The document discusses the process for screening and classifying potential English Language Learner (ELL) students in the Edith L. Slocum Elementary School and Connetquot School District. All new students are given a Home Language Survey during registration, and those who indicate a primary language other than English at home are administered the NYSITELL exam by the ENL teacher. Students are then classified based on their score on the NYSITELL into one of five levels of English proficiency and may receive ENL services based on their level. The district also holds annual meetings with parents/guardians of ELL students to discuss language progress and needs.
Carlos P. Garcia Biography by Moriset Tanmoriset49
Carlos P. Garcia was the 8th President of the Philippines. He was born in Bohol and pursued education in Bohol, Cebu, and Manila. Garcia entered politics in 1925 as a representative in Bohol and later served as governor of Bohol and a senator. He became vice president in 1953 and assumed the presidency in 1957 after Ramon Magsaysay's death. As president, Garcia emphasized the "Filipino First Policy" to promote Philippine economic independence. He died in 1971 while serving as president of the Constitutional Convention.
The Commonwealth of the Philippines was established in 1935 as a transitional government before the country gained full independence from the United States. It replaced the Insular Government and was governed by a president and vice president elected in 1935, Manuel Quezon and Sergio Osmeña. During World War II when Japan occupied the Philippines from 1942-1945, the Commonwealth government went into exile in the US. The Commonwealth ended in 1946 when the Philippines regained independence and became a republic as outlined in the 1935 constitution.
The Philippine Commonwealth was established on November 15, 1935 after the passage of the Tydings-McDuffie Act of 1934. This act established a 10-year period of self-governance for the Philippines before full independence. Manuel Quezon was elected as the first President of the Commonwealth. Key accomplishments during this period included establishing new government departments and offices, granting women's suffrage, promoting social justice reforms, and improving the Philippine economy. The Commonwealth government worked towards preparing the country for full independence.
Philippine Data Privacy Act of 2012 (RA 10173)Kirk Go
Republic Act 10173 otherwise known as the Data Privacy Act of 2012. This version presents Implementing Rules and Regulations (IRR) for the Act. It outlines provisions, scope, privacy principles, lawful processing of data, security measures, rights of data subject, accountability, penalties, and others.
Manuel L. Quezon was a Filipino statesman and politician who served as president of the Philippines from 1935 to 1944. Some key facts about him:
1) He was born in 1878 in Baler, Philippines and served as a representative and then senator for the Philippines, lobbying for greater autonomy and independence.
2) As president from 1935-1944, he established the Commonwealth of the Philippines and oversaw the country's transition towards full independence.
3) He died in 1944 in Saranac Lake, New York from tuberculosis. Quezon is honored widely in the Philippines, with places, universities and currency named after him.
Ramon Magsaysay was a Filipino president born in 1907. He received degrees from José Rizal University and University of the Philippines. As Secretary of Defense, he led military reforms that effectively ended the Huk rebellion through new tactics. In 1953, Magsaysay was elected president promising reform. As president, he enacted agrarian reform and established a citizen grievance process, maintaining a reputation for incorruptibility until his term ended tragically in a 1957 plane crash that killed him.
A Filipino politician was born on November 4, 1896 in Talibon, Bohol. He studied law at the Philippine Law School and married Leonila Dimayuga, with whom he had a daughter named Linda. The politician passed away on June 14, 1971 in Quezon City.
Carlos P. Garcia Biography by Moriset Tanmoriset49
Carlos P. Garcia was the 8th President of the Philippines. He was born in Bohol and pursued education in Bohol, Cebu, and Manila. Garcia entered politics in 1925 as a representative in Bohol and later served as governor of Bohol and a senator. He became vice president in 1953 and assumed the presidency in 1957 after Ramon Magsaysay's death. As president, Garcia emphasized the "Filipino First Policy" to promote Philippine economic independence. He died in 1971 while serving as president of the Constitutional Convention.
The Commonwealth of the Philippines was established in 1935 as a transitional government before the country gained full independence from the United States. It replaced the Insular Government and was governed by a president and vice president elected in 1935, Manuel Quezon and Sergio Osmeña. During World War II when Japan occupied the Philippines from 1942-1945, the Commonwealth government went into exile in the US. The Commonwealth ended in 1946 when the Philippines regained independence and became a republic as outlined in the 1935 constitution.
The Philippine Commonwealth was established on November 15, 1935 after the passage of the Tydings-McDuffie Act of 1934. This act established a 10-year period of self-governance for the Philippines before full independence. Manuel Quezon was elected as the first President of the Commonwealth. Key accomplishments during this period included establishing new government departments and offices, granting women's suffrage, promoting social justice reforms, and improving the Philippine economy. The Commonwealth government worked towards preparing the country for full independence.
Philippine Data Privacy Act of 2012 (RA 10173)Kirk Go
Republic Act 10173 otherwise known as the Data Privacy Act of 2012. This version presents Implementing Rules and Regulations (IRR) for the Act. It outlines provisions, scope, privacy principles, lawful processing of data, security measures, rights of data subject, accountability, penalties, and others.
Manuel L. Quezon was a Filipino statesman and politician who served as president of the Philippines from 1935 to 1944. Some key facts about him:
1) He was born in 1878 in Baler, Philippines and served as a representative and then senator for the Philippines, lobbying for greater autonomy and independence.
2) As president from 1935-1944, he established the Commonwealth of the Philippines and oversaw the country's transition towards full independence.
3) He died in 1944 in Saranac Lake, New York from tuberculosis. Quezon is honored widely in the Philippines, with places, universities and currency named after him.
Ramon Magsaysay was a Filipino president born in 1907. He received degrees from José Rizal University and University of the Philippines. As Secretary of Defense, he led military reforms that effectively ended the Huk rebellion through new tactics. In 1953, Magsaysay was elected president promising reform. As president, he enacted agrarian reform and established a citizen grievance process, maintaining a reputation for incorruptibility until his term ended tragically in a 1957 plane crash that killed him.
