Sentences with phrase «low language students»
This includes strategies for English Language Learners and low language students who may need extra support.
http://www.appletreeinstitute.org/ Not exact matches
About 6 percent of Arlington Heights» students are low - income, 15 percent have disabilities and 7 percent are learning English as a second language.
Amid calls for more integration in New York City's public schools, 19 schools will give priority in admissions for next fall to low - income students or English language learners, joining seven already in a «diversity in admissions» pilot project.
For the first time the department is allowing principals to set aside a percentage of seats for low - income families, English - language learners or students engaged with the child welfare system as a means of creating greater diversity.
With 46 schools across Brooklyn, the Bronx, Manhattan, and Queens, Success Academy enrolls 15,500 students, primarily low - income children of color in disadvantaged neighborhoods: 75 % of students receive free or reduced - price lunch, 87 % are children of color, 16 % are children with disabilities, and 8 % are English language learners.
We need state school aid to lower class sizes, provide extra support to students with disabilities and English language learners, and expand STEM and other academic offerings in our schools.
However, previous studies have shown that lower - income students are more likely to suffer from stress in early childhood, have more limited access to educational resources, and receive less exposure to spoken language early in life.
«Many of the people hardest hit by dyslexia are minority students and those from low - income families,» Shaywitz said, even though the condition affects all population segments and languages.
Should we accept that America's public education is the Titanic, and we need to save all that we can, while accepting that this will leave out many, most especially our low - income students, English - language learners, and students of color?
It is persistently at the bottom of most national rankings for academic performance and students» well - being, and faces daunting challenges: nearly three quarters of students are from low - income families and some 16 percent have limited English language proficiency.
Our students» limited English - language skills could easily be used as an excuse for low performance or a need for unlimited resources, but we see it as a necessity for teachers to differentiate their instruction to reach all learners, including ELL students.
First, we use our entire sample to analyze the extent to which the schools that students attend can explain the overall variation in student test scores and fluid cognitive skills, controlling for differences in prior achievement and student demographic characteristics (including gender, age, race / ethnicity, and whether the student is from a low - income family, is an English language learner, or is enrolled in special education).
Many states have set the bar so low for children who are learning English that students in those states could leave high school without being taught to read or write the language, yet their schools would face no consequences under federal education law.
NISW highlights and celebrates the progress U.S. schools have made in using inclusive practices to ensure a quality education for an increasingly diverse student population, including students with disabilities, those from low socio - economic backgrounds, and English language learners,» according to a release from the organizers.
For states, that means closing gaps in achievement and making sure English - language learners and special education and low - income students have the same access to education as middle - class and upper - class college - bound kids.
Additional money is provided for each district based on weights for grade level, special education students, English - language learners, vocational education students, and low - income students.
It does so by boosting the ranking of teachers who are assigned more students whose family backgrounds and language and disability statuses are associated with lower academic achievement — much like the standard practice for scoring competitive diving, in which the raw score of the judges is multiplied by the degree of difficulty of the dive.
In the futuristic - sounding Communications Port, students would concentrate on such low - tech activities as expressing themselves through language, developing written text, and reading text together to improve the sound and message.
We demonstrated that a regression - based statistical correction for the proportion of the students in each teacher's class that are English - language learners, have education disabilities, are from low - income families, and so forth, wrings most of the bias out of classroom observations.
Ninety - five percent of students at Redwood City's Hoover School, in San Mateo County, come from low - income and working - class Latino families, and nearly all start school as English language learners (ELLs).
The accomplishments that have earned Match such recognition are even more impressive in light of the students the school serves: in the 2012 — 13 school year, 76 percent of Match High School's student population was classified as low - income, 93 percent of students were black or Hispanic, and 20 percent spoke a first language other than English.
Caught in that achievement gap are low - income students, English - language learners, students with disabilities, and students of color.
Many of these schools had higher proportions of students living in challenging circumstances: high poverty and low parent education, or high numbers of students whose first language was neither English nor French and who were struggling with academic language proficiency.
A promising counter-movement focusing on writing structure and mechanics seems to be gaining momentum, driven in equal measure by the Common Core and a 2012 article in the Atlantic highlighting the success some schools have had with a back - to - basics approach, especially with low - income students and English language learners.
But when it comes time for Congress to get down to actual legislative language, members will have to choose whether to open the door to all comers, including states with pitifully low standards (compared to those of the National Assessment of Educational Progress), deficient data and student - tracking systems, and a poor track record on including English language learners and students with disabilities.
In the year prior to entering a KIPP school, 80 percent of the KIPP students are from low - income families, as measured by eligibility for free or reduced - price school breakfast and lunch (FRPL); 96 percent are either black or Hispanic; 7 percent are English language learners; and 7 percent receive special education services (see Figure 1a).
Relative to Pittsburgh and the Philadelphia suburbs, the school district is significantly underfunded by the state and its city government, especially when one adjusts for the comparatively large percentages of special education, English language learners, and low - income students.
Meghan Rosa, a UPCS seventh - and eighth - grade English language arts teacher, has her students share their low - stakes writing homework at the beginning of each class.
Differentiation: purple = lower ability blue = middle ability yellow - higher ability Lessons cover language, form, structure and context in order to prepare students to the requirements of the new 9 - 1 literature examinations.
