Sentences with phrase «learner group who»

With every subgroup of students, including English learners, expected to show annual progress toward 100 percent proficiency by 2014, a Catch - 22 was created since the law required that students in the English - learner group who became proficient in English could no longer be counted in the group for accountability purposes.

Not exact matches

Learning Circles are lightly - facilitated study groups for learners who want to take online courses together, in - person.

English language learners who participated in the intervention also scored significantly higher in math than their peers in the control group.

I had a group of 8 learners who were interested in joining our Motor Vehicle Engineering Apprenticeship.

Social learners who prefer to work in groups in order to share their insights, offer eLearning feedback, and compare eLearning experiences.

In order to provide authentic bilingual education, schools must have teachers who are fluent in the language and enough English Learners from the same language group to fill a classroom without combining students from more than two grade levels in one classroom.

Using the same technique to examine the gains made by the two groups following the implementation of Prop 227, Bali found that putting these same students in a structured immersion classroom the next year eliminated the small gap between English Learners who had been in bilingual education and those not in bilingual education.

However, the two groups of schools enrolled similar percentages of students who received special - education services, were English language learners, or were eligible for free or reduced - price school meals.

An interesting experiment to adapt the elements of Improv for increasing interactivity and communication of a group of learners was conducted by the Berlin School of Economics and Law for learners who were given internships all over the world.

One way of doing this is to focus on how technology can best support a group of learners who have particular difficulties in these areas of development, so that we can understand more about how we can harness the use of technology to enhance communication and interaction for all children.

In joining the Beyond Wild Justice project, Gonzalo became part of a larger group of learners examining the groundbreaking legal case in which middle school bullies were charged in a case of a 14 - year - old student who committed suicide.

At - risk readers tend to be global, tactile, and kinesthetic learners who respond well to group work, movement, choices, and structure.

This approach works very well when catering to a diverse learner group or learners who are new to the idea of technology - aided learning.

«We're trying to spread that approach to learners of all ages,» says Resnick, who also leads the Lifelong Kindergarten research group at MIT.

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.

Low attaining learners who are set or streamed fall behind by 1 or 2 months per year, on average, when compared with the progress of similar students in classes with mixed ability groups.

A lot of states are personalized learning as a foundational approach for supporting marginalized groups of students, including English learners; migrant students; homeless students; and youth who are neglected, delinquent, or at - risk.

I've spent years trying to demonstrate the interval in which the median lies, and watched learners who appeared to follow the method for mean of grouped data, only to watch them go to pieces on tests.

Among this group, experts where included who were familiar with the challenges that arise in educating students with disabilities and English Language Learners.

From there the groups should be further refined to include schools comparable on the socio - economic demographics and that have similar percentages of students with special needs (excluding students who receive speech / language services) and English language learners.

In honor of Washington state's new Seal of Biliteracy law, a group of educators, lawmakers, and other stakeholders who are dedicated to the academic success of English learners gathered at the Kent School District office on June 9.

Laurie was one of the original group of EL advocates who in 1998 - heartbroken yet determined in the wake of the passage of Proposition 227 — set out to establish an enduring organization to be a voice for English Learners in California.

But why not focus your efforts on a smaller group of learners who will take less effort to convince?

For example, teachers used a Broken Calculator applet as adult learners and then worked with a small group of students who were asked to think aloud to reveal their mathematical thinking on the same problems.

In the video that accompanies this column, you'll see 2nd grade teacher Yoli Banda accomplish each of these instructional moves with a group of six English language learners who are learning to use past - tense verbs.

Highly Qualified Teachers Enrolled in Programs Providing Alternative Routes to Teacher Certification or Licensure (2015) summarizes state - and district - level data on the numbers of full - time equivalent (FTE) highly qualified teachers who were enrolled in alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school districts.

They found correlations of 0.7 for math and 0.6 for reading — evidence that teachers» value added for English learners is similar to their value added for students who already speak English, though again, they found that some teachers are somewhat better with one group than with the other.

