The Importance And Methods Of Erk State Education

Mrs. Lawrence: When planning a lesson, I start with the objective. What is it I am supposed to be cover. Once I know, I start with a hook. I access their prior knowledge then I move on with either an example or model. All along I ask questions to make sure the students

The elementary educators both viewed the strengths of the program as flexibility to servicing the students, and being able to work with students in small groups. The middle school teacher thought that the participation of the general education teachers in the program was a definite strength. Among the weaknesses, teachers thought scheduling was difficult, and there is not enough staff to service the students. Also, teachers thought it was difficult to provide consistency of services and communication throughout all the buildings in the district. The middle school ELL teacher also noticed a lack of formal assessments and progress monitoring to help meet the changing needs of the students. The teachers’ goals addressed these weaknesses. They wanted to improve communication, and consistency of the ELL program, learn more about assessing Ells and ensure that the current ELL program moves forward. The elementary teacher also thought it was important to keep ELL students a priority even though our district doesn’t have many students who qualify. I also thought it was interesting that the middle school teacher also wants to provide general educations teachers with more support and guidance. I think that is a great goal that will help the students and the teachers!

Teachers have begun to question the practices of ELL students in receiving services and the regular education they will receive in some content areas. Though there is often a negative perception towards these students it seems it is on the side of the teacher and the additional work and accommodations they will need to provide and alter to meet a student’s needs. I was happy to speak with the ELL teacher and gain some insight on the current efforts to provide high expectations for ELL students through the use of additional tutors and opportunities. However, if we are not careful and if we stop questioning our practices on responses to ELL students, we will ultimately allow these practices to become stable and controlling.

For their other classes, the assignments were amended to complement the ELL program. There was also an after school program with teachers for homework help. When I saw this very different program, I wondered why

Kyle was a 15 year old, Caucasian, ninth grade student. Kyle’s appearance was that of an average teenage, athletic male. He was of average height, athletic build, with a crew cut hairstyle. He lived in a nice neighborhood in a two parent household. Both of his parents have college degrees and were former education professionals, but changed to alternative careers. During the time in which this case study was conducted, Kyle’s dad was a pharmaceutical sales representative, while his mother was a stay-at-home-mom. By Kyle’s mother being a stay-at-home-mom, she was very involved in his academic studies and extracurricular activities. Kyle’s mother scheduled a conference at the beginning of the academic year to discuss Kyle’s condition and needs. She described Kyle to be well-mannered, a people-pleaser, conscientious of his limitations, extremely slow to complete tasks, and has trouble staying focused. Kyle began attending Butler High School during the first semester of his ninth grade year. For the duration of his elementary and junior high years, Kyle attended a small, local lab school. The adjustment from the small lab school to the large public high school seemed to be a challenge for Kyle, as the lab school was small and catered more to Kyle’s needs. The teachers and counselor at Butler High School are beginning to see more of Kyle’s support needs due to the change in school demographics and attention given. Kyle’s achievement data through his good grades

This report is consistent with my signed Academic Integrity Form on file with the instructor.

Flores, funding for required ELL classes was not being met in a Tucson, Arizona school district. The plaintiff argued that the funding the school was receiving was not being used adequately for the betterment of English Language Learners. While the justices were found in favor of the defendant, in a split vote of 5-4, they stated that the EEOA did not mention any specific details about funding and therefore the school district was not guilty of underfunding. This case if very important to education as it led to a reactionary piece of litigation that passed in the Arizona legislation in 2015. House Bill 2064 requires schools to establish a team that monitors and tracks the progression of ELLs (Jiménez-Castellanos, O., Ph.D., Combs, M. C., Ph.D., Martinez, D., & Gomez, L. 2013). This bill also mandates that schools provide four hours of specialized English-only instruction, separate from the mainstream

Ell proficiency tests guide data-driven decision-making, A group of educators for each stage ( stage I-IV AZELLA, speaking assessment and KG placement test screener) observe all of the data that have been collected for their stage. During the process they will determine what items to keep, what items need to be changed and what items need to be out altogether. The proper use of data collection from these tests can help educator make wiser decision when planning. In addition, all the data from ELL proficiency test most of decision making will be beneficial for ELL students during testing and classroom activities.

Finally, there is a new data-reporting requirement for ELs in ESSA. Divisions must report the number and percentage of ELs served by Title III that have not attained ELP within 5 years of initial classification as an EL (These students are long-term

The number of school-aged ELLs grows and this brings up the fundamental questions about assessment and instruction for ELLs with special needs. The first and the principal thing is to assess children’s behavior which can help to identify learning disabilities. This can be obtained by various sampling methods such as classroom observation, interviews with students and their parents.

Participants were all female and ranged in age from 26 - 57 years of age. Based on participant reports, participants had practiced for an average of 6.2 years, ranging from 3 - 28 years. Participants’ roles and responsibilities were dependent on their title. Participant 10 was a District Administrator and reported that there were approximately 22 ELLs in the district. Participant 10 stated that she were responsible for arranging a test date for students to take the NYISTELL. Participant 11 and 12 did not report the number of ELLs in the district but provided their titles and responsibilities. Participant 11 stated she was an Instructional Coach and a coordinator for ENL. Her responsibilities included working with ELLs and their families when they begin the registration process, as well as administering the

In this article, Earlier School Start Times as a Risk Factor for Poor School Performance: An Examination of Public Elementary Schools in the Commonwealth of Kentucky, the researchers have two hypothesis. The first hypothesis is “(a) Earlier school start times will be associated with lower standardized test scores, poor attendance, higher retention rates, lower school rank, and school underperformance; (b) earlier start times will be especially risky for school performance standards in more disadvantaged schools, including Appalachian schools and schools with higher percentage of students receiving free or reduced-cost lunches.” (Keller, Smith, Gilbert, Bi, Haak, and Buckhalt, 2014). In This study, “Data was collected for all eligible public

The Case Study clearly illustrates the students (Reggie and Arnie) struggle in doing their assignment, i.e time management, lack of focus and low speed reading ability, the factors that opted the students to make use of the easiest, but prohibited act in preparing their assignments.

To be identified as a student in need of services to support learning English, a student needs to be referred. One way students are identified for referral purposes is through home language surveys which are sent home with registration packets when a student enrolls and at the beginning of each school year. Once a referral is received, the student is screened using a test designed to screen the student’s level of need, if any. This is one element used to decide the level of service the student may qualify to receive. If the screener does indicate a potential need for services, the student will be given the Tennessee designated test. Currently, this is the WIDA Access 2.0 language proficiency test and the Tennessee English Language Proficiency Assessment (TELPA). These tests and others are then used for progress monitoring and to identify current level of need for services.

I want to accomplish finding out if students who work and have less time for school, do just as well, or better than students who have the extra time for school. Commuting students is also an area that I want to examine because more time is taken out of their days to get to and from school. Time is extremely valuable and there are times where you students get so busy with work and other things they might forget assignments. Being the hardworking student that I am, I get most of my assignments done, only letting the one rare assignment slip my mind. So