A Filipino politician was born on November 4, 1896 in Talibon, Bohol. He studied law at the Philippine Law School and married Leonila Dimayuga, with whom he had a daughter named Linda. The politician passed away on June 14, 1971 in Quezon City.
This document outlines rules regarding public disclosure requirements for officials and employees under the Code of Conduct and Ethical Standards for Public Officials and Employees. It discusses requirements to file statements of assets, liabilities, net worth and disclosure of business interests and financial connections. It specifies what must be included in the statements, when they must be filed, and where they must be filed depending on the position. It also describes procedures for review of statements and outlines what constitutes a conflict of interest.
Ramon magsaysay and the philippines at its primeRaven Cancino
1. Ramon Magsaysay was a Filipino president known for his populism and agenda to enact agrarian reform. As defense secretary, he helped defeat the communist Huk rebellion and was elected president in 1953.
2. As president, Magsaysay emphasized service to the people and established agencies to address public complaints and enact land redistribution. He also helped negotiate reparations from Japan and supported anti-communism through the SEATO alliance.
3. Magsaysay unexpectedly died in a plane crash in 1957, cutting short his presidency and leaving a lasting legacy as a reformer dedicated to serving ordinary Filipinos.
Manuel Quezon led the Quezon Mission in 1919 and 1933 to lobby the US Congress for Philippine independence. The OSROX Mission, led by Sergio Osmeña and Manuel Roxas, also worked for independence. This resulted in the Hare-Hawes-Cutting Act of 1933, which promised independence after 10 years. However, the Tydings-McDuffie Act of 1934, sponsored by Milliard Tydings and John McDuffie, is what officially provided for Philippine self-government and independence after 10 years, establishing the Philippine Commonwealth.
Elpidio Quirino was the second president of the postwar Philippines. He was born in 1890 in Vigan, Ilocos Sur and served in various political roles including representative, senator, and secretary of finance and interior before becoming vice president in 1946 and then president in 1948 after Manuel Roxas' death. As president, he oversaw postwar reconstruction efforts but faced threats from the communist Huk rebellion and issues of corruption. He lost reelection in 1953 and died in 1956.
The document summarizes the American colonial period in the Philippines from 1898 to 1946. It discusses three key points:
1. The Americans implemented a military then civil government and promised to establish democracy and independence. They developed the economy and infrastructure.
2. The Filipinos resisted occupation through literature, peasant revolts, and a political campaign for independence. This led to the establishment of the Commonwealth of the Philippines in 1935.
3. The Commonwealth existed as a semi-independent government until 1946, though World War 2 interrupted this when the Philippines fell under Japanese occupation from 1942-1944.
Fidel Ramos was the 12th president of the Philippines from 1992-1998. He was born in 1928 in Pangasinan and received education in the Philippines and U.S. As president, Ramos reformed the agrarian reform program by passing laws to strengthen implementation and provide more funding. His administration saw economic growth and political stability in its early years. Ramos was the first Protestant president of the mostly Catholic Philippines.
The document summarizes the independence missions from the Philippines to the United States from 1919 to 1934 seeking independence, including the OSROX mission led by Sergio Osmeña and Manuel Roxas. It also discusses the Hare-Hawes-Cutting Act passed by the US Congress in 1932 granting independence but vetoed by the president, and the subsequent Tydings-McDuffie Act passed in 1934 and signed into law, which finally established the process for Philippine independence.
Ferdinand Marcos was the president of the Philippines from 1965 to 1986. During his presidency, he implemented reforms in many areas including land, education, labor, and the economy. He also oversaw infrastructure projects and economic growth. However, he declared martial law in 1972 and was later ousted in 1986 following allegations of corruption and human rights abuses.
The document discusses the economic development of the Philippines under President Carlos Garcia's administration from 1957 to 1961. It summarizes that Garcia implemented three main policies: an austerity program to curb corruption, a "Filipino First" policy to prioritize Filipino businesses, and a cultural revival program. The austerity program aimed to reduce government spending and prioritize essential imports. The Filipino First policy aimed to increase Filipino ownership and participation in the economy. The cultural revival program supported Filipino artists and culture.
Evolution of the Philippine Constitution: 1953: The Commonwealth Constitution...MaeArraLecobuan
Readings in Philippine History
Chapter 4:
topics:
The Evolution of the Philippine Constitution:
1935: The Commonwealth Constitution
1973: Constitutional Authoritarianism
- Filipinos campaigned for independence from 1919-1934, sending 12 missions to the US to lobby for independence.
- In 1935, the Commonwealth of the Philippines was established as a transitional period before full independence.
- On July 4, 1946, the Third Philippine Republic was established, granting the Philippines its full independence after years of campaigning and negotiations with the US.
Jose P. Laurel served as president of the Philippines from 1943-1945 during the Japanese occupation in World War II. As a lawyer for the local Japanese community before the war, he was able to build strong ties with Japan. Laurel emphasized the importance of developing good, economic, and universal Filipinos through education. He introduced educational policies that upheld national character even during the difficult wartime period. Laurel continued his political involvement after the war and participated in ratifying treaties restoring normal relations with Japan.
Readings in Philippine History - Presentation Slides Text Content Back Search...MyrwynNavarroBautist
The document discusses the meaning and relevance of history, distinguishing between primary and secondary sources. It covers the first part of a course on Readings in Philippine History. The objectives are to understand the meaning and importance of history, learn how to differentiate between primary and secondary sources, and be introduced to external and internal criticisms of sources. The methodology will include lectures, discussions, visits to libraries and archives, and comparative analysis of sources. Students will be assessed on their ability to identify primary sources and apply external and internal criticisms.
(1) Ramon Magsaysay was the third president of the Philippines from 1953 to 1957. He is known for successfully defeating communist insurgents and restoring law and order.
