Develop and implement a high-quality in-service professional development program through three graduate-level courses (i.e., 9 credit hours) to prepare elementary school teams of three to five teachers, administrators, and specialists (i.e., in-service educators) in Virginia high-need school divisions to improve the assessment, identification, and literacy skill instruction for Englisher Learners (ELs) with and without disabilities.
Develop and implement a high-quality professional development program through three graduate-level in-service courses with a focus on moderate evidence-based literacy instruction and family engagement to improve student and family literacy skills.
Redesign and implement a high-quality pre-service graduate special education program. Four courses for the special education master’s students will be enriched with specific content on the assessment, identification, and evidence-based literacy instruction of ELs with disabilities.
Promote a collaborative approach among parents, teachers, administrators, and other related service personnel involved in the education of ELs with and without disabilities by creating opportunities for participants to collaborate and engage parents to promote their students’ literacy skills (e.g., plan family/community events to provide evidence- based literacy activities).