Differentiation by colour: purple = lower ability blue = middle ability yellow = higher ability All texts for study are included as are: - sample exam questions - sample responses - medium term plans Lessons allow students to develop skills in: - selecting and retrieving - synthesis - language analysis - comparison - writing view points and perspectives
2 fully differentiated (by colour) lessons to support the teaching of synthesis (writing a summary of differences) Differentiation: purple = lower blue = middle yellow = higher Resources use modern and 19th century non fiction texts on prisons and tattoos to guide students in responding to the synthesis task on the new specification language paper.
In other words, should students from low - income families or families that speak English as second language be given some leeway when it comes to testing cut - off scores?
Poor: Students are difficult to understand due to one or more of the following issues: poor language or annunciation, a low volume, or incoherence.
Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources provide opportunities to: - explore language, form and structure - assess against the 9 - 1 specification success criteria - explore the presentation of Elizabethan parents - explore the theme of power - compare the parenting of Lord and Lady Capulet - structure analytical paragraphs using WHAT, HOW, WHY instead of PEE which can restricting A structure strip is included which can be stuck into student books to guide them through an analytical comparison
(The whole play) Also included: - medium term plan - revision activities - practice exam questions - context revision Differentiation: purple = lower blue = middle yellow = higher Resources are matched to the new specification literature course and enable students to: - analyse language and structure - explore context and make links within answers - explore character presentation - explore themes - explore effect on the audience - using evidence Resources also provide some opportunities to develop skills needed for the new specification language exams including: - speech writing - imaginative writing - true or false practice - selecting and retrieving information - «How far do you agree» evaluation practice - language analysis
Differentiation: purple = lower blue = middle yellow = higher Resources prepare students to access the new specification 9 - 1 poetry exam (context and analysis of writer's methods) and also develop transactional writing skills for 9 - 1 English language.
A placemat designed for lower ability students to refer to on their desks throughout their study of the history of language.
Differentiation: purple = lower blue = middle yellow = higher Resources prepare students to access the new specification 9 - 1 poetry exam (context and analysis of writer's methods) and also develop imaginative writing skills for 9 - 1 English language.
But charters serve 3 percentage points more low - income students (those who qualify for free and reduced - price lunch) and 10 percentage points more English language learners.
Extracts taken from the following texts: - Jane Eyre - Mill on the floss - Nicholas Nickleby - Wuthering Heights Differentiation: purple = lower ability blue - middle ability yellow = higher ability Resources provide opportunities to: - explore Victorian context including schools and social classes - analyse structure - analyse language - explore Victorian school experiences - write imaginatively - explore connotations of language With a large focus on 19th century texts in the new 9 - 1 specifications for both language and literature - exploration in KS3 is vital and these resources enable students to access appropriate extracts taken from complex literature on themes that they will be able to relate to.
All 10 chapters fully differentiated (by colour) Purple = lower blue = middle yellow = higher All resources are planned in line with the new specification and cover: - writer's methods - extract to whole — context Also embedded are several skills to enable students to access the language papers.
Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.
6 fully differentiated (by colour) lessons to support the teaching of language analysis for new specification AQA paper 2 -(non fiction texts) Differentiation: purple = lower blue = middle yellow = higher Resources use a range of modern non fiction and 19th century non fiction texts to guide students through answering Q3 - language analysis.
Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources provide opportunities to: - explore language, form and structure - assess against the 9 - 1 specification success criteria - explore the presentation of character and power - develop skills required for the English language exam - use what, how, why instead of PEE which can be too restrictive - use structure strips to help students to develop better analytical responses
Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q3 (language) and Q4 (comparison) and cover the following: - analysis of vocabulary - analysis of sentence forms - analysis of language techniques - explore audience and purpose - study of model answers - exploring the effect of language - improving exam responses using mark schemes - explore perspective - understand the difference between synthesis and comparison - form comparisons between texts - practice timed responses Regular assessments are included to assess students ability in true or false and synthesis tasks.
Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources prepare students for answering Q1 and Q2 and cover the following: - structure strip to help form better responses to question 2 (synthesis)- introduction to paper 2 - expectations and timings - identifying key information in 19th century and modern texts - identifying the point of view of a writer - inferring - exploring how language creates tone - complete true or false tasks (as per the exam) for the texts read - explore the term synthesis - synthesise information from 2 texts - work in pairs and groups - explore model answers - investigate these of connectives to synthesise - self and peer assess - develop vocabulary and analyse vocabulary in texts using inference - explore audience and purpose Regular assessments are included to assess students ability in true or false and synthesis tasks.
Since then, test scores have shot up — a major accomplishment for a student population that is 60 percent low - income and 22 percent refugee and that comes to school speaking 28 different languages.
Differentiation: purple = lower blue = middle yellow = higher Resources provide opportunities for students to develop skills for 9 - 1 poetry exam including language and structure analysis and context exploration.
Most English language learners and students with disabilities are exempt, and other low - performing students are permitted to demonstrate reading proficiency through a portfolio of work.
Every teacher of low - income children and English language learners has had this moment: You're sitting with a student, working line by line through a text, grappling with what should be fairly simple comprehension questions.