Sentences with phrase «language minority students with»

She is interested in expanding literacy practices for language minority students with learning disabilities.

Not exact matches

We fear that putting students with disabilities, English language learners and minority students into one «super subgroup» will mask the individual needs of these distinct student subgroups and will prevent schools from tailoring interventions appropriately.

Sydney H. McKenzie, a lawyer for the department, said the state is negotiating with the language - minority groups and has launched an «across - the - board» review of policies that deal with students having limited proficiency in English.

At the same time, gaps persist among students from low - income families and their more affluent peers, for English language learners, and for many minority students when compared with their Asian and white classmates.

Does the school communicate with language minority students and their families to ensure that student needs beyond language are met?

«Still, we have large equity gaps with our students in poverty, with our minority students, our students with disabilities and English language learners,» she said.

Schools must report «adequate yearly progress» for groups that tend to struggle: racial and ethnic minorities, low - income students, English language learners, and those with learning disabilities.

He recently served as a panel member on the National Academy of Science Report on the Overrepresentation of Minority Students in Special Education, and also served as a member of the National Literacy Panel (SRI International and Center for Applied Linguistics) looking at issues in early reading with English language learners.

As a classroom teacher who taught in Aboriginal communities for many years and then as a researcher working with minority language students, I have long questioned why particular groups of minority students tend to under - perform in school.

Encourage the use of disaggregated demographic data — such as on first - generation, low - income, racial / ethnic minority students; adult students; students with second - language backgrounds; undocumented students; veterans; students with disabilities; and foster care, disconnected, and formerly incarcerated youth — to inform the practices and policies that may hold promise for specific groups of students

For example, students from language - minority backgrounds often pursue finishing the task as their primary objective and believe that reading is synonymous with decoding and pronunciation of isolated words.

By 2012, though, things had changed for the better: Sanger Unified ranked third in achievement gains among California districts with high populations of minority, English language learners and disadvantaged students.

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

So we'll continue to get information on how student sub-groups — such as minority populations, dual language learners, and students with learning disabilities — are performing, but we aren't tying those tests to harsh consequences for schools and teachers.

As part of this vision, the NTC scales high quality teacher induction services to a national audience and works closely with educators and policymakers nationwide to serve low - income students, minority students, and English language learners, who are otherwise often taught by inexperienced teachers.

Democrats argued that rescinding the rules opens loopholes that states can use to shield poorly performing schools from scrutiny, especially when they fail to serve poor children, minorities, English - language learners and students with disabilities.

Continue to hold states accountable by ensuring that they set academic performance targets for minority and low - income students, English language learners and students with disabilities;

Well the core argument in favor is that NCLB forced schools to report the performance of historically disadvantaged groups — minorities, students with disabilities, English language learners and low - income students.

ESSA requires state accountability systems to annually measure five indicators that assess progress toward the state's long - term educational goals, with a particular focus on certain student subgroups: those who are economically disadvantaged, minorities, children with disabilities, and English language learners.

Schools were deemed to have not made «Adequate Yearly Progress» if too many students in any sub-group — a minority group of sufficient size, students with disabilities, English language learners, the poor — failed either of the state tests in reading or math, in any grade.

We fear that putting students with disabilities, English language learners and minority students into one «super-subgroup» will mask the individual needs of these distinct student subgroups and will prevent schools from tailoring interventions appropriately.

Educators who work closely with minority language students argue that using standardized IQ tests as a primary measure of giftedness does not fairly accommodate the linguistic and cultural differences of these students.

To challenge the labeling of students from minority groups as disabled, assessment must focus on (a) the extent to which children's language and culture are incorporated into the school program, (b) the extent to which educators collaborate with parents in a shared enterprise, and (c) the extent to which children are encouraged to use both their first and second languages actively in the classroom to amplify their experiences in interaction with other children and adults.

Many candidates start the conversation with, «Well, the first school must be a Title I school,» or «I understand that the first school has many second language students and ethnic minorities; it must face extraordinary challenges.»

The identification of minority language students can include multiple criteria (with information from as many sources as possible) that are relevant to the needs of the population.

The majority found that the trial judge erred with respect to determining whether the «numbers» warranted an expansion of services or facilities — she overestimated the target capacity needed for students who could access minority language education.