This document discusses federal data sources on English Language Learner (ELL) students in the United States. It outlines several key federal data sources including the Consolidated State Performance Reports (CSPR), National Assessment of Educational Progress (NAEP), and Title III State Information System (T3SIS). The CSPR provides state-reported data on numbers of ELLs served, language proficiency, content assessment performance, and teacher qualifications. NAEP assesses ELL performance in reading and math nationally and by state. T3SIS houses state-level Title III program and accountability data. The document encourages using these data for research, advocacy, and grant applications to better understand and serve the needs of ELL students
Vo spanish immersion parent information night presentation 3 14-2013alpinesupt
This document provides information about Alpine Union School District's new foreign language immersion program. It begins by outlining the benefits of immersion programs according to research findings. It then describes Alpine's Spanish immersion program, which will begin with preschool, kindergarten and 1st grade in the 2013-2014 school year. The goals, models, and registration process for the program are explained. Contact information is provided for those with additional questions.
This document discusses the importance of administrative support for the development and sustainability of K-16 Chinese language education programs. It provides examples of growing Chinese program enrollments in Florida and Ohio public schools but notes the challenge is long-term program sustainability. Administrative support is needed to ensure quality, form teacher networks, and support continuous teacher development through workshops and training institutes. Immersion programs in particular require strong administrative backing and learning from established models. The overall message is that administrative support is essential for program quality and the articulation of Chinese language education across grade levels.
This document provides an overview of the EF English Proficiency Index (EF EPI) Third Edition. It includes highlights from the EF EPI findings on changes in English proficiency levels around the world over the past six years. It also provides country spotlights on China, Hong Kong, France, and others that discuss factors influencing English skills in those locations, such as education policies, economic conditions, and private investment in English learning. The document introduces the 60 countries and territories ranked in this edition of the EF EPI and explains the methodology used to analyze both current proficiency levels and trends over time.
In deze slide vindt u voorbeeldcases van social medianewsrooms. Myreputation kunt u ook voorzien van en social medianewsroom. Neem gerust eens contact met ons op!
This document provides an overview of creating a class website using free online tools. It discusses using blogs, wikis, and other web 2.0 tools to publish student work online and transform teaching and learning. Specific tools mentioned include Blogger, Wikispaces, Delicious, Flickr, Slideshare, and many others for adding multimedia, comments, and other engagement. Guidelines are provided for setting up accounts and embedding features like counters and feeds into blogs and wikis.
Vo spanish immersion parent information night presentation 3 14-2013alpinesupt
This document provides information about Alpine Union School District's new foreign language immersion program. It begins by outlining the benefits of immersion programs according to research findings. It then describes Alpine's Spanish immersion program, which will begin with preschool, kindergarten and 1st grade in the 2013-2014 school year. The goals, models, and registration process for the program are explained. Contact information is provided for those with additional questions.
This document discusses the importance of administrative support for the development and sustainability of K-16 Chinese language education programs. It provides examples of growing Chinese program enrollments in Florida and Ohio public schools but notes the challenge is long-term program sustainability. Administrative support is needed to ensure quality, form teacher networks, and support continuous teacher development through workshops and training institutes. Immersion programs in particular require strong administrative backing and learning from established models. The overall message is that administrative support is essential for program quality and the articulation of Chinese language education across grade levels.
This document provides an overview of the EF English Proficiency Index (EF EPI) Third Edition. It includes highlights from the EF EPI findings on changes in English proficiency levels around the world over the past six years. It also provides country spotlights on China, Hong Kong, France, and others that discuss factors influencing English skills in those locations, such as education policies, economic conditions, and private investment in English learning. The document introduces the 60 countries and territories ranked in this edition of the EF EPI and explains the methodology used to analyze both current proficiency levels and trends over time.
In deze slide vindt u voorbeeldcases van social medianewsrooms. Myreputation kunt u ook voorzien van en social medianewsroom. Neem gerust eens contact met ons op!
This document provides an overview of creating a class website using free online tools. It discusses using blogs, wikis, and other web 2.0 tools to publish student work online and transform teaching and learning. Specific tools mentioned include Blogger, Wikispaces, Delicious, Flickr, Slideshare, and many others for adding multimedia, comments, and other engagement. Guidelines are provided for setting up accounts and embedding features like counters and feeds into blogs and wikis.