(2) Magsaysay had a humble background and rose through the military and political ranks. As defense secretary, he led effective counterinsurgency efforts against the Huk rebels.
(3) As president, Magsaysay enacted land reform policies and established programs to address citizen grievances. He had a reputation for incorruptibility. However, his presidency was cut short when he died in a plane crash in 1957 at the age of 49.
This document provides biographical information on 12 Philippine presidents from Manuel Roxas to Benigno Aquino III. It discusses their backgrounds, careers prior to becoming president, key achievements and events during their terms. The presidents covered political and economic reforms, reconstruction after WWII, periods of martial law, restoration of democracy, and improving economic growth.
1) Lee Kuan Yew was one of the founders and the first secretary-general of the People's Action Party (PAP). He went on to become Singapore's first prime minister from 1959 to 1990.
2) Lee formed the PAP in 1954 to gain independence from British colonial rule. The PAP won a majority in 1959 elections and Lee became prime minister.
3) After initially merging with Malaysia in 1963, Singapore separated two years later due to political and racial tensions. Lee worked to establish Singapore's security and develop its economy in the post-independence period.
This document defines key terms related to solo parents and children, outlines the benefits provided under the Solo Parents' Welfare Act of 2000, and identifies the government agencies responsible for implementation. Specifically, it defines a solo parent and the types of social services, educational assistance, housing benefits, medical care, and leave policies they are entitled to. The Department of Social Welfare and Development leads coordination across agencies to monitor implementation and ensure solo parents and their children receive needed support.
CLINICAL FIELD EXPERIENCEELL INSTRUCTOR INTERVIEWLILIANA .docxbartholomeocoombs
CLINICAL FIELD EXPERIENCE:
ELL INSTRUCTOR INTERVIEW
LILIANA ACEVEDO
1
2
I interviewed professor Aziz Benmimoun from public school PS 721q.
1. What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier?
Language performance deficiency is often misunderstood and many ELL's are being referred for special need. Exceptional students usually exhibit behavioral as well as learning disabilities.
4
2. How do informal and formal assessment results factor into placement?
Data is key in formal assessments, especially data that supports the inferences that were made from the exam. The data is computed prior to summarization.
3. what role do parents and teachers have in placement?
Parents are crucial members of the team because because they have first hand knowledge of their childs strengths and needs. Parents have the right to be involved in the meetings and the IEP process.
4. what are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs?
Underachievement is usually viewed as a student being below average. Every student is different and factors will be based as such.
5. How are changes among individual ELL proficiency levels over the course of the school yearaccounted for?
Over the course of the school year, the students proficiency levels tend to progress from the speaking, reading and listening before achieving proficiency in writing. The trend is that writing is the last and most difficult skill an ELL student masters before becoming proficient in the L2.
6. How are diagnostic, formative, and summartive assessments integrated for Ells in the mainstream classrooms?
Assessments in all forms are essential in designing coherent instruction. Without ongoing assessments, the instructor will not be able to diagnose therefore meet the needs of his students.
7. What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an anditional language?
Small group instructions is at most benefit to students regardless of language proficiency, as instruction is tailored to each students needs.
How does the assessment and placement process in your state facilitate achievement among ELLs?
In New York, the New York State Identification Test for English Language Learners (NYSITELL) is the only assessment instrument for measuring the English language proficiency of a student who may be an ELL. The results of this test are used to determine the type of instructional program into which the student must be placed.
Comparison of the use of the AZELLA to the assessment and placement process in New York.
The AZELLA is used for placement and reassessment purposes for students who are identified as a second language learner. Unlike New York, students who are set into an English language learner program will take the AZELLA reassessment once a year until a.
Presentation bilingualism and home language for ell studentslharris6995
English language learners (ELLs) make up a large and growing portion of students in U.S. schools. ELL students come from diverse backgrounds, with varying degrees of exposure to and education in their native language versus English. The document advocates for supporting students' home languages in the classroom by learning about their native languages and cultural backgrounds. It also emphasizes the importance of cultivating partnerships between home and school to support ELL students' academic success.
This document outlines rules regarding public disclosure requirements for officials and employees under the Code of Conduct and Ethical Standards for Public Officials and Employees. It discusses requirements to file statements of assets, liabilities, net worth and disclosure of business interests and financial connections. It specifies what must be included in the statements, when they must be filed, and where they must be filed depending on the position. It also describes procedures for review of statements and outlines what constitutes a conflict of interest.
Ramon magsaysay and the philippines at its primeRaven Cancino
1. Ramon Magsaysay was a Filipino president known for his populism and agenda to enact agrarian reform. As defense secretary, he helped defeat the communist Huk rebellion and was elected president in 1953.
2. As president, Magsaysay emphasized service to the people and established agencies to address public complaints and enact land redistribution. He also helped negotiate reparations from Japan and supported anti-communism through the SEATO alliance.
3. Magsaysay unexpectedly died in a plane crash in 1957, cutting short his presidency and leaving a lasting legacy as a reformer dedicated to serving ordinary Filipinos.
Manuel Quezon led the Quezon Mission in 1919 and 1933 to lobby the US Congress for Philippine independence. The OSROX Mission, led by Sergio Osmeña and Manuel Roxas, also worked for independence. This resulted in the Hare-Hawes-Cutting Act of 1933, which promised independence after 10 years. However, the Tydings-McDuffie Act of 1934, sponsored by Milliard Tydings and John McDuffie, is what officially provided for Philippine self-government and independence after 10 years, establishing the Philippine Commonwealth.
Elpidio Quirino was the second president of the postwar Philippines. He was born in 1890 in Vigan, Ilocos Sur and served in various political roles including representative, senator, and secretary of finance and interior before becoming vice president in 1946 and then president in 1948 after Manuel Roxas' death. As president, he oversaw postwar reconstruction efforts but faced threats from the communist Huk rebellion and issues of corruption. He lost reelection in 1953 and died in 1956.
