Sentences with phrase «reading proficiency with»

Rather than focusing on «fixing» ELL students, coach them to oral reading proficiency with this model that accounts for both academic and social - emotional learning.

And there are real questions about whether it makes sense to equate effectiveness at moving math and reading proficiency with broader instructional excellence.

Not exact matches

He has an M.A. in International Relations and Economics from the Paul H. Nitze School of Advanced International Studies, and he speaks and reads Arabic with proficiency.

She said about 20.4 percent of children in primary three read with minimum competency and proficiency in English.

She cites a 1997 University of California, Los Angeles, study that found, among 25,000 students, those who had spent time involved in a musical pursuit tested higher on SATs and reading proficiency exams than those with no instruction in music.

When their reading proficiency was evaluated at the end of this period, Facoetti found that those who showed difficulties with visual attention in preschool tended to also express difficulties with reading in second grade.

Eden is also carrying on longitudinal studies, comparing brain images from children as they grow and gain reading proficiency, aiming to determine how brain activity changes with advancing skill (Nature Neuroscience, 2003; 6:767 - 773).

BASIC SYLLABUS SESSION 1 Yin Yoga Teacher Certification Learning the foundation of Yin yoga principles and postures Alchemy fundamentals Group discussion on practice Birthing and yielding cycles Basics of teaching philosophy Student practice teaching Primary Yin yoga postures SESSION 2 Yin Yoga Teacher Certification Review Teaching techniques Flow and transition movement Reading assignment discussion Adapting teaching philosophy for specific audiences and student needs Taoist philosophy Power yoga Student practice teaching Yin yoga posture variations SESSION 3 Yin Yoga Teacher Certification ADVANCED TRAINING - open only to students who have completed session 1 or 2 How to become attuned with your own flow How to create flow sequences of postures for students Practice teaching with specific evaluation and guidance Yin yoga postures - Participants must demonstrate proficiency in content from sessions 1 and 2 Advanced alchemy using birthing and yielding cycles with accompanying postures Medical chi kung, standing forms of exercises (Aura Palm) Alchemical meditations for cultivating elemental energetic properties Relationship of the organs, emotions, and the five elements

After controlling for average class size, per - pupil spending in 1998 - 99, the percentage of students with disabilities, the percentage of students receiving a free or reduced - price school lunch, the percentage of students with limited English proficiency, and student mobility rates, high - scoring F schools achieved gains that were 2.5 points greater than their below - average D counterparts in reading (see Figure 2).

One state's experience with the Lead for Literacy framework in its drive for 100 percent third - grade reading proficiency

That's in large part owing to a provocative body of research showing that students who don't read with proficiency by the end of 3rd grade are far more likely to experience poor academic outcomes, including leaving school without a diploma.

Student performance measures include average student achievement on reading and math exams, along with median proficiency and the percentage of students achieving proficiency.

NCLB requires annual testing of students in reading and mathematics in grades 3 through 8 (and at least once in grades 10 through 12) and that states rate schools, both as a whole and for key subgroups, with regard to whether they are making adequate yearly progress (AYP) toward their state's proficiency goals.

But the most powerful predictor of test success is proficiency with nonfiction literacy (writing and reading), White added.

Of the elementary and middle schools the survey respondents rated, 14 percent received a grade of «A,» 41 percent received a «B» grade, while 36 percent received a «C.» Seven percent were given a «D» and 2 percent an «F.» These subjective ratings were compared with data on actual school quality as measured by the percentage of students in each school who achieved «proficiency» in math and reading on states» accountability exams during the 2007 - 08 school year.

Reading is essential for all forms of learning and education, but many students complete elementary school with inadequate reading ability, and there has been little progress in the last few decades in helping these students gain necessary reading profiReading is essential for all forms of learning and education, but many students complete elementary school with inadequate reading ability, and there has been little progress in the last few decades in helping these students gain necessary reading profireading ability, and there has been little progress in the last few decades in helping these students gain necessary reading profireading proficiency.

A direct comparison of NAEP's proficiency standard with PISA's proficiency levels three and four also indicates that a lower NAEP bar has been set in math than in reading.

After three years of relatively flat and sometimes declining test scores, K12, Inc.'s full - time students appear to have increased their proficiency levels in both reading and math, even as K12, Inc. serves a population with 62 percent of its student eligible for free - and - reduced price lunch, compared to 49 percent nationally.

Since 2011, 45 states have raised their standards for student proficiency in reading and math, with the greatest gains occurring between 2013 and 2015.

In Hiebert's studies, TExT had a tremendous benefit not only for first - graders struggling to learn how to read, but also for those students with adequate reading proficiency.

We see that only 57 percent of third graders with a prior CPS investigation achieve basic proficiency levels on the statewide reading exam compared with 65 percent of third graders with no prior CPS investigation.

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.

• On average, schools with one year of funding and interventions under their belts saw a two percentage - point gain in reading proficiency — just about the same gain as all other U.S. schools that didn't get these huge cash infusions.

Although the increases were most significant in the lower grades, the number of seventh - grade students with limited English proficiency who scored above the 50th percentile also increased — by 2 percent in language, reading, and spelling and by 3 percent in math.

