As used in these rules, the following definitions
apply:
"Bilingual instruction" refers to a program
of instruction in English and the native language of the student designed to
enable students to become proficient in English and in academic content areas
at an age- and grade-appropriate level.
"Educational and instructional model" means
an instructional model, strategy, method, or skill that provides a framework of
instructional approaches to guide decision making about teaching and learning.
Based on the needs of particular students, "educational and instructional
model" may include a specific set of instructional services or a fully
developed curriculum or other supplementary services.
"English as a second language" refers to a
structured language acquisition program designed to teach English to students
whose native language is other than English, until the student demonstrates a
functional ability to speak, read, write, and listen to English language at the
age- and grade-appropriate level.
"English learner" means the same as defined
in Iowa Code section 280.4(1)
"b."
"Fully English proficient" means the same as
defined in Iowa Code section
280.4(1)
"b."
"Intensive student" means the same as
defined in Iowa Code section
280.4(1)
"b."
"Intermediate student" means the same as
defined in Iowa Code section
280.4(1)
"b."
"Research-based" means based on a body of
research showing that the educational and instructional model, or other
educational practice, has a high likelihood of improving teaching and learning.
To determine whether research meets this standard for purposes of this chapter,
research reports are reviewed for the following:
1. The specific population studied;
2. Research that involves the application of
rigorous, systematic, and objective procedures to obtain reliable results and
provide a basis for valid inferences relevant to education activities and
programs;
3. Whether the research
employs systematic, empirical methods that draw on observation or
experiment;
4. Reliance on
measurement or observational methods that provide reliable and valid
data;
5. Inclusion of rigorous data
analyses that are adequate to test the stated hypotheses and justify the
general conclusions or inferences drawn;
6. Description of the magnitude of the impact
on student learning results; and
7.
Inclusion of the level of the review of the study.