The document summarizes the American colonial period in the Philippines from 1898 to 1946. It discusses three key points:
1. The Americans implemented a military then civil government and promised to establish democracy and independence. They developed the economy and infrastructure.
2. The Filipinos resisted occupation through literature, peasant revolts, and a political campaign for independence. This led to the establishment of the Commonwealth of the Philippines in 1935.
3. The Commonwealth existed as a semi-independent government until 1946, though World War 2 interrupted this when the Philippines fell under Japanese occupation from 1942-1944.
Fidel Ramos was the 12th president of the Philippines from 1992-1998. He was born in 1928 in Pangasinan and received education in the Philippines and U.S. As president, Ramos reformed the agrarian reform program by passing laws to strengthen implementation and provide more funding. His administration saw economic growth and political stability in its early years. Ramos was the first Protestant president of the mostly Catholic Philippines.
The document summarizes the independence missions from the Philippines to the United States from 1919 to 1934 seeking independence, including the OSROX mission led by Sergio Osmeña and Manuel Roxas. It also discusses the Hare-Hawes-Cutting Act passed by the US Congress in 1932 granting independence but vetoed by the president, and the subsequent Tydings-McDuffie Act passed in 1934 and signed into law, which finally established the process for Philippine independence.
Ferdinand Marcos was the president of the Philippines from 1965 to 1986. During his presidency, he implemented reforms in many areas including land, education, labor, and the economy. He also oversaw infrastructure projects and economic growth. However, he declared martial law in 1972 and was later ousted in 1986 following allegations of corruption and human rights abuses.
The document discusses the economic development of the Philippines under President Carlos Garcia's administration from 1957 to 1961. It summarizes that Garcia implemented three main policies: an austerity program to curb corruption, a "Filipino First" policy to prioritize Filipino businesses, and a cultural revival program. The austerity program aimed to reduce government spending and prioritize essential imports. The Filipino First policy aimed to increase Filipino ownership and participation in the economy. The cultural revival program supported Filipino artists and culture.
Evolution of the Philippine Constitution: 1953: The Commonwealth Constitution...MaeArraLecobuan
Readings in Philippine History
Chapter 4:
topics:
The Evolution of the Philippine Constitution:
1935: The Commonwealth Constitution
1973: Constitutional Authoritarianism
- Filipinos campaigned for independence from 1919-1934, sending 12 missions to the US to lobby for independence.
- In 1935, the Commonwealth of the Philippines was established as a transitional period before full independence.
- On July 4, 1946, the Third Philippine Republic was established, granting the Philippines its full independence after years of campaigning and negotiations with the US.
Jose P. Laurel served as president of the Philippines from 1943-1945 during the Japanese occupation in World War II. As a lawyer for the local Japanese community before the war, he was able to build strong ties with Japan. Laurel emphasized the importance of developing good, economic, and universal Filipinos through education. He introduced educational policies that upheld national character even during the difficult wartime period. Laurel continued his political involvement after the war and participated in ratifying treaties restoring normal relations with Japan.
Readings in Philippine History - Presentation Slides Text Content Back Search...MyrwynNavarroBautist
The document discusses the meaning and relevance of history, distinguishing between primary and secondary sources. It covers the first part of a course on Readings in Philippine History. The objectives are to understand the meaning and importance of history, learn how to differentiate between primary and secondary sources, and be introduced to external and internal criticisms of sources. The methodology will include lectures, discussions, visits to libraries and archives, and comparative analysis of sources. Students will be assessed on their ability to identify primary sources and apply external and internal criticisms.
(1) Ramon Magsaysay was the third president of the Philippines from 1953 to 1957. He is known for successfully defeating communist insurgents and restoring law and order.
(2) Magsaysay had a humble background and rose through the military and political ranks. As defense secretary, he led effective counterinsurgency efforts against the Huk rebels.
(3) As president, Magsaysay enacted land reform policies and established programs to address citizen grievances. He had a reputation for incorruptibility. However, his presidency was cut short when he died in a plane crash in 1957 at the age of 49.
This document provides biographical information on 12 Philippine presidents from Manuel Roxas to Benigno Aquino III. It discusses their backgrounds, careers prior to becoming president, key achievements and events during their terms. The presidents covered political and economic reforms, reconstruction after WWII, periods of martial law, restoration of democracy, and improving economic growth.
1) Lee Kuan Yew was one of the founders and the first secretary-general of the People's Action Party (PAP). He went on to become Singapore's first prime minister from 1959 to 1990.
2) Lee formed the PAP in 1954 to gain independence from British colonial rule. The PAP won a majority in 1959 elections and Lee became prime minister.
3) After initially merging with Malaysia in 1963, Singapore separated two years later due to political and racial tensions. Lee worked to establish Singapore's security and develop its economy in the post-independence period.
This document defines key terms related to solo parents and children, outlines the benefits provided under the Solo Parents' Welfare Act of 2000, and identifies the government agencies responsible for implementation. Specifically, it defines a solo parent and the types of social services, educational assistance, housing benefits, medical care, and leave policies they are entitled to. The Department of Social Welfare and Development leads coordination across agencies to monitor implementation and ensure solo parents and their children receive needed support.
CLINICAL FIELD EXPERIENCEELL INSTRUCTOR INTERVIEWLILIANA .docxbartholomeocoombs
CLINICAL FIELD EXPERIENCE:
ELL INSTRUCTOR INTERVIEW
LILIANA ACEVEDO
1
2
I interviewed professor Aziz Benmimoun from public school PS 721q.
1. What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier?
Language performance deficiency is often misunderstood and many ELL's are being referred for special need. Exceptional students usually exhibit behavioral as well as learning disabilities.
4
2. How do informal and formal assessment results factor into placement?
Data is key in formal assessments, especially data that supports the inferences that were made from the exam. The data is computed prior to summarization.
