Sentences with phrase «language proficiency needed»

Generate information that assists in determining whether ELLs have attained the language proficiency needed to participate meaningfully in content area classrooms without program support.

The results serve to aid in determining when ELLs have attained the language proficiency needed to participate meaningfully in content - area classrooms without program support and on state academic content tests without accommodations.

Not exact matches

«Oneida County Health Department has ample experience in working with diverse communities in emergency preparedness activities and has received national recognition for implementing strategies that meet the needs of those with limited English proficiency and language barriers» said Phyllis Ellis, Director of Health.

Non-English speaking persons or persons with Limited English Proficiency or special needs should contact Mariely Ortiz at [phone] or [email protected] for further assistance or to access documents in another language.

The quality of standardized tests and the English language proficiency of students also need to be considered, Rumore said, as well as how to evaluate teachers on the academic performance of special education students.

These types of assessments would be useful for identifying children with lower language proficiency in both languages who may need additional support as they progress through their language and literacy curriculum.

I teach ESL and one thing I like to do with students who need to learn computer skills as well as improve their language proficiency is to help them develop e-mail journals.

We also need to hear much more about creating increased opportunities for students to learn other languages, starting in early grades, so they may have sufficient opportunities to reach high levels of communicative proficiency and intercultural competence.

Laws that provide for public schools reflect a commitment to the concept that all children should have access to an excellent K - 12 education, regardless of their race, socioeconomic status, language proficiency, academic readiness, or special education needs.

All we need are simple steps in place to start improving the language proficiency within our schools, with opportunities such as «language cafes» for example to start to really get children thinking about adopting other languages other than their own.

A school with low proficiency rates for English language learners needs a different kind of support and strategy than a school with low growth rates in 7th and 8th grade math for all students.

To differentiate, you may provide a stem or frame just for students who need additional support, or change the complexity of the stem or frame depending on students» language proficiency levels.

BART does not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, ancestry, athletic performance, special needs, proficiency in the English language or other language, or prior academic achievement.

It will not be used to discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or prior academic achievement.

The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learning)

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.

Two core pieces of work have been to develop College - and Career - Ready Determination policies to allow students» direct entry into entry - level college courses without need for remediation, and Policy - Level Performance Level Descriptors, which describe what student performance looks like at various levels of proficiency in English language arts / literacy and mathematics.

The audio features and pictures are perfect for English Language Learners (ELLs), who need to build language proficiency.

Given the difficulty of classifying this group of students, we acknowledge and hope to explore further the ways in which «first - generation» is defined, as well as other sub-categorizations that must be considered in addressing the needs of this population, such as a student's race, country of birth, language proficiency, school quality, and geographic location.

Her strong interest in the needs of English Learners eventually led her to the Michigan Department of Education where she managed the development and administration of the state's English language proficiency assessment.

Agency and school personnel systematically and continuously use data to identify unique learning needs of all students at all levels of proficiency as well as other learning needs (such as second languages).

We need to understand that children are not born with skills in cognition, language, and social - emotional areas; we need to cultivate and support growth for proficiency from birth, but particularly between the ages of 3 and 8.

Given new college - and career - ready standards, as well as English language proficiency standards that emphasize English learner students» application of their new language skills to the content they are learning, a need for collaboration between ELL specialists and content - area teachers is emerging.

In just about every classroom, teachers find students with a wide range of exceptionalities — students with one or more learning problems, students with various degrees of English language proficiency, students with different interests, students who are very advanced, and students without a «label» but whose learning needs are just as unique.

Focused on building academic proficiency in English and personalization, Meaningful Student Involvement encourages schools not to set arbitrary, one - size - fits - all timelines that do not take into account the learning needs of individual English language learners.

This means that general education classroom teachers, who may be accustomed to working primarily with students who speak English fluently, will need to adapt their teaching techniques to reach students who have varying levels of English language proficiency.

We had experts evaluate our bilingual classrooms to see if they were teaching at the level of rigor in their native language so that they would have the Cognitive Academic Language Proficiency (CALP) needed to operate in both languages.

Nationally, teacher preparation programs vary widely in terms of providing in - depth training on instructional strategies for English language learners and methods of addressing the needs of students with varying levels of language proficiency.

The English Language Proficiency Assessment is intended to identify which students may need help learning English as their second language.

Students who speak the same language or have similar levels of language proficiency may need very different kinds of support to succeed in the classroom.

In presenting this definition of equity, we recognize and acknowledge that significant disparities in educational opportunities and outcomes exist among students based on socioeconomic status, race, ethnicity, gender, special needs, English language proficiency, sexual orientation, and geography, which result from a history of systemic, economic, political, and moral inequity.

KIPP: MA does not discriminate on the basis of race, color, national origin, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or in a foreign language, or prior academic achievement (M.G.L. Chapter 71, Section 89 (m); 603 CMR 1.06 (1).

To ensure the language proficiency of ELLs with disabilities are validly and reliably assessed, the student's IEP Team must determine whether an ELL with a disability needs to received appropriate accommodation on the ACCESS for ELLs 2.0, or needs to take the alternate assessment.

KIPP Academy Boston Charter Public School and KIPP Academy Lynn Charter Public School do not discriminate on the basis of race, sex, color, religion, gender identity, ethnicity, national origin, sexual orientation, mental or physical disability, homelessness, age, athletic performance, special need, proficiency in the English language or a foreign language, shall have equal access to the general education program and the full range of any and all education programs offered at our schools.

ELPA21 Consortium Collaborates With Educators and Policymakers on New English Language Proficiency Test: Computer - based assessment system measures skills English language learners need for college and career readiness

All teachers of any language instruction program for English Language Learners (ELLs) need to be fluent and competent in the four domains of language assessed by the English Language Proficiency Assessment: reading, writing, speaking, and listening.

Reporting — ELPA21 assessment scores inform ELL program eligibility and exit decisions, provide English language proficiency progress monitoring, indicate instructional needs of ELL students and resource needs of ELL teachers, and provide evidence of program effectiveness.

(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.

(m) 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, or proficiency in the English language or a foreign language or academic achievement.

For example, some students, such as English language learners, low - income students, and students with special needs, require additional support to reach proficiency.

Non-Discrimination Phoenix does not discriminate on the basis of race, color, creed, sex, national origin, ethnicity, religion, gender identity, sexual orientation, mental or physical disability, age, ancestry, homelessness, special needs, English language proficiency or foreign language proficiency, athletic ability or prior academic achievement.

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.

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.

Expect all multilingual students (particularly those with limited English proficiency) to need English language remediation from a specialist.

SELP 2, a newly revised assessment of language proficiency for ELL students, helps to ensure that students from non-English-speaking backgrounds acquire the skills they need to succeed in school.

M.G.L. c. 71 § 89 (l) states 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, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, or proficiency in the English language or a foreign language, and academic achievement.

My gravitation toward grant seeking began as a way to solve a challenge that may be familiar to other English language acquisition teachers: ELLs at higher levels of proficiency don't need to be pulled from their general education classrooms into specialized programs; they need their general education classrooms to incorporate project - based learning that focuses on authentic, relevant, content - related activities.

Teach English to students whose first language is not English Work with all proficiency levels, ranging from beginning to advanced and teach all skills as needed Assist with other program - related...

They need people with proficiency in English and another language, cultural sensitivity, excellent speaking skills in both languages, and exceptional customer service skills.

Hence, they need to be competitive and decisive with proficiency in a foreign language.