Glossary

PHLOTE

primary home language other than English

Parent

As defined in the No Child Left Behind Act of 2001:^[3]

The term parent' includes a legal guardian or other person standing in loco parentis (such as a grandparent or stepparent with whom the child lives, or a person who is legally responsible for the child's welfare).

Parent Involvement

As defined in the No Child Left Behind Act of 2001:^[3]

The term parental involvement' means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring —
(A) that parents play an integral role in assisting their child's learning;
(B) that parents are encouraged to be actively involved in their child's education at school;
(C) that parents are full partners in their child's education and are included, as appropriate, in decision making and on advisory committees to assist in the education of their child;
(D) the carrying out of other activities, such as those described in section 1118.

Peer review

A process by which research studies are examined by an independent panel of researchers for review. The purpose of such is to open the study to examination, criticism, review and replication by peer investigators and ultimately to incorporate the new knowledge into the field.

Performance Assessments (PAs)

Typically require students to construct a response or product that demonstrates their knowledge or skill. PAs typically are based on instructional techniques and application of higher level thinking skills practiced during regular instruction. Students have a clear understanding of what is expected and how they will be evaluated. The criteria or standards for judging degrees of success are clearly outlined; the indicate more than just right/wrong responses.

Population

The population of a study refers to the group of people represented in a study. For example, if a researcher took a nationally representative sample of 1,500 fourth grade students, the sample is the 1,500 fourth grade students, but the population of the study would be fourth graders in general.

Portfolio Assessments

Typically includes a broad sample of student work that has been completed over the school year. Each product can be scored with a rubric, or the portfolio as a whole can be scored.

Poverty Line

As defined in the No Child Left Behind Act of 2001:^[3]

The term 'poverty line' means the poverty line (as defined by the Office of Management and Budget and revised annually in accordance with section 673(2) of the Community Services Block Grant Act) applicable to a family of the size involved.

Prevelance

A measure of the Number of people behaving in a certain
way-such as using or abusing substances- during a specified time period.
^[4]

Preview-Review Method

A bilingual instructional approach in which content areas are previewed in one language, presented in the other, and reviewed in the first (Lessow-Hurley, 1990).

Primary Language

The language in which bilingual/multilingual speakers are most fluent, or which they prefer to use. This is not necessarily the language first learned in life (Baker, 2000). See also dominant language.

Professional Development

As defined by the No Child Left Behind Act of 2001:^[3]

The term 'professional development' —
(A) includes activities that —
(i) improve and increase teachers' knowledge of the academic subjects the teachers teach, and enable teachers to become highly qualified;
(ii) are an integral part of broad school wide and district wide educational improvement plans;
(iii) give teachers, principals, and administrators the knowledge and skills to provide students with the opportunity to meet challenging State academic content standards and student academic achievement standards;
(iv) improve classroom management skills;
(v)(I) are high quality, sustained, intensive, and classroom-focused in order to have a positive and lasting impact on classroom instruction and the teacher's performance in the classroom; and
(II) are not 1-day or short-term workshops or conferences;
(vi) support the recruiting, hiring, and training of highly qualified teachers, including teachers who became highly qualified through State and local alternative routes to certification;
(vii) advance teacher understanding of effective instructional strategies that are —
(I) based on scientifically based research (except that this sub clause shall not apply to activities carried out under part D of title II); and
(II) strategies for improving student academic achievement or substantially increasing the knowledge and teaching skills of teachers; and
(viii) are aligned with and directly related to —
(I) State academic content standards, student academic achievement standards, and assessments; and
(II) the curricula and programs tied to the standards described in sub clause (I) except that this sub clause shall not apply to activities described in clauses (ii) and (iii) of section 2123(3)(B);
(ix) are developed with extensive participation of teachers, principals, parents, and administrators of schools to be served under this Act;
(x) are designed to give teachers of limited English proficient children, and other teachers and instructional staff, the knowledge and skills to provide instruction and appropriate language and academic support services to those children, including the appropriate use of curricula and assessments;
(xi) to the extent appropriate, provide training for teachers and principals in the use of technology so that technology and technology applications are effectively used in the classroom to improve teaching and learning in the curricula and core academic subjects in which the teachers teach;
(xii) as a whole, are regularly evaluated for their impact on increased teacher effectiveness and improved student academic achievement, with the findings of the evaluations used to improve the quality of professional development;
(xiii) provide instruction in methods of teaching children with special needs;
(xiv) include instruction in the use of data and assessments to inform and instruct classroom practice; and
(xv) include instruction in ways that teachers, principals, pupil services personnel, and school administrators may work more effectively with parents; and
(B) may include activities that —
(i) involve the forming of partnerships with institutions of higher education to establish school-based teacher training programs that provide prospective teachers and beginning teachers with an opportunity to work under the guidance of experienced teachers and college faculty;
(ii) create programs to enable paraprofessionals (assisting teachers employed by a local educational agency receiving assistance under part A of title I) to obtain the education necessary for those paraprofessionals to become certified and licensed teachers; and
(iii) provide follow-up training to teachers who have participated in activities described in subparagraph (A) or another clause of this subparagraph that are designed to ensure that the knowledge and skills learned by the teachers are implemented in the classroom.

Professional judgement/wisdom

Considered the judgment that individuals acquire through experience, which can be reflected in numerous ways, including the effective identification and incorporation of local circumstances into instruction.

Proposition 227

A ballot initiative passed by California voters in June of 1998 which changed the way that schools are required to educate English language learners. Proposition 227 states that "… all children in California public schools shall be taught English by being taught in English. In particular, this shall require that all children be placed in English language classrooms. Children who are English learners shall be educated through sheltered English immersion during a temporary transition period not normally intended to exceed one year. Local schools shall be permitted to place in the same classroom English learners of different ages but whose degree of English proficiency is similar. Local schools shall be encouraged to mix together in the same classroom English learners from different native-language groups but with the same degree of English fluency. Once English learners have acquired a good working knowledge of English, they shall be transferred to English language mainstream classrooms." (CATESOL, 1997).

Protective Factors or Assets

Individual skills and strengths or
school/community conditions that can protect against, or build resilience to,
substance abuse and buffer the negative effects of risks.^[4]