Sentences with phrase «includes language proficiency»

90 % of students who did an Erasmus year report their improvement of soft skills, which includes language proficiency and the ability to communicate.

Including your language proficiency skills are also important.

Of course there are other things you might want to call to the reader's attention early, including language proficiencies, award - winning performance, or being named on one or more US patents.

Not exact matches

Then, every two years, Lanier peruses the database and sends out an E-mail questionnaire to see what prospects have added to their rà © sumà © s, including a checklist of computer systems and languages in which she asks candidates to rate their proficiency.

While the other candidates have all made supportive noises in favor of something that includes legalization before enforcement and expanded low - skill immigration, Huckabee can run on something that combines enforcement - first to be followed by a limited amnesty and shifting future immigration flows in the direction of skills and language proficiency.

The minimum general requirements for candidates include a qualification in a relevant third level degree such as business, marketing or economics; a minimum of three years full time work experience; proficiency in a foreign language andoverseas work experience for certain overseas roles; and a strong interest or experience working in the Irish food and drinks industry.

The current study found that accounting for gender differences in aspects of acculturation (including time spent in the U.S., citizenship status, and English - language proficiency) explained gender differences in smoking frequency for both Asian and Latino migrants.

Even outside of the university, you will find that the Danes» English proficiency level is very high, just as some Danes speak a number of other languages including German, French and Spanish.

Their background / cultural values (including nationality, education, languages spoken, English language proficiency, religion, Chinese sign, horoscope sign)

Academic achievement, academic progress, graduation rates for high schools (including four -, five -, six -, and seven - year graduation rates), English - language proficiency

Reaching out to parents to build community support; focusing on a comprehensive literacy program, including higher order thinking and oral language proficiency, and a comprehensive mathematics program, including problem solving and direct instruction;

If you're familiar with Hirsch's work, his many books including The Knowledge Deficit and The Making of Americans; if you understand the connection between background knowledge and language proficiency that he has championed for many decades, then Louisiana's move is as obvious to you as it is overdue.

Annually measures, for all students and separately for each subgroup of students, the following indicators: Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student success; and

She added that it can be helpful to group students according to language proficiency levels and even include native English speakers who are struggling with language skills in discussions with English learners about classroom concepts.

Alumni completion of challenging courses in middle school (by the end of eighth grade), as defined by the state — this is certain to include Algebra I but may include other courses, or even non-curricular achievements if sufficiently well - defined (such as the International Baccalaureate Middle Years Programme assessment, or proficiency in a foreign language).

Supplemental Table 1: Demonstrates that students who won lotteries for SSCs and students who did not are virtually identical on all measured characteristics, including race / ethnicity, gender, poverty status, eighth - grade reading and math proficiency, and English language learner and special education status.

States must use the same n - size for all accountability purposes, ensuring that a different n - size can not be selected for including English learners in the English language proficiency indicator than for the Academic Achievement indicator or Graduation Rate indicator.

Principal - evaluation systems must be «based in significant part on evidence of improved student academic achievement and growth and student outcomes, including the English language proficiency of English language learner students, and evidence of providing strong instructional leadership and support to teachers and other staff.»

In addition, no person shall be discriminated against in admission to Brooke Charter School or in obtaining the advantages, privileges and access to the courses of study and extracurricular activities offered by the School on the basis of race, sex, color, creed, religion, ethnicity, national origin, ancestry, sexual orientation, gender identity or expression, mental or physical disability, age, ancestry, athletic performance, socioeconomic status, housing status or homelessness, special need, proficiency in the English language or a foreign language, or prior academic achievement, as required by federal and state law, including M.G.L. c. 71, § 89 (l); 603 CMR 1.06 (1); M.G.L. c. 76, § 5 and 603 CMR 26.00: Access to Equal Educational Opportunity.

The four - year trend included 1 percentage - point gains in math proficiency for multiracial and white students and for English language learners, to 44 percent, 69 percent and 29 percent, respectively.

Data analysis should include nuanced disaggregating of data by student race, ethnicity, English language proficiency, national origins, disability, gender, race by English language proficiency, race by national origins, race by disability, race by gender, etc..

Definitely an invaluable resource for diverse classrooms, this book also includes background information on language acquisition and language proficiency level.

Easy - to - use lessons are provided in each content area and include step - by - step instructions, as well as suggestions for whole and small group instruction and modifications based on students» levels of language proficiency.

