Sentences with phrase «language proficiency levels by»

SELECTED ACCOMPLISHMENTS ✔ Elevated the language proficiency levels by 65 % in the secondary learner's class through leverage of modern, research based teaching techniques.

Elevated the language proficiency levels by over 90 % and prepared students for college entry into English speaking universities.

It would be simple to differentiate the vocabulary and sentence structures that students are working on for a classroom with a wider range of language proficiency levels by intentionally pairing students and adding more phrase strips.

Not exact matches

Handwriting can be influenced by a person's level of education and language proficiency, so a better alternative involves sketching a shape, such as a spiral.

student test data on the elementary and middle level English language arts and mathematics assessments in the New York State Testing Program, the Regents competency tests, all Regents examinations, the second language proficiency examinations as defined in this Part; (ii) student enrollment by grade;

For purposes of this study, a school «s student achievement level is represented by the percentages of students meeting or exceeding the proficiency level (usually established by the state) on language and mathematics tests.

Each school «s level of student achievement was represented by the percentages of students meeting or exceeding the proficiency level, usually established by the state, on language and mathematics tests.

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.

IMPACT was designed to control for variables like the class's income level and English - language proficiency, and scores teachers on two major factors: classroom skill, as determined by multiple evaluations, and results, based on students» improvement on standardized tests.

-- More Utah students gained proficiency in math and science while English language arts proficiency levels held steady, according to results from 2016 Student Assessment of Growth and Excellence (SAGE) annual assessment released by the Utah State Board of Education.

SALT LAKE CITY — More Utah students gained proficiency in math and science while English language arts proficiency levels held steady, according to results from 2016 Student Assessment of Growth and Excellence (SAGE) annual assessment released by the Utah State Board of Education.

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.

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups oproficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups oProficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

This data, prepared by Garden Grove Unified District, shows the district's overall increase in the percentage of students completing the a-g requirements (necessary for entrance to the UC / CSU system) over the past three years, as well as an indication that completion of a-g requirements is now more aligned to students» math and English / language arts (ELA) proficiency levels on the CST.

We represented a school «s level of student achievement by the percentage of students meeting or exceeding the proficiency level (usually established by the state) on language and mathematics tests.

We apologize for the inconvenience caused by the English level of our staff, and our efforts in the language proficiency training will never stop.

Applicants must have native - level fluency in written and spoken Japanese and English demonstrated by appropriate Japanese language proficiency tests, including, Level 1 of the Japanese - Language Proficiency Test, J1 + on the Business Japanese Proficiency level fluency in written and spoken Japanese and English demonstrated by appropriate Japanese language proficiency tests, including, Level 1 of the Japanese - Language Proficiency Test, J1 + on the Business Japanese Proficproficiency tests, including, Level 1 of the Japanese - Language Proficiency Test, J1 + on the Business Japanese Proficiency Level 1 of the Japanese - Language Proficiency Test, J1 + on the Business Japanese ProficProficiency Test, J1 + on the Business Japanese ProficiencyProficiency Test.