Not exact matches
Harvard Graduate School
of Education will work with the Strategic Education Research Partnership and other partners to complete a program
of work designed to a) investigate the predictors
of reading comprehension in 4th - 8th grade students, in particular the role
of skills at perspective - taking, complex reasoning, and
academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning,
academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components
of the proposed work: Instrument development: Pilot data collection using interviews and candidate
assessment items, collaboration with DiscoTest colleagues to develop coding
of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning,
academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development
of a discussion - based curriculum for 4th - 5th graders, and to the expansion
of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and
academic language skills (Snow & Uccelli).
Core
Academic Language Skills (CALS): Operational construct and instrument The Language for Learning Research Group, led by Dr. Paola Uccelli, engaged in a systematic review of the literature in order to design a construct of academic language skill that could inform assessment and inst
Academic Language Skills (CALS): Operational construct and instrument The
Language for Learning Research Group, led by Dr. Paola Uccelli, engaged in a systematic review
of the literature in order to design a construct
of academic language skill that could inform assessment and inst
academic language skill that could inform
assessment and instruction.
The plan sets a target
of 66 %
of working - age New Mexicans earning a college degree or post-secondary credential by the year 2030 — a rigorous goal given the current attainment rate
of 45 %.1 The plan also sets a vision for New Mexico to be the fastest growing state in the nation when it comes to student outcomes, with a goal to increase the percentage
of students who demonstrate readiness to more than 60 % on the state English
language arts (ELA) and math
assessments.2 These efforts are significant considering New Mexico's historically lower student
academic proficiency rates compared to other states and to national averages3, and demonstrate how leaders are driving a sense
of urgency to improve.
The Act (Section 1111 (c)(4)(B)(i)(I)-RRB- requires states to use an indicator
of academic achievement that «measures proficiency on the statewide
assessments in reading /
language arts and mathematics.»
ESSA in § 1111 (c)(4)(B)(i)(I) requires states to use an indicator
of academic achievement that «measures proficiency on the statewide
assessments in reading /
language arts and mathematics.»
After scores on the 2014 New York State English
language arts
assessment at P.S. 52 Sheepshead Bay School in Brooklyn were unsatisfactory, first - year principal Rafael Alvarez searched for a way to improve
academic outcomes for his students, who come from diverse socioeconomic backgrounds and about a quarter
of whom are English
language learners.
The state English
language proficiency
assessment must align to Pennsylvania's
academic standards and the PA English
Language Proficiency Standards (ELPS) and must measure progress and / or attainment
of English for each
language domain, i.e. reading, writing, speaking, and listening.
Evidence
of effectiveness in teaching the state's
academic content standards, including the common core and English
language development standards as measured by more than one year
of summative and formative
assessment data.
While multiple meta - analyses and large - scale research studies have found that models following the bilingual approach can produce better outcomes than ESL models, as measured by general
academic content
assessments or measures
of reading comprehension or skills, other studies indicate that the quality
of instructional practices matter as well as the
language of instruction.
Many will have very tough decisions to make in meeting the requirements and expectations
of the new school financing law, implementing multiple new
academic standards, preparing for a new state
assessment in math and English
language arts and balancing the requests
of their many stakeholders (parent groups, teacher bargaining units, community and business leaders).
His current research projects investigate the measurement
of mathematics
academic language load in tests, formative
assessment practices for English learners in the science classroom, and the design and use
of illustrations as a form
of testing accommodation for English learners with an approach that uses cognitive science, semiotics, and sociolinguistics in combination.
Courses will examine first and second
language development; second
language literacy development,
assessment, and instruction; successful approaches to assessing and teaching oral
language and content skills including designs for differentiating instruction according to students» levels
of language proficiency; and the multiple factors that influence
academic achievement among this student population.
She has authored and coauthored several books on
language proficiency standards,
academic language in diverse classrooms,
assessment and accountability, common
language assessment, and
assessment of English
language learners.
One emerging theme from these discussions has been the challenges experienced by educators due to the uncertainty
of the state's
assessments in English
language arts (ELA) and math and the impact
of administering the existing TCAP exams while meeting the current ELA and math
academic standards.
Judy Elliott is the former Chief
Academic Officer
of the Los Angeles Unified School District where she was responsible for curriculum and instruction early childhood through adult education, professional development, innovation, accountability and
assessment, and programs for all students including English
language learners, Standard English learners, students with disabilities, and gifted.
The FEAs have taken many forms, including: sheltered instruction observation protocol (SIOP) implementation in Texas; community - based equity
assessment in Texas; IDRA's Focusing on
Language and
Academic Instructional Renewal (FLAIR) program implementation in reading in Louisiana; gender equity also in Louisiana; implementation
of a multicultural framework in staff development to support student success in New Mexico; parent leadership in New Mexico; unitary status planning in Arkansas; English as a second
language (ESL) classroom strategies in Arkansas; service learning in Oklahoma; and meeting civil rights requirements under the law in Oklahoma.
A comprehensive evaluation typically includes intellectual and
academic achievement testing, as well as an
assessment of the critical underlying
language skills that are closely linked to dyslexia.
-- Each State plan shall demonstrate that the State educational agency, in consultation with local educational agencies, has implemented a set
of high - quality statewide
academic assessments that --(i) includes, at a minimum,
academic statewide
assessments in mathematics, reading or
language arts, and science; and»
The only measures a State may include within its
Academic Achievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and
Academic Achievement indicator in addition to the required measure
of student performance on the statewide reading /
language arts and mathematics
assessments under ESEA [Education and Secondary Education Act,
of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure
of student performance in reading /
language arts and mathematics at multiple
academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and
academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures
of student growth in reading /
language arts and mathematics for high schools (see questions B - 14 and B - 15).
The state introduced and oversaw the implementation
of new
academic standards and
assessments in math and English
language arts and adopted new standards in science.
K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit
of the school community: development
of strong community within the virtual academy; access to the best and most current virtual instruction curriculum,
assessment and instruction based on solid research; customizing each student's education to their own individual learning plan;
academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring
of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment
of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite
of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world
languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network
of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development
of a golf club, chess club, bowling club.
The approved bills remove
language found in previous iterations that set aside 10 percent
of the Local
Academic Flexible Grant funding for private school voucher programs and limited the U.S. secretary
of education's authority to address state standards,
assessments, and accountability.
The tests are supposed to be accompanied by reports that allow parents, teachers, principals, and other school leaders to understand and address the specific
academic needs
of students and that are provided to parents, teachers, and school leaders, as soon as is practicable after the
assessment is given, in an understandable and uniform format, and to the extent practicable, in a
language that parents can understand» (page 57).
Additionally, interns will have clinical opportunities to conduct
assessments with referral questions centered around issues
of bilingual
language development and the influence
of culture and acculturation on cognitive,
academic, and socioemotional functioning.