Major sticking points included evaluating how much weight should be given to scores attained from language arts and math tests on the state's Assessment of Skills and Knowledge for fourth through eighth grades, and the High School Proficiency Assessment.

The academic content and performance standards adopted by the state board, including how the programs and services will enable ELs to access the common core academic content standards and the English language development (ELD) for purposes of gaining academic content knowledge and English language proficiency.

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.

States with NCLB waiver plans would be able to continue their accountability systems; all other states would have to develop systems that include student achievement and growth; English language proficiency; and, for high schools, graduation rates.

Previously, accountability for growth in language proficiency was not included in general accountability provisions.

Criteria usually include a home language survey and performance on an English language proficiency test.

States would also be required to include graduation rates in their accountability systems, as well as one measure of post-secondary education or workforce readiness (such as college enrollment rates, for example), and English proficiency rates for English - language learners.

The most far - reaching change requires that states include English language proficiency in their accountability frameworks under Title I, the provision that governs accountability for all low - income students.

In just our first year of using Accelerated Reader 360, we've experienced tremendous success, including increased English language arts proficiency and an unprecedented enthusiasm for reading across the school.

Tenets of bilingualism are reviewed, including the Common Underlying Proficiency construct to understand transferability of skills, understandings and strategies from primary to target language.

Prerequisite skills and capabilities include, but are not limited to, proficiency in reading a range and type of material, with an emphasis on informational texts; fluent writing in several modes, most notably expository, descriptive and argumentative; quantitative literacy through algebra and including geometry, combined with the ability to understand and interpret data; a understanding of the scientific method and some insight into the organization of knowledge in the sciences; an awareness of how social systems operate and how they are studied; basic proficiency in a second language and awareness that languages reflect cultures; and experiences in and appreciation of creative and expressive arts.

Language education includes developing the native - language and English - language proficiency of English learners, strengthening the English skills among native - English speakers, and providing all students with the opportunity to learn a world language.

All instruction provided in English must include supports and modifications that are appropriate for the EL's level of English language proficiency

State plans should not be approved unless they include an English language proficiency indicator and long - term goals for English language proficiency.

Reporting includes individual student reports that describe growth in English language proficiency over time; a grade - level classroom roster report; and school, district, and state summary reports by grade level.

These include content objectives, aligned with state and local content - area standards, and language objectives, aligned with state language proficiency benchmarks or language arts standards, or the national TESOL standards.

OAKS Online includes the Smarter Balanced assessments for English language arts / literacy and mathematics, OAKS Science and Social Sciences assessments, and the ELPA21 assessment of English language proficiency.

U.S. Department of Education initiatives - including Race to the Top and the No Child Left Behind Act - have helped drive the work of ELPA21 to guide states toward more meaningful assessment of English language proficiency.

A report from the National High School Center at AIR and the University of Chicago Consortium on Chicago School Research (CCSR) found that ninth grade course performance is more predictive of high school graduation for English language learners (ELLs) in Chicago Public Schools (CPS) than other ELL - specific indicators, including English language proficiency level and whether students experienced interruptions in their education.

Also includes the percentage of ELs who reach the proficient level on the state's English language proficiency assessment within one year of enrollment in the school

Adequate and appropriate accommodations and adaptations, including translations or developing assessments in languages other than English, are available for students with limited English proficiency (LEP).

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

In addition, states are required to disaggregate these indicators, excluding English language proficiency, by individual subgroups of students, including those from low - income families, those from major racial and ethnic groups, those with disabilities, and English language learners.

The indicators include: student growth and achievement in reading and math; graduation rates for high schools; English language proficiency; for elementary and middle schools, an additional indicator on student growth such as science achievement, and at least one indicator of school quality or success, such as career and college readiness.

There are two kinds of supergroups that are dominating state plans so far: 1) «high - need» groups, which lump together students who have been historically underserved, including students of color, low - income students, students with disabilities, and English learners; and 2) «lowest performing» groups, which include students in the bottom 25 percent or 30 percent of achievement within their school, regardless of demographics, English language proficiency, or disability status.

Regarding struggling readers, English language arts competencies require teachers to «use instructional strategies to help students, including struggling readers, develop reading proficiency (such as semantic mapping, directed reading - thinking activities, comprehension skill - based activities, phonics based instruction, and scaffolding).»

The system should be valid for English learners including assessing students in their native language (based on updated language arts standards) and using English Language Proficiency assessment appropriately.