The single sentence document states that an unnamed media outlet found something to be persuasive but provides no other context or details on the topic being discussed.
1. O documento discute como a administração da produção e operações tem evoluído ao longo das décadas para se tornar mais estratégica, garantindo o melhor uso dos recursos e insumos.
2. Aborda temas como localização e arranjo físico de unidades operacionais, capacidade produtiva, filas em redes de operações e a teoria das restrições.
3. O objetivo é desenvolver esses temas de forma ampla e geral através de pesquisas, com foco na qualidade e competência.
Lean principles focus on delivering value through continuous improvement and respect for people. The two pillars of lean are kaizen, or continuous improvement through small incremental changes, and respect for people in all relationships. Management applies lean thinking by basing decisions on long-term goals, teaching lean principles, and committing to continuously invest in developing employees through a culture that challenges the status quo and embraces change.
Jose Rizal was part of the Propaganda Movement formed in 1872 by liberal Filipino exiles and students attending European universities. The Propaganda Movement operated in the freer atmosphere of Europe to promote reforms in the Philippines. Jose Rizal was a key member of this movement that advocated for reforms abroad from 1872 to 1892.
5 Mins Overview And Notes Success Factors OverviewRussell Harper
SuccessFactors is a leading enterprise software company that provides human capital management solutions to help companies align business strategy with people performance. Some key points:
- SuccessFactors has over 8 million users across 3,100+ customers in 185+ countries. Their largest deployment is over 2 million users.
- Their software helps companies ensure employees understand the company strategy and are measured on executing that strategy through goals and performance management.
- Studies show on average SuccessFactors customers see a 1% increase in revenue, 2.9% increase in productivity, and faster communication of strategy changes. Some customers see even larger benefits such as a 13.8% increase in productivity.
This document provides demographic data and statistics on New York City public school students from the 2009-2010 school year. It includes data on student ethnicity, English language learner status, special education status, and languages spoken at home by grade. It also provides information on resources for public schools, including budgets, staffing, and facilities. Finally, it presents some indicators of school performance outcomes. The data is from the New York City Department of Education and is analyzed by the New York City Independent Budget Office to enhance public understanding of the school system.
The document outlines the procedures and responsibilities for providing services to English Language Learner (ELL) students in Regional School District #14. It details the legal requirements around identifying, assessing, and serving ELL students. Key personnel such as the Director of Instruction, principals, literacy specialists, and classroom teachers each have defined roles in the process. The goal is to ensure ELL students receive appropriate support through a coordinated team approach, while meeting all state and federal legal mandates.
Prioritizing English Learners: The Right Partnerships, Strategies and Resourc...America's Promise Alliance
America's Promise Alliance Community Convention 2016
Prioritizing English Learners: The Right Partnerships, Strategies and Resources
Partners of all types and at all levels of the system play a critical role in ensuring English learners receive the support they need to thrive in school and life. As such, federal, state and local partners are working together to effectively implement policies and practices geared toward increasing high school graduation rates and ensuring other successful outcomes for English learners. But what strategies are proving most effective? And what resources are states and communities leveraging and planning to leverage as they continue this work? This diverse panel of experts to discussed these and other critical questions related to better supporting English learners.
Created by
Libia Gil, US Department of Education
The document discusses a policy brief on the Minnesota LEAPS Act and its aims to improve education for English Learner students in Minnesota. It notes that English Learner students now make up about 1 in 10 public school students nationally and present challenges for classrooms. The Minnesota LEAPS Act seeks to transform Minnesota's approach to providing high-quality education for English Learners by holding schools accountable for EL students' academic achievement and outcomes. The brief examines demographic data on EL students in Minnesota and issues like achievement gaps. It provides an overview of the goals of the LEAPS Act to address prevalent issues in EL services in a way that meets the needs of EL students and educators.
Federal law requires that all English learners (ELs) have equal access to a high-quality education and the opportunity to achieve their full academic potential. School districts must identify all ELs, provide appropriate language assistance programs, adequately train teachers of ELs, monitor the effectiveness of programs and supports, ensure communication with EL parents is meaningful, and comply with Title III requirements regarding budgets and funding. Districts must evaluate their practices in these areas to ensure compliance with federal law.
