Sentences with phrase «language learners meeting»

The percentage of English language learners meeting 3rd - grade DIBELS oral reading fluency benchmarks has more than doubled, from 19 percent in fall 2003 to 41 percent in spring 2007.

They haven't received rigorous instruction — and because beginning and introductory - level language and English as a Second Language classes tend to focus mostly on basic retrieval of vocabulary, many educators aren't even sure how help language learners meet rigorous standards.

Only 13 percent of New York's English language learners met the proficiency bar in English during the 2010 — 11 school year.

Not exact matches

The advisory group is the direct result of a Jan. 23 meeting, organized by UFT Vice President for Education Evelyn DeJesus, which gathered together 40 teachers from the UFT's English language learner focus group to discuss their concerns with top city and state officials.

Delivering content in multiple languages provides learners with an improved experience that better meets their needs.

When those high expectations meet with tailored instruction, new English learners can pick up both content and language skills with surprising speed.

State efforts at carrying out requirements to test English - language learners under the No Child Left Behind Act are receiving increased scrutiny, as hundreds of schools across the country fail to meet goals for adequate yearly progress at least in part because of such students» scores.

Arizona began accruing fines of $ 500,000 per day last week after Gov. Janet Napolitano and state legislators failed to meet a federal court's deadline for reaching an agreement on how to increase funding in public schools for the education of English - language learners.

I create resources for ESL teachers and classroom teachers to meet the specific needs of language learners.

For several days in early January, Michaelis and support staff members met with classroom teachers in grades three to six charged with identifying students in different subgroups (Hispanic, African American, English language learners, special education) at levels 1 and 2 with the best chance of scoring at a higher level on the math, reading, or writing section of the CMTs, if they received intensive, targeted remediation.

Many were English - language learners or young parents, or were being raised by single parents, and most were working full or part time to help make ends meet.

As many educators are discovering, Common Core State Standards pose particular challenges for English - language learners in both language arts and mathematics, and yet the standards documents themselves provide little guidance for how teachers can help their ELLs meet the new objectives.

Students who are identified as English language learners (ELLs) can participate in language assistance programs to help ensure that they attain English proficiency and meet the same academic content and achievement standards that all students are expected to meet.

States set annual district and school targets for grade - level achievement, high school graduation, and closing achievement gaps, for all students, including accelerated progress for subgroups (each major racial and ethnic group, students with disabilities, English language learners, and students from low - income families), and rate schools and districts on how well they meet the targets.

The percentage of proficient students within various subgroups, broken out by ethnicity, income, disability, and English - language - learner status, must also meet these same targets.

In each case, doing so is simply listed as an allowable use of funds allocated for a particular purpose, such as improving teacher quality, engaging families, or meeting the needs of English language learners.

States can tailor their English language proficiency (ELP) goals for different groups of English learners, rather than setting a single timeline for achieving ELP that all students must meet; the timeline applied to a particular group of English learners can vary depending on the characteristics of those students.

All English language learners can meet Nebraska's grade - level standards and prepare for college and career success with ACCESS from Achieve3000 ®.

All English language learners can meet Ohio's grade - level standards and prepare for college and career success with ACCESS from Achieve3000 ®.

All English language learners can meet U.S. Virgin Islands's grade - level standards and prepare for college and career success with ACCESS from Achieve3000 ®.

Meeting the diverse needs of English language learners is a key challenge for administrators and classroom teachers.

All English language learners can meet Virginia's grade - level standards and prepare for college and career success with ACCESS from Achieve3000 ®.

Scaffold direct instruction to increase comprehensible input and meet the literacy and language needs of diverse learners.

Recruitment & Hiring — PICCS promotes recruitment and hiring processes that allow schools to target their hiring practices so that they can effectively meet specific needs such as the needs of English language learners or chronically low - performing students.

All English language learners can meet Wyoming's grade - level standards and prepare for college and career success with ACCESS from Achieve3000 ®.

All English language learners can meet Oklahoma's grade - level standards and prepare for college and career success with ACCESS from Achieve3000 ®.

All English language learners can meet Nevada's grade - level standards and prepare for college and career success with ACCESS from Achieve3000 ®.

The majority of our teachers are credentialed in special education and are therefore prepared to meet the needs of historically low performing youngsters such as students with special needs, English language learners and students in need of remedial support.

Bridge the gap between content and language and put research into practice to instruct English language learners with strategies that meet their needs in language development and literacy.

Vision and support for differentiated instruction (defined later), with particular attention to meeting the needs of struggling learners, English language learners, and students with disabilities as well as accelerated learners

All English language learners can meet Arizona's grade - level standards and prepare for college and career success with ACCESS from Achieve3000 ®.

All English language learners can meet Georgia's grade - level standards and prepare for college and career success with ACCESS from Achieve3000 ®.

All English language learners can meet Mississippi's grade - level standards and prepare for college and career success with ACCESS from Achieve3000 ®.

Targeting Resources — Ensure schools and teachers have the resources to meet the unique needs of students who are at - risk, English language learners, gifted and talented, and students with disabilities or other special needs.

All English language learners can meet Michigan's grade - level standards and prepare for college and career success with ACCESS from Achieve3000 ®.

According to this year's standardized test results, statewide nearly 10 percent of English learners met or exceeded the English language arts standards, and about 9 percent did so in math.

To ensure that the Common Core Standards are implemented in a way that fully includes English Learners and that meets their unique language development and access needs, we have published «Raise Your Voices for English Learners: The English Learners and Common Core Advocacy Toolkit».

All English language learners can meet Iowa's grade - level standards and prepare for college and career success with ACCESS from Achieve3000 ®.

To better meet these students» needs, schools should promote bilingualism and biliteracy development in grades K - 12, offer professional development to teachers on how to integrate explicit language and literacy instruction aimed at the long - term English language learners in their classrooms, develop specialized programs that differ from those targeting newly arrived students, and offer native language arts programs that focus on developing native language literacy.

ASCD invites you to participate in an educator - driven discussion on how school systems and communities can best meet the diverse needs of the modern learner, with a particular emphasis on addressing student equity, race, poverty, gender communities, mental health, language, and technology.

Small class sizes matter for many reasons including closing achievement gaps, meeting the needs of English language learners, inclusion of students with disabilities, implementation of the Behavior Education Plan, school climate, and building positive relationships in our school communities.

Preparing to Serve English Language Learner Students: School Districts with Emerging English Language Learner Communities, by the Regional Educational Laboratory Appalachia, looks at how school districts in Appalachia are meeting the needs of their growing populations of English language learners.

To meet the needs of English language learners, we must understand who they are.

Instructional practices and curriculum are rigorous and inclusive, support the needs of second language and disabled students, and are individualized to meet the needs of all learners.

All English language learners can meet Vermont's grade - level standards and prepare for college and career success with ACCESS from Achieve3000 ®.

All English language learners can meet New Mexico's grade - level standards and prepare for college and career success with ACCESS from Achieve3000 ®.

Gonzalez has also presented at various ASCD conferences on topics related to differentiated instruction, meeting the needs of English language learners, research - based best practices in curriculum, instruction, assessment, gradual release of responsibility, and capacity building.

English Language Proficiency Assessments The ACCESS for ELLs and Alternate ACCESS for ELLs are the assessments developed by the WIDA consortium and administered to English learners in order to measure progress toward meeting Minnesota's standards for English language development, developed by the WIDA consortium.

All English language learners can meet Rhode Island's grade - level standards and prepare for college and career success with ACCESS from Achieve3000 ®.

All English language learners can meet New York's grade - level standards and prepare for college and career success with ACCESS from Achieve3000 ®.