Implementing Standards With English Language Learners Initial Findings From Four Middle Schools Ed438723 U S Department Of Education
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Implementing Standards With English Language Learners Initial Findings From Four Middle Schools Ed438723 U S Department Of Education
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Author : United States. Office of Educational Research and Improvement
language : en
Publisher:
Release Date : 2001*
Implementing Standards With English Language Learners Initial Findings From Four Middle Schools Ed438723 U S Department Of Education written by United States. Office of Educational Research and Improvement and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001* with categories.
Implementing Standards With English Language Learners
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Author :
language : en
Publisher:
Release Date : 1998
Implementing Standards With English Language Learners written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998 with Education categories.
Quality Criteria For Middle Grades
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Author : California. Office of School Improvement
language : en
Publisher:
Release Date : 1990
Quality Criteria For Middle Grades written by California. Office of School Improvement and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1990 with Curriculum evaluation categories.
Because positive changes in a school's capacity to educate all its students are not automatic, the California Department of Education has launched an educational reform model embodied in a comprehensive School Improvement Plan (SIP). The model is based on student-centered educational standards (quality criteria) that direct the four SIP processes of planning, implementation, self-study, and program quality review. These processes were developed to engage the entire school community in improvement activities to benefit all student populations. This four-part document has been designed to help members of a quality review team conduct a review of middle school programs. Part I describes how the quality criteria can be used for planning and implementing school improvement initiatives at a school site. Part II is the guide for conducting a school's self-study. Part III describes program quality review procedures, the application of quality criteria to the school's curriculum and instructional program, and the means for developing suggestions in the report of findings. Part IV details the quality criteria for middle grades, including eight curricular and five schoolwide criteria. Curricular criteria reflect the major themes of state curriculum handbooks, frameworks, and curriculum guides. Schoolwide criteria, emphasizing students in transition, are derived from various school improvement publications and the judgment of middle grades educational practitioners. (MLH)
Standards For The English Language Arts
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Author : National Council of Teachers of English
language : en
Publisher: National Council of Teachers of English (Ncte)
Release Date : 1996
Standards For The English Language Arts written by National Council of Teachers of English and has been published by National Council of Teachers of English (Ncte) this book supported file pdf, txt, epub, kindle and other format this book has been release on 1996 with Education categories.
This book describes standards for the English language arts and defines what K-12 students should know about language and be able to do with language. The book presents the current consensus among literacy teachers and researchers about what students should learn in the English language arts--reading, writing, listening, speaking, viewing, and visually representing. The first chapter of the book (Setting Standards in the English Language Arts) addresses defining the standards and the need for standards. The second chapter (Perspectives Informing the English Language Arts Standards) discusses the content, purpose, development, and context of the standards. The third chapter presents the 12 standards in detail. The fourth chapter (Standards in the Classroom) presents elementary, middle-school, and high-school vignettes which illustrate how the standards might be implemented in the classroom. The book concludes that these standards represent not an end but a beginning--a starting point for discussion and action. A glossary (containing more than 100 terms), a list of participants, a history of the standards project, an overview of standards projects, state and international English language arts standards, a 115-item annotated list of resources for teachers, and a comment form are attached. (RS)
The Role Of Schools In The English Language Learner Achievement Gap
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Author : Richard Allan Fry
language : en
Publisher:
Release Date : 2008
The Role Of Schools In The English Language Learner Achievement Gap written by Richard Allan Fry and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with Education, Bilingual categories.
Implementing Standards Based Reform Policies With English Language Learners
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Author : Katrina Woodworth
language : en
Publisher:
Release Date : 2000
Implementing Standards Based Reform Policies With English Language Learners written by Katrina Woodworth and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000 with Educational change categories.
English Language Proficiency Assessment In The Pacific Region Issues Answers Rel 2007 No 014
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Author : Don Burger
language : en
Publisher:
Release Date : 2007
English Language Proficiency Assessment In The Pacific Region Issues Answers Rel 2007 No 014 written by Don Burger and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with categories.