3. what role do parents and teachers have in placement?
Parents are crucial members of the team because because they have first hand knowledge of their childs strengths and needs. Parents have the right to be involved in the meetings and the IEP process.
4. what are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs?
Underachievement is usually viewed as a student being below average. Every student is different and factors will be based as such.
5. How are changes among individual ELL proficiency levels over the course of the school yearaccounted for?
Over the course of the school year, the students proficiency levels tend to progress from the speaking, reading and listening before achieving proficiency in writing. The trend is that writing is the last and most difficult skill an ELL student masters before becoming proficient in the L2.
6. How are diagnostic, formative, and summartive assessments integrated for Ells in the mainstream classrooms?
Assessments in all forms are essential in designing coherent instruction. Without ongoing assessments, the instructor will not be able to diagnose therefore meet the needs of his students.
7. What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an anditional language?
Small group instructions is at most benefit to students regardless of language proficiency, as instruction is tailored to each students needs.
How does the assessment and placement process in your state facilitate achievement among ELLs?
In New York, the New York State Identification Test for English Language Learners (NYSITELL) is the only assessment instrument for measuring the English language proficiency of a student who may be an ELL. The results of this test are used to determine the type of instructional program into which the student must be placed.
Comparison of the use of the AZELLA to the assessment and placement process in New York.
The AZELLA is used for placement and reassessment purposes for students who are identified as a second language learner. Unlike New York, students who are set into an English language learner program will take the AZELLA reassessment once a year until a.
Presentation bilingualism and home language for ell studentslharris6995
English language learners (ELLs) make up a large and growing portion of students in U.S. schools. ELL students come from diverse backgrounds, with varying degrees of exposure to and education in their native language versus English. The document advocates for supporting students' home languages in the classroom by learning about their native languages and cultural backgrounds. It also emphasizes the importance of cultivating partnerships between home and school to support ELL students' academic success.
This document discusses two readings related to educational opportunities for English learner and Latino students. It summarizes that Latino students often begin their post-secondary education at community colleges with hopes of transferring to four-year universities, but they have among the lowest transfer rates. It also summarizes that English learner students face obstacles when entering college, as they must choose between taking an ESL placement test or general English test without proper guidance, and this placement can negatively impact their course enrollment if inappropriate. The document questions how to better encourage, fund and support these minority students prior to and during the college entry process.
Here are 3 discussion questions to consider regarding the identification and screening of English Language Learners:
1. Have you ever encountered a situation in your school where you think a student might be an EL, however they were never assessed? Explain.
This could happen if the home language survey is not administered properly or if there are language barriers that prevent identifying a student as potentially needing additional support. Ensuring all students are assessed avoids missing those who may need EL services.
2. "Some districts use the listening and speaking components of one test in combination with the reading and writing components of another," referring to state administered identification tests. Do you agree or disagree with this formality?
Using components from different tests could provide
The document discusses programs and services provided by Hoke County Schools to support English Language Learners (ELLs). It describes the ESL Saturday Academy program which provides small group instruction on weekends to improve reading skills. Data shows enrollment in the program has increased over time. The Migrant Summer Camp also aims to support ELL literacy needs through individualized instruction. Additionally, the Transition Center provides resources to help ELL families access school and community services upon entering Hoke County.
The document provides definitions and explanations of key terminology and acronyms used in ESL education. It discusses concepts like ESL, ELL, BICS, CALP and realia. It also summarizes legal obligations to provide ESL programming, examples of co-teaching models, WIDA assessments, and lists professional organizations for ESL teachers.
Immigration, Language Barriers, and the American Education System Taylor Sprague
This document evaluates the effectiveness of English Language Learner (ELL) programs for immigrant students in the American education system. It discusses the challenges that immigration and language barriers pose for ELL students, such as difficulties participating academically and socially due to an inability to communicate. Experts cite issues like a lack of bilingual education programs, untrained teachers, and disconnect between families and schools. The document also provides recommendations on how to improve ELL programs, like encouraging inclusion, providing more teacher training, and recognizing students' unique experiences.
This document discusses meeting the needs of English language learner (ELL) students. It defines ELL students as K-12 students who have not yet achieved proficiency in English based on assessments. While some ELL students pass English proficiency exams, they may still need academic language support. Schools identify ELL students through home language surveys. Research shows that teaching students to read in their first language promotes higher English achievement and that effective instructional practices benefit ELL students. When teaching ELL students, teachers must modify instruction to support students' language skills through scaffolding, clear speech, vocabulary lessons, and visual aids.
This document discusses meeting the needs of English language learner (ELL) students. It defines ELL students as K-12 students who have not yet achieved proficiency in English based on assessments. While some ELL students pass English proficiency exams, they may still need academic language support. Schools identify ELL students through home language surveys. Research shows that teaching students to read in their first language promotes higher English achievement and that effective instructional practices benefit ELL students. When teaching ELL students, teachers must modify instruction to support students' language skills through scaffolding, clear speech, vocabulary lessons, and visual aids.
This document discusses factors that affect the school success of English language learners (ELLs) who live between worlds. It notes that ELLs come from different cultural worlds than their teachers and may feel marginalized in school. The school exists within various overlapping contexts including national/state, community/family, and school levels. These contexts interact dynamically and no single factor explains ELL success or failure. The document examines characteristics of different types of ELL students and discusses how teacher knowledge, beliefs and classroom practices impact ELL learning. It advocates supporting students' home languages and cultures while developing English proficiency.
Bilingual education programs use students' native language to help them learn English and subject content, with the goal of transitioning students to instruction fully in English within 3-4 years. Different bilingual models include transitional bilingual education, two-way immersion, and developmental/late-exit programs. Research shows strong development in the native language facilitates learning English and academic skills in both languages.