It allows schools to offer a broad and balanced curriculum by recognising the achievements of learners who pass examinations in at least seven Cambridge IGCSE subjects from five different subject groups, including two different languages.

The steps in the process were also taught to the teacher candidates, who became facilitators to student learner / VIP pairs, thereby creating a Team of Three (i.e., the group consisting of one teacher candidate, one student learner, and the VIP of that student learner).

Since Joanne is often part of the group clustered around a computer to troubleshoot and problem - solve, this arrangement also allows students to see the instructor as a learner — not the omniscient «sage on the stage,» but one who must herself seek out advice from more knowledgeable others — including her students.

Those groups say that the specific needs of students with dyslexia are too often glossed over, because educators don't know enough about the disorder, or that they lump dyslexic students along with struggling learners who may have different challenges.

According to the EdSource glossary, English learners are «students whose home language is not English and who qualify for extra help», which is a specific group of K - 12 students.

Parents who represent any major groups at the school, i.e., parent - teacher association, English - language learners, representatives of majority ethnic groups

«While we are pleased to see that H.R. 5 maintains statewide annual assessments, other provisions of the bill will significantly weaken the law's focus on the very groups of children who are at its heart — low - income children, racial minorities, English learners and students with disabilities.

Classmates at widely different levels of comprehension and need deserve teachers who can educate such a diverse group of learners.

This question becomes especially critical for traditionally marginalized student groups, such as English learners who already face the challenges of finding their social identity and learning a new language while discovering their academic identity as well.

A teacher who supports students in poverty under federal Title I grants might be adept at improving reading fluency, for example; she may lead a small group including English - learners, general education students, and a student with dyslexia who all need to work on that skill.

Because students receive interventions based on specific skills and change groups frequently, Hartgerink and Kellenberger also say they have seen less bullying and stigma for students who have disabilities or are English - learners.

My «fairest» interpretation of the current albeit controversial research surrounding this particular issue is that bias does not exist across teacher - level estimates, but it certainly occurs when teachers are non-randomly assigned highly homogenous sets of students who are gifted, who are English Language Learners (ELLs), who are enrolled in special education programs, who disproportionately represent racial minority groups, who disproportionately come from lower socioeconomic backgrounds, and who have been retained in grade prior.

But this change raises questions about how to ensure that the students who continue in the EL group receive the attention and resources they need, especially if they are long - term English learners who are not making strong progress toward English proficiency and content mastery over many years.

(Many experts advocate that, for purposes of school accountability, all students who enter U.S. schools as an English learner should be counted in the EL group throughout the time they are in school, including those who have gained English proficiency, so that their gains can be fully measured.)

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.

In the brief, we examine five groups of students who are frequently underserved by traditional schools — students with low prior achievement, English learners, African - American students, Latino students, and female students — to understand the successes and challenges of school districts in fostering access and equity in Linked Learning pathways.

And most important for all of us who are committed to raising achievement for all students — including low - income students, students of color, English learners, and students with disabilities — is that in the absence of ratings built around the performance of all student groups, it is all too easy for schools and districts to sweep these students» outcomes under the rug.

With good assessment data and a willingness to move away from «telling» to creating relevant and learning rich challenges appropriate to interests, a teacher can create enthusiastic learners who will develop the group and personal learning skills so much in demand by all forms of career.

Professional development is essential for all educators, who ideally are engaged in learning communities to identify specific knowledge and skills needed to serve different groups of learners.

Early adopters from the group can also be identified and they can motivate or guide other learners who may be not so comfortable with software and may resist the change.

Teachers who teach up realize that only classrooms that operate flexibly enough to make room for a range of student needs can effectively address the differences that are inevitable in any group of learners.

Teachers who teach up create a community of learners in which everyone works together to benefit both individuals and the group.

Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1995)