Sentences with phrase «reading and language arts proficiency»
Not exact matches
The proposed regulations (§ 200.14) add a definition for «proficient» that requires that the academic achievement indicator «equally measure grade - level proficiency on the reading / language arts and mathematics assessments.»
https://www.cde.ca.gov/
The proposed rulemaking (§ 200.14) would clarify this statutory provision to say that the academic achievement indicator must «equally measure grade - level proficiency on the reading / language arts and mathematics assessments.»
The Act (Section 1111 (c)(4)(B)(i)(I)-RRB- requires states to use an indicator of academic achievement that «measures proficiency on the statewide assessments in reading / language arts and mathematics.»
ESSA in § 1111 (c)(4)(B)(i)(I) requires states to use an indicator of academic achievement that «measures proficiency on the statewide assessments in reading / language arts and mathematics.»
Recommendation: We recommend revising the proposed regulations to track closely to the statutory language around the academic indicator based on assessment and delete the extraneous words that require the academic achievement indicator to «equally measure grade - level proficiency on the reading / language arts and mathematics assessments.»
From reading, language arts and social studies to math and science eAchieve students continue to lead the nation in proficiency — year - after - year.
In just our first year of using Accelerated Reader 360, we've experienced tremendous success, including increased English language arts proficiency and an unprecedented enthusiasm for reading across the school.
Data for English and language arts reflect the 3rd and 5th graders» scores on the CRT examination in reading combined with 4th graders» scores on the state Writing Proficiency exam; math data reflect 3rd and 5th graders» combined scores on the CRT in math.
Prerequisite skills and capabilities include, but are not limited to, proficiency in reading a range and type of material, with an emphasis on informational texts; fluent writing in several modes, most notably expository, descriptive and argumentative; quantitative literacy through algebra and including geometry, combined with the ability to understand and interpret data; a understanding of the scientific method and some insight into the organization of knowledge in the sciences; an awareness of how social systems operate and how they are studied; basic proficiency in a second language and awareness that languages reflect cultures; and experiences in and appreciation of creative and expressive arts.
The authors find that statewide accountability measures fall into one of seven main categories of indicators: achievement indicators, such as proficiency in reading and mathematics; student growth indicators in multiple academic subjects; English language acquisition indicators; early warning indicators, such as chronic absenteeism; persistence indicators, such as graduation rates; college - and career - ready indicators, such as participation in and performance on college entry exams; and other indicators, such as access to the arts.
Regarding struggling readers, English language arts competencies require teachers to «use instructional strategies to help students, including struggling readers, develop reading proficiency (such as semantic mapping, directed reading - thinking activities, comprehension skill - based activities, phonics based instruction, and scaffolding).»
J.E. Moss Elementary School decreased the learning gap by 23 percent for its limited English proficiency students in reading and language arts after two years of SEL implementation.