Public School 1K in Sunset Park, Brooklyn serves over 1,000 students who are predominantly Hispanic and living in poverty. Only 30% of students are proficient in English, and 15% have individualized education plans. The school failed to make adequate yearly progress on state English tests, and was designated as a School in Need of Improvement. An action research team was formed to address low reading comprehension among English learners and special education students. The "Improving Reading Comprehension for All" team conducted a needs assessment survey to identify effective strategies for helping the most struggling learners.
This document summarizes information about English language learners (ELLs) in the St. Paul public school district. It notes that 53 languages are spoken by students, with 38% of students being ELLs. It discusses legal requirements to provide English instruction to ELLs and strategies for supporting their language development, including using their native language, lowering anxiety, and integrating language and content instruction.
This document summarizes an action research project conducted to examine the benefits of the Pearson Reading Street program for developing reading fluency in first grade English Language Learners (ELLs). The project also examined the impact of professional development provided to teachers on the Sheltered Instruction Observation Protocol (SIOP) model. Findings showed improvement in reading scores for all ELL students and increased teacher confidence in delivering instruction to ELLs. The project recommends continued professional development for teachers in ELL instruction.
This document, part of NYU's Partnership for Teacher Excellence Curriculum Development Project, provides an overview of the needs of English Language Learners and types programs for these students in New York City.
Guided ResponseReview several of your classmates’ posts. Base.docxisaachwrensch
Guided Response:
Review several of your classmates’ posts. Based on the position your classmate has taken, assume the role of administrator, teacher, student, or parent and argue the amount of accountability that has been placed on you. Try to illuminate the ripple effect of actions from any position within the educational network. Challenge your classmate so that their strategies always do what is best for students. Respond to at least two of your classmates.
a.
Describe the
characteristics of an LTEL.
The characteristic of an LTEL is that most of the people have lived in the United States. Most people can’t speak the language of English proper because they really don’t want to educate their selves. They are often orally bilingual and sound like nature English speakers do not have well – developed academic literacy skills in English. So many have habits and have learned passivity and invisibility in school. They also have low grade levels in reading and writing including math in school and they are struggling when taking a test. Those that are in this commonplace with low grades and test struggle with reading and writing these are the ones that will likely drop out of school. This is a high risk for children that are not in standard to learn quickly or they are slow in learning to stay in school to go on to college. Most of these children are street wise and they don’t want the education system to help them are be in their lives. “Students who have received LTEL’s programming consistently, but where in these programs have failed to build upon the student’s home languages practices (Menken, Kleyn, and Chae 2012).
b.
Provide suggestions on how teachers can address the challenges of LTEL’s to move them to a proficient level of English learning.
Teachers need to challenges the students to be in different academic activity task skills so they could advance their self to get ready for college and meet the people in other culture of language in their careers. Let them learn some of the new languages from other countries. They also can be taught the culture of many other languages by books, videos, and by someone who may speak the language. Teachers can also do a one –on-one study with the students that are slow to learn.
c.
Share your opinion on how much accountability should be placed on administrates, teachers, students and parents respectively.
The accountability for students’ who test scores they are the cornerstone policy of education in the United States. “The program No Child Left Behind (NCLB) act federalized this approach and made it in some respects more draconian.” Although teachers are getting punished for the behavior of the children test scores because they are responsible for them getting the knowledge and skills to learn. If the child needs a tutor to help them learn better this is the response of the teacher and parents. Many parents need to enter the school and make sure that their child is on top of things in class. .
Correspondence concerning this article should be addressed tAlleneMcclendon878
Correspondence concerning this article should be addressed to: Carolina Perez, former graduate student in Counselor
Education, Educational Foundations & Counseling Programs, Hunter College of the City University of New York New
York, NY 10065 Email: [email protected]
Article 1129
Understanding the Challenges of English Language Learners and
Increasing College-Going Culture: Suggestions for School Counselors
Carolina P. Perez and Stephaney S. Morrison
Perez, Carolina P., is a school counselor for grades 9–12. Perez works with ELLs
and immigrant families to empower and provide them with the resources necessary
to succeed in the United States. As a former ELL and undocumented student who
migrated at the age of 11, her passion is to advocate for immigrant students and
families.
Morrison, Stephaney S., Ph.D., is an Assistant Professor of Counselor Education
in the Graduate School of Education and Allied Professions at Fairfield University,
CT. Dr. Morrison was an elementary/junior high school counselor in her native
country, Jamaica. Her research is focused on issues that impact Caribbean
immigrant families and children; specifically, the academic, socio-emotional, and
career/college issues of Caribbean immigrant children living in the United States.
She also focuses on preparing school counselors to work with immigrant children.
Abstract
English language learners (ELLs) represent a growing population in the U.S. K–
12 system. Research has shown that these students face many challenges that affect
their trajectory to college. The challenges include, but are not limited to, issues
related to academics, socioeconomic status, parental involvement, and socio-
emotional strains. This article explores the many obstacles ELLs face that affect
their college/career access and attainment and provides suggestions for school
counselors working with ELLs to increase their college-going culture.
Keywords: English language learners, immigrants, college counseling, college-
going culture
English language learners (ELLs) is a term used to refer to students who receive
any language assistance program (Cook, 2015). ELLs in the United States are a diverse
group who speak hundreds of different languages from many parts of the world; they differ
in ethnicity, culture, educational background, and socioeconomic status (American Youth
Policy Forum, 2009). In addition, not all ELLs are immigrants; some are born and raised
in the United States (American Youth Policy Forum, 2009). Although ELLs come from
different backgrounds, it is important to note that the largest group of ELLs in the United
Ideas and Research You Can Use: VISTAS 2016
2
States are Spanish-speaking students (Winsler et al., 2014). In addition, ELLs are said to
be the fastest growing group of students in K–12 education (Kanno & Cromley, 2015). The
U.S Department of Education (2006) predicted that ELLs will represent ...