Note also that in Odden's peer review in 2004 of William Driscoll's and Howard Fleeter's Ohio study of the costs of bringing all students to proficiency in math and reading in order to comply with NCLB, he castigates the study's authors, who called for expanded summer school, because they «reference no research to support this assertion, when in fact most research shows that summer school as typically administered has little if any impact on learning.»

• On average, schools with two years of funding and interventions under their belts saw a three percentage point gain in reading proficiency — just about the same gain as all other U.S. schools — those that didn't get these huge cash infusions.

At Blackstone Valley Prep, analysis of the suburban and urban students» scores on the 2013 state exams measuring proficiency in reading and math offers 80 different snapshots, by grade, subject and family income, with Blackstone students faring better than their peers on nearly all.

Other analyses showed KIPP schools, and other high - poverty charter schools, narrowing the reading proficiency gap compared with schools in more affluent areas.

Levels of increasing reading proficiency are shown here, with the lowest level at the bottom and the highest at the top.

In this randomized trial of a reading intervention, we study a scaffolded sequence of implementation in which schools first develop proficiency by implementing the program with fidelity before implementing structured adaptations.

With this year's IDEA determinations, the Department used multiple outcome measures that include students with disabilities» participation in state assessments, proficiency gaps between students with disabilities and all students, as well as performance in reading and math on the National Assessment of Educational Progress (NAEP) to produce a more comprehensive and thorough picture of the performance of children with disabilities in each stWith this year's IDEA determinations, the Department used multiple outcome measures that include students with disabilities» participation in state assessments, proficiency gaps between students with disabilities and all students, as well as performance in reading and math on the National Assessment of Educational Progress (NAEP) to produce a more comprehensive and thorough picture of the performance of children with disabilities in each stwith disabilities» participation in state assessments, proficiency gaps between students with disabilities and all students, as well as performance in reading and math on the National Assessment of Educational Progress (NAEP) to produce a more comprehensive and thorough picture of the performance of children with disabilities in each stwith disabilities and all students, as well as performance in reading and math on the National Assessment of Educational Progress (NAEP) to produce a more comprehensive and thorough picture of the performance of children with disabilities in each stwith disabilities in each state.

[23] The designated ESEA requirements that can be set aside in states that obtain such waivers include some of the most significant outcome accountability requirements, such as the requirement that states set performance standards for schools and LEAs aiming toward a goal of 100 percent student proficiency in reading and mathematics by the end of the 2013 - 14 school year and take a variety of specific actions with respect to all schools and districts that fail to make adequate yearly progress toward this goal.

The law, passed with bipartisan support in 2001, is now almost universally seen as broken thanks to mandating standards, such as universal proficiency in math and reading, that have proven impossible to reach.

As a National Board Certified Teacher in Early and Middle Childhood / Literacy: Reading - Language Arts (2015), Elizabeth seeks to work particularly with students «at risk» of meeting proficiency levels in literacy.

For example, while every student should leave school being able to read, only 10 percent of students with disabilities in NYC demonstrated proficiency in English Language Arts on last year's third through eighth grade state exams.

a relentless focus on reading, including clear and rigorous grade - level expectations for reading proficiency, frequent measurement, and early identification of struggling readers with immediate and intensive additional instruction, up to 30 extra minutes per day;

But when you compare the charters to the DCPS schools they're actually competing with — the ones outside of Ward 3 — the gap becomes more dramatic: The proficiency rate among charter students last year was about 34 percent higher in math and 30 percent higher in reading.

The story is the same with reading: 78 percent DCPS proficiency in Ward 3, 38 percent in the rest of the city, based on my calculations from the school profile information on the DCPS website.

As amended, the law required, among various other provisions, retention in grade 3 with intensive interventions for students who did not exhibit the requisite level of reading proficiency.

We support policies, practices, and funding to strengthen the state's early childhood system, with the goals of dramatically increasing school readiness, improving third grade reading and math proficiency, supporting families, and ultimately building a strong workforce for Kentucky's future.

The results show in our Reading scores with 86 % of our students achieving proficiency.

Schools with low growth (below the average) and single digit reading proficiency should not be called good schools.

When student test scores on the Ohio Academic Assessment indicated that only 33 % of Jones sixth graders were at the minimum state acceptance rates, middle childhood education students at Lourdes College stepped in to volunteer an hour each week to work with the sixth grade students to improve their reading proficiency.

Often they need a lot more time on reading instruction, one - on one or in a small groups, with a research - based program taught by someone with training, in order to gain proficiency.

On English reading and mathematics tests, the Board of Education has defined three levels of student achievement: basic, proficient, and advanced, with basic describing progress towards proficiency.

Milwaukee Public Schools recognizes the continuum of language development within the four areas of listening, speaking, reading and writing with six English language proficiency levels.

It's also correlated with lower reading and math proficiency in third grade and beyond.

Most striking, NISL - trained principals led schools whose students started with lower levels of proficiency in both math and reading prior to the training their principals received from NISL.

Research indicates that most students lose reading proficiency during the summer recess, with students from low - income households losing several months of academic growth.

Overall, early elementary black students increased reading proficiency and growth in elementary grades with a 10 percent increase in reading proficiency for third grade in two years, according to the report.