Not exact matches
Academic discourse encompasses the idea
of dialogue, the
language used, and a format that facilitates a high
level of communication in the classroom.
«In every class in this building, you have kids
of all
levels of prior
academic achievement,» says Principal Dan St. Louis, including kids who are «high flyers,» kids with Individualized Education Programs who are receiving special education support, students with disabilities, and English -
language learners.
This low barrier
of entry into the makerspace activities will ensure that any
of your students — regardless
of their
academic proficiency
level or even whether English is their primary
language — can begin making with very little or no teacher facilitation.
The promise
of preparing children for
academic achievement and upward mobility depends upon a base
level of language proficiency.
Many
of the nation's top education researchers have launched new studies into topics such as how best to teach reading in the
academic content areas, how best to teach writing at the high - school
level, and how best to support the literacy development
of adolescent English
language learners.
The DCPS funding formula does differentiate public funding based on the number
of students at each grade
level and in different special needs categories, including special education, English
language learners, and those «at risk» for
academic failure.38 DCPS would not disclose how or if it factors in parental donations when determining school budgets or allocations.39 However, it did report not having a policy to equitably redistribute parent donations or to prohibit these additional dollars from being put toward staffing.40
Engagement Based Sheltered Instruction A rich model
of student engagement that helps educators understand students»
language proficiency
levels and the
language demands
of content areas, texts and tests; develop student
academic language in content areas; and plan, teach and observe for maximum cognitive engagement.
When these Long Term English Learners (LTEL) fail to advance in their acquisition
of academic language, the result is a diminished
level of independence.
The goal is for students to become proficient in the second
language while reaching a high
level of academic achievement.
An award winning preK - 12th grade school, Haynes pledges that every student
of every race, socioeconomic status and home
language will reach high
levels of academic achievement and be prepared to succeed at the college
of his or her choice.
All teachers, regardless
of the grade -
level or subject they teach, bear the responsibility
of helping students use
language — especially
academic language.
The PARCC CCR Determinations in ELA / Literacy and mathematics describe the
academic knowledge, skills, and practices in English
language arts / literacy and mathematics students must demonstrate to show they are able to enter directly into and succeed in entry -
level, credit - bearing courses and relevant technical courses in those content areas at two - and four - year public institutions
of higher education.
The regulations prohibit discrimination in enrollment and can not limit the number
of applications that it accepts from students based on ethnicity, national origin, religion, sex, income
level, disabling condition, proficiency in the English
language, or
academic or athletic ability.
The EOCEP encourages instruction in the specific
academic standards for the courses, encourages student achievement, and documents the
level of students» mastery
of the
academic standards.To meet federal accountability requirements, the EOCEP in mathematics, English /
language arts and science will be administered to all public school students by the third year
of high school, including those students as required by the federal Individuals with Disabilities Education Improvement Act (IDEA) and by Title 1
of the Elementary and Secondary Education Act (ESEA).
These learners are typically found in grades 6 — 12, speak a
language other than English (usually Spanish), are often orally bilingual but less adept at
academic language, have often moved back and forth between their home countries and the United States, have typically received inconsistent
language programming, perform below grade
level in reading and writing, and have different needs from those
of newly arrived
language learners.
For Spanish -
language speakers, this early emphasis on their home
language enables them to «expand their vocabulary and build literacy in their first
language; study a highly
academic curriculum in their first
language; successfully transfer Spanish reading and writing skills to English in later grades; acquire high
levels of self - esteem by becoming bilingual and playing a supportive role for their English - speaking classmates.»
They have attended U.S schools all their lives, but they have not achieved either high
levels of academic English
language proficiency or content knowledge to succeed in all - English mainstream program.
(4) Early and measured use
of high
level thinking skills,
academic creativity, leadership skills, intense
academic interest areas, communications skills, foreign
language aptitude or technology expertise.
The review
of literature has shown that as ELs are learning a new
language, they must also be able to comprehend complex texts at grade -
level, acquire
academic vocabulary, and support their thinking with evidence from multiple texts to be successful in school.
EdNW Presenter: Michelle Hodara Time & Location: 8:00 — 9:30 a.m.; Hilton Union Square, Ballroom
Level — Continental 9 Presentation: The Heterogeneous Effects
of English as a Second
Language Compared to Developmental English Coursework Description: For
language minority community college students who need
academic language support, community colleges offer English as a Second
Language (ESL) and developmental English coursework.
Courses will examine first and second
language development; second
language literacy development, assessment, and instruction; successful approaches to assessing and teaching oral
language and content skills including designs for differentiating instruction according to students»
levels of language proficiency; and the multiple factors that influence
academic achievement among this student population.
Two
of Millspaugh's biggest
academic concerns are similar to those at Chillum: the
level of rigor and English -
language learners» need for more
academic language.
A critical foundation to reaching advanced
levels of literacy is that we begin by immersing children in
academic language within the context
of great stories where they can painlessly acquire the vocabulary and sentence structures, which can facilitate their understandings
of more complex readings, and even support their ownership
of these words.
