Individual Learning Programs for Limited-English-proficient Students

Individual Learning Programs for Limited-English-proficient Students
Author :
Publisher :
Total Pages : 84
Release :
ISBN-10 : UCSD:31822016104184
ISBN-13 :
Rating : 4/5 (84 Downloads)

Synopsis Individual Learning Programs for Limited-English-proficient Students by :

Provides legal, pedagogical and practical guidence for teachers and adminstrastions of limited-English-proficient (LEP) pupils. May be used as a supplement to the "California Administrative Code, Title 5, Education," regulations pursuant to AB 507/80

Special Education Considerations for English Language Learners

Special Education Considerations for English Language Learners
Author :
Publisher :
Total Pages : 0
Release :
ISBN-10 : 1934000116
ISBN-13 : 9781934000113
Rating : 4/5 (16 Downloads)

Synopsis Special Education Considerations for English Language Learners by : Else V. Hamayan

This important guide shows how to determine appropriate interventions for ELLs with academic challenges. It includes extensive new discussions of RtI and standardized testing used for diagnostic purposes and and reviews consequences for ELLs. The ensuring a continuum of services model featured in the book is a strong collaborative framework that takes teams of educators step-by-step through gathering information about and implementing effective interventions for ELLs with learning difficulties.

Promoting the Educational Success of Children and Youth Learning English

Promoting the Educational Success of Children and Youth Learning English
Author :
Publisher : National Academies Press
Total Pages : 529
Release :
ISBN-10 : 9780309455404
ISBN-13 : 0309455405
Rating : 4/5 (04 Downloads)

Synopsis Promoting the Educational Success of Children and Youth Learning English by : National Academies of Sciences, Engineering, and Medicine

Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.

Dual Language Education

Dual Language Education
Author :
Publisher : Multilingual Matters
Total Pages : 384
Release :
ISBN-10 : 1853595314
ISBN-13 : 9781853595318
Rating : 4/5 (14 Downloads)

Synopsis Dual Language Education by : Kathryn J. Lindholm-Leary

Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.

Equal Educational Opportunity and Nondiscrimination for Students with Limited English Proficiency

Equal Educational Opportunity and Nondiscrimination for Students with Limited English Proficiency
Author :
Publisher :
Total Pages : 252
Release :
ISBN-10 : MINN:30000004656314
ISBN-13 :
Rating : 4/5 (14 Downloads)

Synopsis Equal Educational Opportunity and Nondiscrimination for Students with Limited English Proficiency by : United States Commission on Civil Rights

This report focuses on issues relating to the development and implementation of educational programs for and placement of national origin minority students identified as having limited English proficiency. It examines the present-day barriers that prevent students with limited English proficiency from having an equal opportunity to participate in educational programs. The report evaluates and analyzes the Office for Civil Rights' (OCR) implementation, compliance, and enforcement effort for Title VI of the Civil Rights Act of 1964 and Lau v. Nichols.

Allocating Federal Funds for State Programs for English Language Learners

Allocating Federal Funds for State Programs for English Language Learners
Author :
Publisher : National Academies Press
Total Pages : 240
Release :
ISBN-10 : 9780309216739
ISBN-13 : 0309216737
Rating : 4/5 (39 Downloads)

Synopsis Allocating Federal Funds for State Programs for English Language Learners by : National Research Council

As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.