Monica Figueroa is applying for an ESL teacher position. She has 15 years of experience teaching ESL in various North Carolina school systems. She is certified in ESL and Spanish. Her experience includes teaching ESL students in pull-out sessions and co-teaching models. She also has experience translating and interpreting documents. Figueroa has a bachelor's degree in education and has taken numerous professional development courses to enhance her skills.
2014 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
Mythbusters of second language acquisition Carla Huck
This was a presentation to content-area teachers in our high school - they each had a whiteboard and wrote true/false to the statements before we revealed the responses and rationale; all elements were then linked to practical classroom strategies.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
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1. Curricular Investigation #2
Topics:
★ How does your school/district screen all students enrolling in the
school/district to identify those students who are potential ELL students?
★ Identify the criteria your distinct/school uses to classify a student as a
potential ELL student.
Lindsay Lyons, Pamela Cacciani, Danielle Conguista,
Samantha Cosenza, and Susan Ortiz
2. School/District Screening Process of
Potential ELLs
At Edith L. Slocum Elementary School in the Connetquot School District ENL
teacher (ONLY) screens all students who are potential ELLs by using the
NYSITELL exam.
This exam is given ONLY when "another language spoken at home" is
checked off on the "Home Language Survey" when registering with the
district as a new student.
Pamela Cacciani
3. Criteria used by school/district to classify potential
ELLs
Classification is based on the score the student receives on the NYSITELL.
There are 5 levels of proficiency; Entering, Emerging, Transitioning,
Expanding, and Commanding.
If the student scores at the highest level, "Commanding" - they do not need to
receive ENL services because they have tested out.
If the student scores anything below commanding, then they will receive
either 1 push-in, or 2 periods (which consist of 1 pull-out and 1 push-in) of
ENL a day based on their score.
Pamela Cacciani
4. Annual Review with Parents/Guardians
-In addition to parent-teacher conferences or other scheduled meetings for all
parents, an annual meeting with parents/guardians of each ELL must be held to
discuss the goals of the ENL program, the student’s language development
progress, English language proficiency assessment results, and language
development needs in all content areas.
-All school staff necessary to sufficiently inform the parents or persons in
parental relation about the child’s language development in all content areas in
English must attend this meeting including ENL teacher, Student’s English/ELA
teacher, special education teacher, (if applicable) and Support services staff, (if
applicable) Danielle Congiusta
5. School/District Screening Process of Potential
ELLs (Initial Evaluation/Classification Process)
East Meadow School District
★ Students who speak another language at home and/or have recently arrived from a foreign country are
administered the New York State Identification Test for English Language Learners (NYSITELL) upon initial
enrollment within the district. The NYSITELL is administered once, and only once! The test is administered
when the parent(s) indicate on their Home Language Survey that they use a primary language other than English
at home.
★ NYSITELL evaluates English proficiency based on the four language domains: speaking, reading, writing, and
listening. Often, writing is the most challenging because it requires formatting cognitive processes and
organizing language before writing.
★ NYSITELL results help ENL teachers analyze the results to determine appropriate program placement, in regards
to students’ needs for ENL services of English language support of the domains.
Lindsay Lyons
6. NYSESLAT Significance and Criteria, After
Initial Determination with the NYSITELL
East Meadow School District
★ Each following year, ENL students are assessed around the month of May by ENL teachers administering the
New York State English as a Second Language Achievement Test (NYSESLAT). The NYSESLAT assesses
students’ progress throughout the ENL curriculum instruction and learning process. The NYSESLAT covers the
four criteria of the English language: speaking, listening, reading, and writing. Again, writing is usually the most
challenging for ENL students because it requires other domains to formulate language and organize sentences.
★ NYSESLAT results are analyzed to help ENL teachers determine the aspects of continuation of ENL services and
needs for increased or decreased support for the following school year.
★ As ENL students progress throughout the ENL program, they gradually move through stages, based on English
proficiency and results from the NYSESLAT each year. The five stages are indicated in the following two slides:
Lindsay Lyons
17. Now that you gained a little perspective on
our districts’/schools’ criteria and process for
identifying potential ENL students and
monitoring progress of current ENL students,
take a look at some instructional strategies
for supporting ENL students in your future
instruction. Simple instructional approaches
may yield positive impacts on your students’
confidence and growth in using the English
language.
Extension of Curriculum Investigation:
Lindsay Lyons
18. “
One of the greatest concerns in classrooms today is
related to accommodations for our students and doing
what the district/school curriculum programs requires
of educators.
Lindsay Lyons & Danielle Conguista
19. Commercial programs are very
structured, so educators must find ways
to adapt their existing curriculum in ways
to remain “Fidelity to the Core” yet better
address the needs of ELL students.
Fidelity to the Core
Lindsay Lyons & Danielle Conguista
20. Fidelity and the Culturally &
Linguistically Diverse (CLD) Learner
� When educators believe that “one size does not fit all”, this
examination becomes part of the advocacy effort they undertake
to ensure equal access for all.
� Understanding the four dimensions of the student biography, the
implications they have on practice, and what the research reveals
about each enables teachers to advocate for what is right for ELL
students.
� Such knowledge also enables teachers to discuss what “fidelity to
the core” was intended to mean.
Lindsay Lyons & Danielle Conguista
21. Biographies to Understand ENL
Students and Yield Confident Learners
By using the CLD student
biography, teachers can
then continue with their
acquisition of
fundamental and
research-based
components of literacy
to better their ELL
students.
Biographies can be
embedded in the current
standards- and program-
driven mandates of today’s
classrooms. Using the
strategies such as Standard-
Driven Literacy Instruction
and knowledge of
Sociocultural, linguistic,
cognitive, and academic
Teaching the required
curriculum naturally requires
teachers to contextualize their
instruction based on the
population they are serving
during any particular year.
Students’ biographies dicate
the accommodations
educators make to the scripted
reading programs found in
classrooms today.
Lindsay Lyons & Danielle Conguista
23. Standards for English Language Arts assume that
literacy growth begins before children enter
school.
