ELL Assessments Crystalanne Duncan-Holmes Grand Canyon University: ESL-223N 3 November 2012 Whitney Johnson The following essay will briefly discuss the procedures that are being utilized in order to identify ELLs at the Philadelphia public school District. Included in this discussion will be what informal and formal assessments are being conducted to determine ELL student’s language proficiency and how English language development is monitored over time. How Educators are informed of
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Standards for ESL Elementary 8. Sample Classroom Tasks in ESL by English Proficiency Level 9. Additional Information • Activities • Tools • Rubrics/Assessment Practices • Web Resources 10. Resources 11. Overheads • Tables 1 General English Language Arts Curriculum Standards • Tables 2 Languages Other Than English Curriculum Standards • Tables 3 Specific Performance Indicators: Writing • Tables 4 Literacy Competencies: Writing • Tables 5 Second Language Learning Standards for ESL Elementary
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Equal Opportunity in Education Jessica Deighan Grand Canyon University EDU-215 November 14‚ 2010 Equal Opportunity in Education The education system in the United States has not always looked the way it does today and it was not that long ago when children of different races or sex could even go to the same schools as each other. Yet through many strides done by educational activists the United States government continues to stand by its intention to try to free our schools of racial‚ sexual
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Research Paper: Assessment in Special Education Abstract Sometimes the general education program alone is not able to meet the needs of a child with disabilities‚ and he/she may be able to receive special education services. The evaluation process can be a very difficult task when trying to identify if the child qualifies for special education‚ schools often have a pre-referral intervention process. The most prominent approached used today is the “response-to-Intervention” or RTI. Special
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Fowler‚ J.‚ & Hooper‚ H.R. ESL Learners with Special Needs in British Columbia: Identification‚ Assessment and Programming. British Columbia: The British Columbia Ministry for Education‚ Skills‚ and Training. (1998) Peterson‚ J. Michael and Hittie‚ Marie Michael. Inclusive Teaching : Creating Effective Schools for All Learners. Pearson Publishing. (2003) Schwarz‚ R.‚ & Burt‚ M. ESL Instruction for Learning Disabled Adults. ERIC Digest. Washington‚ DC: National Center for ESL Literacy Education. (EDRS
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January 19‚ 2014 ESL 433N Sharyn Weinheimer Three Rationales towards SEI Education‚ over time‚ has changed‚ progressed and flourished. But before any of those changes have been made‚ there was a beginning to the story. The story of education in the US has added so many chapters. After those chapters have ended‚ volumes started getting added as new ideas and concerns would arouse. One of the concerns was the idea of what should be taught and how when in regards to students who are second language
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Effects of “No Child Left Behind” on Special Education and General Education Collaboration & Outcomes: A Qualitative Study Introduction The primary aim of this research paper will be to determine how NCLB program impacts special education students‚ general collaboration and educational outcomes. NCLB was introduced by the Bush Administration in 2001 with the intent of improving the performance of sub groups and special populations in educational institutions across the nation. It is a revision of
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Behind Act The No Child Left Behind Act (NCLB) of 2001 is a policy that had a historical significance in the education field. The NCLB signed into law by former President George W. Bush on January 8‚ 2002. The NCLB replaced the Elementary and Secondary Act of 1965 (ESEA) that was a part of President Lyndon B. Johnson’s program. The ESEA was designed for the federal government K-12 policy to help cover the cost of educating disadvantaged students. The NCLB held every public school in the United States
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into law the No Child Left Behind Act (referred to as NCLB throughout this discussion) in order to “close the achievement gap with accountability‚ flexibility‚ and choice‚ so that no child is left behind” (NCLB‚ 2002). In particular NCLB was meant to address the achievement gap separating minorities and non-minorities (NCLB‚ 2002). NCLB is a continuation of the Elementary and Secondary Education Act of 1965 (NCLB‚ 2002). The foundation of NCLB rests on four factors: accountability‚ increased local
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Act that was signed into law in January of 2002. Nature of the Problem No Child Left Behind (NCLB) is a bipartisan federal law that aims to improve the education of elementary‚
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