: Professional Journal Articles (2003) BASE Show details

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