Using various approaches to identify English language learners, several Pacific Region jurisdictions are developing English language proficiency standards and assessments aligned with those standards. Others are working on content standards, including language arts, and have expressed interest in developing English language proficiency standards but lack formal assessment mechanisms. Title I of the No Child Left Behind Act of 2001 requires that all students in a school, including English language learners, take the same state academic assessments in reading/language arts, mathematics, and science beginning with school year 2007/08. This mandate is of special concern to the Regional Educational Laboratory for the Pacific Region (REL Pacific), because all jurisdictions within its service region have large numbers of English language learners or limited English proficiency students in their school systems. To determine the current status of English language proficiency standards and assessment across the Pacific Region, REL Pacific surveyed each jurisdiction, gathering information about the existence and implementation of standards and assessments and future plans for them. The results provide an opportunity to share information across jurisdictions about approaches to English language proficiency standards and assessment and provide insights into critical needs in the region that can be used to guide future program activities. The detailed research questions guiding this study focused on the methods used to identify English language learners, the status of English language proficiency standards, and the status of aligned English language proficiency assessment. The authors make several recommendations to improve the development of services and programs. These include: (1) develop clear language development policies; (2) Review content standards; (3) collect student information; (4) develop programs to address the specific needs of English language learners; (5) conduct research on ways to assess English language proficiency in large populations as well as on attributes and practices associated with successful bilingual programs; (6) provide professional development; (7) develop a Pacific assessment consortium; and (8) conduct a randomized control trial of the Pacific-CHILD professional development program. The following are appended: (1) Study questions and data collection methodology; and (2) Status of English language proficiency (ELP) standards and assessment interview questions. (Contains 2 boxes and 2 notes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education by Regional Educational Laboratory Pacific administered by Pacific Resources for Education and Learning.].
Implementing Effective School Practices For Secondary English Language Learners
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Author : Debra Cantu Hester
language : en
Publisher:
Release Date : 2013
Implementing Effective School Practices For Secondary English Language Learners written by Debra Cantu Hester and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with categories.
In 1999, Texas Legislature mandated the Student Success Initiative to ensure all eighth grade students are on grade level in reading and mathematics. Although progress is evident, the achievement gap for English language learners remains. The purpose of this case study was to explore effective school practices that lead to closing the achievement gap. This qualitative study applies the two core functions of leadership for exercising influence and providing direction to answer the research question: How do the core functions of school leadership practices for implementing the Student Success Initiative requirements vary between English language learners and non-English language learners in high and low-performing middle schools? The comparison between the high-performing school and low-performing school brought forth key findings and identifies school practices for supporting secondary English language learners. The key findings for exercising influence on teachers were: 1) Effective school practices that influence teacher knowledge on how to identify students and their needs include: a) conducts a needs assessment.; b) analyze data; c) create differentiated ESL programs, d) place diverse groups of ELLs in differentiated ESL programs. 2) Effective school practices to influence teachers how to intervene include: a) accept teacher input and follow through on requests when planning interventions, b) target intervention needs; c) create differentiated interventions. 3) Effective school practices to influence teachers how to monitor include: a) analyze multiple types of data, b) measure student reading growth; c) measure student language proficiency, d) conduct walkthroughs to observe students. The key findings for providing direction to teachers established the following practices: 4) Effective school practices to provide direction to identify students and their needs include, a) develop and implement a school wide intervention plan, b) create a master schedule to implement differentiated ESL programs; c) model how to disaggregate data, d) develop and implement an individual plan for ELLs. 5) Effective school practices to provide direction to intervene include: a) assign ESL teacher to intervention groups, b) use data to drive intervention planning, c) measure growth in language and literacy, d) provide daily interventions, e) integrate language and literacy interventions in lessons. 6) Effective school practices to provide direction to teachers for monitoring include: a) measure growth of literacy and language development, b) triangulate multiple types of data, c) review intervention lessons during walkthroughs, e) provide daily interventions specific to student needs.