Meetings allow Daniel to talk with teachers about two
of her biggest concerns — building up students» inventory
of academic language and increasing the
level of rigor.
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.
We were interested in examining whether the evidence teachers focused on was linked to the lesson learning goal (s) as well as in the
level of specificity
of the evidence in relation to (a) mathematic content understandings and / or difficulties, (b) engagement in math practices included in the curriculum standards, and (c) use
of mathematics
academic language.
Common warm - up activities in
language arts classrooms, such as editing sentences, vocabulary study, or journal prompts, may yield limited instructional benefits; but none produce the same
level of academic power as 15 minutes
of reading time.
Middlebury Interactive's curriculum was developed exclusively for the education market by PhD -
level academics and experts in
language education using the
language pedagogy and teaching methodology
of Middlebury College.
Teachers cite a lack
of high - quality instructional materials that support students»
language and
academic needs, while at the same time providing the rigor to stay on grade -
level.
Aside from culture building and norm setting, the first six weeks
of each school year is dedicated to the evaluation
of students»
language and
academic levels to ensure differentiated and learner - centered instruction.
The only measures a State may include within its
Academic Achievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and
Academic Achievement indicator in addition to the required measure
of student performance on the statewide reading /
language arts and mathematics assessments under ESEA [Education and Secondary Education Act,
of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure
of student performance in reading /
language arts and mathematics at multiple
academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and
academic achievement
levels above or below proficient (see question B - 10 and B - 11); and (2) measures
of student growth in reading /
language arts and mathematics for high schools (see questions B - 14 and B - 15).
K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit
of the school community: development
of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan;
academic success at the school and individual student
levels resulting from teachers» instruction and constant monitoring
of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment
of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite
of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world
languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade
level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network
of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development
of a golf club, chess club, bowling club.
Because
language acquisition is combined with everything the students do, they actually spend their school day learning the full range
of academic skills that one would expect at their given grade
level.
Each State plan shall demonstrate that the State has adopted English
language proficiency standards that (i) are derived from the 4 recognized domains
of speaking, listening, reading, and writing; (ii) address the different proficiency
levels of English learners; and (iii) are aligned with the challenging State
academic standards.
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
of students.
English, reading or
language arts World
languages Arts Mathematics Economics Science Geography History Government and Civics In addition to these subjects, we believe schools must move beyond a focus on basic competency to promoting understanding
of academic content at much higher
levels by weaving 21st century interdisciplinary themes into curriculum:
If a student is an English
Language Learner, meaning another
language is his / her first
language and the student is learning the English
of communication and
academics, the IEP team must also consider the student's performance
level in terms
of the World - Class Instructional Design and Assessment (WIDA) English
Language Proficiency (ELP) standards.
This groundbreaking step was an acknowledgement
of the economic and social value
of multilingualism, the realities
of a global century, and
of the high
level of academic achievement associated with attaining literacy in multiple
languages.
Resident districts may not deny transfer requests based on a student's race, religion, sex, sexual orientation, ethnicity, national origin, disability, health, whether a student has an individualized education program, the terms
of an individualized education program, income
level, residence, proficiency in the English
language, athletic ability, or
academic records.
Our evaluation department looks for proficiencies in the following areas when reviewing the sample works
of potential writers: mastery
of grammar, professional use
of language, ease
of readability, and a writing style that is appropriate to the subject matter and
academic level in which they are writing.
Aside from Sam, the remainder
of the attorney team is comprised
of associates and foreign legal consultants with top -
level academic credentials (Harvard, Yale, University
of Chicago, New York University, University
of Pennsylvania, and Peking University) and superior local
language skills: all team members speak both Mandarin Chinese and English, supported by acute local cultural sensitivity acquired from being native Chinese, educated here for extended periods, or retaining strong family ties to mainland China or Taiwan.
Oversaw
academic progress and reporting
of 600 + students assigned to study 48 to 64 week long basic
level language course in Chinese Mandarin, Japanese, Thai, or Tagalog.
Work with students in small groups or one - to - one situations to tutor and reinforce learning activities in basic
academic,
language, and / or specialized subject areas related to the
level of achievement.
Research consistently indicates that children with more developed executive function skills prior to kindergarten experience greater school success.6, 7 For
academic achievement, these skills may scaffold
language and mathematic success.12 In fact, in a low - income sample
of children, researchers have found that executive function skills prior to kindergarten predict growth in both numeracy and literacy skills across the kindergarten year.12 A successful transition to school may be particularly critical for children who have faced high
levels of adversity and may be at risk for poorer school performance.
Children enter school with different
levels of skill, and these initial differences often affect children's subsequent
language growth, cognitive development, literacy and
academic achievement.6, 7,8 Children who exhibit delays at the onset
of schooling are at risk for early
academic difficulties and are also more likely to experience grade retention, special education placement, and failure to complete high school.9, 10,11
For example, compared to older mothers, teen mothers display lower
levels of verbal stimulation and involvement, higher
levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years
of education read to their children less frequently25, 49 and demonstrate less sophisticated
language and literacy skills themselves, 50 which affects the quantity and quality
of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive,
academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.