Sentences with phrase «quality academic language»

Not exact matches

Or, to put it in less academic language, reminding yourself of your good qualities and what you're proud of in yourself before facing those you've wronged will probably help you summon up the courage to truly apologize.

As well as English and maths, it will measure how well pupils perform in at least three subjects from the English Baccalaureate — sciences, history, geography, languages — and Computer Science, and in three additional subjects, whether those are arts subjects, academic subjects or high quality vocational qualifications.

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.

Research evidence shows that a quality music education can improve self ‑ confidence, behaviour and social skills as well as improve academic achievement in areas such as numeracy, literacy and language.

For instance, states might assign separate ratings to each of the five indicator types the law requires: academic achievement, student growth, graduation rates, progress toward English language proficiency, and other indicators of school quality and student success.

Specifically, her research investigates effective ways to measure bilingualism in schools, the relevance of knowledge on bilingualism and executive functions to language and literacy outcomes, and the relationship between academic outcomes and quality and quantity of bilingual experience.

In particular, she has established a research program investigating: (1) effective ways to measure bilingualism in schools; (2) how bilingualism and executive functions interact to influence language and literacy outcomes; and (3) relationship between academic outcomes, quality and quantity of bilingual experience.

• Accountability and testing • Teacher quality • Early - childhood education • Special education • Academic standards, including the Common Core • English - language learners • Teacher evaluation

This project has three main aims: (1) to explore the factor structure over time of academic language for writing (CALS - Write) and Writing Quality (WQ) in a socio - economically diverse longitudinal sample; (2) to examine CALS - Write individual growth trajectories from 4th to 8th grade; (3) to examine the concurrent development of academic language for reading (CALS - Read), CALS - Write and WQ.

Annually measures, for all students and separately for each subgroup of students, the following indicators: Academic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succAcademic achievement (which, for high schools, may include a measure of student growth, at the State's discretion); for elementary and middle schools, a measure of student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student succacademic indicator; for high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the extended - year adjusted cohort graduation rate; progress in achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or student success; and

Establishes a system of meaningfully differentiating all public schools on an annual basis that is based on all indicators in the State's accountability system and that, with respect to achievement, growth or the other academic indicator for elementary and middle schools, graduation rate, and progress in achieving English language proficiency, affords: Substantial weight to each such indicator; and, in the aggregate, much greater weight than is afforded to the indicator or indicators of school quality or student success.

Created by and for teachers using the highest - quality research, these courses offer in - class demonstrations for developing oral language, academic vocabulary, knowledge of the world, and pre-literacy skills.

The Every Student Succeeds Act (ESSA) takes a more comprehensive approach to assessing school quality than the No Child Left Behind Act (NCLB), moving beyond NCLB's focus on annual test performance to also consider factors like student academic growth, graduation rates, and rates of proficiency for English language learners.

The six booklets — on the arts, English, foreign language, mathematics, science, and social studies — are part of the board's ongoing «Educational EQuality Project,» a 10 - year program begun in 1981 with the aim of both strengthening the academic quality of secondary education and ensuring that all high - school students have «equality of opportunity» for higher education, College Board officials say.

Many teacher evaluation programs refer to high academic expectations by using language on specific qualities such as these from the CCT Rubric for effective teaching:

English is introduced gradually into the curriculum, and all students receive high - quality instruction centered on academic success through the integration of the Spanish and English language instruction with the goal for students to become bi-literate by fifth grade.

This study examined development of academic, language, and social skills among 4 - year - olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality,

Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

While multiple meta - analyses and large - scale research studies have found that models following the bilingual approach can produce better outcomes than ESL models, as measured by general academic content assessments or measures of reading comprehension or skills, other studies indicate that the quality of instructional practices matter as well as the language of instruction.

In this blog, we'll look at what various states are proposing in key areas: academic indicators, school - quality indicators, graduation rates, English - language acquisition, and state report cards.

-- Each State plan shall demonstrate that the State educational agency, in consultation with local educational agencies, has implemented a set of high - quality statewide academic assessments that --(i) includes, at a minimum, academic statewide assessments in mathematics, reading or language arts, and science; and»

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.

Support schools with English learners to ensure their academic success through high - quality native - language instruction and the development of English proficiency

Under ESSA, states must hold schools accountable for student performance in English language arts, or ELA, and mathematics; a second academic indicator, such as growth in ELA and mathematics; progress in achieving English language proficiency; high school graduation rates, if applicable; and at least one measure of school quality or student success.

Sela PCS is committed to ensuring that all of its students experience the diverse offerings of the District of Columbia while ensuring high quality academic achievement for its students in a dual - language immersion setting.

See this blog to read about the coaching and evaluation approach that was co-developed to support teachers at the school — focused on language production and students» expanding their language quantity and quality using WIDA's Features of Academic Language as an observation and reflection tool.

States are supposed to give separate, «substantial weight» to student achievement, graduation rates, English - language proficiency and another academic indicator, as well as an indicator of school quality or student success.

By providing the youngest Hispanic children with high - quality, dual - language programs and universal preK, schools can close the academic gap before it becomes apparent in later years.

The second intervention was part of Quality English and Science Teaching (QuEST), a CREATE project designed to develop the science knowledge and academic language of English language learners and their English - proficient classmates in the middle grades.

If the standards include academic language to describe the quality, direction, and complexity of student work, we must see that same academic language as a crucial component of our curriculum.

The district's 2012 Measure G language, which appeared on the ballot, asked voters to approve the parcel tax for: «protecting core academics — reading, writing, math, science, attracting and retaining quality teachers, providing lower class sizes for the youngest children, preparing students for college and the workforce, and improving safety on and around school campuses.»

We guarantee that you will get a high - quality paper characterized with sophisticated, concise language, and a refined academic style.

Children who engage in quality play experiences are more likely to have well - developed memory skills, language development, and are able to regulate their behaviour, leading to enhanced school adjustment and academic learning (Bodrova & Leong, 2005).

WIDA Website: WIDA advances academic language development and academic achievement for linguistically diverse students through high quality standards, assessments, research, and professional development for educators.

The Professional Learning Series for Early Learning Coaches (PLS FOR ELC) is a two - year series for Early Learning Coaches designed to support the creation of high - quality Early Learning classrooms in which 3, 4, and 5 year old children develop the academic, social, emotional, and language skills they need to be successful.

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.

Alongside parents» cognitive support, global measures of the affective quality (e.g., warmth, positivity, responsiveness) of parent - child interactions appear positively related to: (i) preschool children's early academic skills (as measured by tests of language ability and parent - rated school - readiness)(Leerkes et al., 2011); (ii) literacy, mathematics and teacher - rated academic competence in middle childhood (e.g., NICHD Early Child Care Research Network, 2008); and (iii) academic achievement in adolescence (Jimerson et al., 2000).