“Adaptability and creativity are far more effective
in the classroom, than thoroughgoing applications
of a single approach.”
Lindsay Lyons & Danielle Conguista
24. ENL STANDARDS/GOALS/LEARNING TARGETS
Goal 1:
To use English
to
communicate
in social
settings.
Goal 3:
To use English to
achieve
academically in all
content areas.
(obtain, process,
construct content in
spoken and written
form)Goal 2:
To use English in
socially and culturally
appropriate ways.
(audience, purpose,
setting)
Lindsay Lyons & Danielle Conguista
25. Sociocultural
Knowledge
Linguistic
Knowledge
Cognitive
Knowledge
Academic
Knowledge
Effective Teaching
● Scaffold
● Strategies
● Key
vocabulary
● Building academic skills
● Variety of literacy
activities
● Wide range of literature
● Understanding
CLD students’
first language
literacy
development
promotes a
positive impact in
second language
acquisition
● Multicultural & Multilingual
Tasks/Activities promotes
motivation & positive diverse
identify
Lindsay Lyons & Danielle Conguista
26. ELL Students Face Unique Challenges
English Language Learners (ELLs) are the fastest growing segment of
the public school population.
Over the past 15 years, the number of ELL students has nearly doubled—
to about 5 million.
By 2015, ELL enrollment in U.S. schools will reach 10 million and, by 2025,
nearly one out of every four public school students will be an English
Language Learner
Accurately assessing these students in English—required by the law—is
challenging.
ELLs are expected to master content in English before they have reached
a certain level of English proficiency.
Susan Ortiz
27. Issues Facing Teachers of
English Language Learners
ELL students come from very different backgrounds and often
face multiple challenges in the classroom.
To complicate matters further, teachers lack practical,
research-based information, resources, and strategies needed
to teach, evaluate, and nurture ELL students, whether those
students were born in this country or elsewhere, or whether they
are the first, second, or third generation to attend an American
public school.
In too many cases, ELL students are being given reading and
math tests in English before they are proficient in the language.
Susan Ortiz
28. Five Things Teachers Can Do to
Improve Learning for ELLs
� 1. Increase ELL students' English language production and peer interaction-If
activities are structured to support student-to-student or group interaction, ELLs are required
to use English to explain concepts and contribute to the work. This gives teachers an
opportunity to gauge what the student has learned, and it demonstrates student progress in
English language development.
Explicitly teach English language vocabulary and structures-Content teachers can begin
by reviewing a content area lesson and identifying not just the vocabulary that every student
needs to know, but other vocabulary words and grammar structures that ELL students may
not be familiar with.
Build on ELLs' Background Knowledge to Increase Comprehension-Teachers can work
creatively to elicit background knowledge from students on content topics in order to increase
comprehension of the material. This may be as simple as taking the time to do a "K/W/L"
(Know, Want to Know, Learned) chart, or as individualized as asking questions about the topic.
Susan Ortiz
29. Five Things Teachers Can Do to
Improve Learning for ELLs Continued...
� Increase ELL Parent Involvement-Regular, open and friendly communication from the
teacher can make a big difference in ELL parent participation. It can feel daunting for an English
speaking teacher to call a non-English speaking parent, but usually there is someone in the family
who speaks enough English to interpret the message for the parent, or the parent speaks enough
English to understand a simple message. ELL parents will be very pleased and excited to hear
positive news about their child and will feel more comfortable asking questions and visiting the
school in the future. The more informed the parents are, the more likely it is that the student will
get support at home and parents will have the information they need to help their child be
successful.
� Increase Writing Opportunities-For ELLs this is particularly important. Depending on
their writing skill level in their first language and their English language abilities, writing may be
frustrating. Students need to engage in a variety of writing to develop an understanding of
different types of writing and to identify their strengths and weaknesses as a writer.
Susan Ortiz
31. Working with Community Organizations to
Support ELL Students
Services and support:
The leaders and staff of community organizations may also
have many ideas about how schools, businesses, and other
groups can work together to support ELL students and their
families by offering:After-school tutoring, Student internships, Medical
services, Social services, Clothing/food drives, ESL classes for adults,
Continuing education programs, Immigration information, Citizenship classes.
Susan Ortiz
32. Hot Links
� Coalition for Community Schools
The Coalition for Community Schools, housed at the Institute for Educational Leadership, is an
alliance of national, state and local organizations in education K-16, youth development, community
planning and development, family support, health and human services, government and philanthropy
as well as national, state and local community school networks.
� Partnership for Afterschool Education
The Partnership for After-School Education (PASE), a New York City-focused organization, promotes
and supports quality afterschool programs for youth, particularly those from underserved
communities, enabling them to identify and reach their full potential.
Susan Ortiz
33. In Conclusion...
By giving children the tools they need to decode and comprehend text,
teachers have the power to shape students’ lives, help them fulfill their
dreams, and open up a world of opportunities. To reach the same level of
academic achievement as their monolingual English-speaking peers, ELL
students need to be active members of their academic world, not just
passive observers. Teachers can help make this possible. Teachers must
break the habit of embedded daily instruction and reflect on new ways to
modify instruction for meeting the specific sociocultural, linguistic,
academic, and cognitive needs of their ELL students.
Lindsay Lyons & Danielle Conguista
34. “It is the celebration of the students’ diversity
that teachers provide them with the tools
necessary not only to successfully acquire
English literacy skills but also to take charge of
what lies in their future.”
Lindsay Lyons & Danielle Conguista
35. Essential Questions to Peers:
1. How can administrators support teachers of ELL students?
2. What is the definition of a Limited English Proficient (LEP) student?
3. Is the initial process of determining if incoming students require ENL
services reliable and fair?
4. What strategies or approaches can you utilize to address each ENL
student’s unique needs and proficiency level, in order for them to achieve
optimal success on the yearly NYSESLAT?