This document provides information about Alpine Union School District's new foreign language immersion program to parents. It begins by outlining the objectives and assets of the district. It then reviews the educational benefits of dual language programs based on research findings. The document defines foreign language immersion and differentiates it from other language programs. It states the purpose and goals of Alpine's Spanish immersion program, including achieving academic excellence in two languages. It provides details about the program model and registration process. Finally, it shares information about the preschool program and provides a resource on frequently asked questions about immersion education.
The document discusses the No Child Left Behind Act (NCLB) and its impact on assessing and educating English Language Learner (ELL) students. It notes that NCLB increased accountability and testing requirements for ELL students but provided little guidance around appropriate assessments. While NCLB aimed to close achievement gaps, research found the law had both positive and negative effects on ELL students. The document calls for improvements such as developing better language proficiency tests and setting more realistic achievement goals for ELL students.
On October 8, 2014, Dr. Ann Cavallo from the University of Texas at Arlington and Gregg Fleisher from the National Math + Science Initiative joined us at the North Texas Commission offices to discuss STEM Education & North Texas. The North Texas Commission Webinar Series, Topic: North Texas, is presented by Verizon.
The document discusses a process evaluation of the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It describes the methodology used, including identifying key informants, sampling strategies, and designing evaluation instruments. The findings provide descriptive statistics on participants from school visits and surveys. It found that most schools reported implementing MTB-MLE, with variations in implementation related to linguistic diversity of location and other factors. The evaluation assessed program delivery and organization to understand challenges and successes of the MTB-MLE policy.
Teaching English Language Learners in Primary and Elementary ClassroomsChristine Morris
This document provides a resource guide for teachers on teaching English Language Learners (ELLs) in primary and elementary classrooms. It discusses who ELL students are, including refugee ELLs, and theories of second language acquisition. The guide also explores the Communicative Language Teaching (CLT) approach and how it can be used with refugee ELLs through classroom activities and programs. It provides recommendations and lists additional resources for teachers to support ELL students.
This document provides an overview of teaching English Language Learners (ELLs) in primary and elementary classrooms. It discusses who ELL students are, including refugee ELLs, and theories of second language acquisition. It also outlines approaches to teaching ELLs, including using Communicative Language Teaching. The document recommends programs and resources to support ELL students and teachers, including Settlement Workers in Schools and the Literacy Enrichment and Academic Readiness Newcomers program. It concludes by listing references used in creating the resource guide.
The single sentence document states that an unnamed media outlet found something to be persuasive but provides no other context or details on the topic being discussed.
1. O documento discute como a administração da produção e operações tem evoluído ao longo das décadas para se tornar mais estratégica, garantindo o melhor uso dos recursos e insumos.
2. Aborda temas como localização e arranjo físico de unidades operacionais, capacidade produtiva, filas em redes de operações e a teoria das restrições.
3. O objetivo é desenvolver esses temas de forma ampla e geral através de pesquisas, com foco na qualidade e competência.
Lean principles focus on delivering value through continuous improvement and respect for people. The two pillars of lean are kaizen, or continuous improvement through small incremental changes, and respect for people in all relationships. Management applies lean thinking by basing decisions on long-term goals, teaching lean principles, and committing to continuously invest in developing employees through a culture that challenges the status quo and embraces change.
Jose Rizal was part of the Propaganda Movement formed in 1872 by liberal Filipino exiles and students attending European universities. The Propaganda Movement operated in the freer atmosphere of Europe to promote reforms in the Philippines. Jose Rizal was a key member of this movement that advocated for reforms abroad from 1872 to 1892.
5 Mins Overview And Notes Success Factors OverviewRussell Harper
SuccessFactors is a leading enterprise software company that provides human capital management solutions to help companies align business strategy with people performance. Some key points:
- SuccessFactors has over 8 million users across 3,100+ customers in 185+ countries. Their largest deployment is over 2 million users.
- Their software helps companies ensure employees understand the company strategy and are measured on executing that strategy through goals and performance management.
- Studies show on average SuccessFactors customers see a 1% increase in revenue, 2.9% increase in productivity, and faster communication of strategy changes. Some customers see even larger benefits such as a 13.8% increase in productivity.
This document provides demographic data and statistics on New York City public school students from the 2009-2010 school year. It includes data on student ethnicity, English language learner status, special education status, and languages spoken at home by grade. It also provides information on resources for public schools, including budgets, staffing, and facilities. Finally, it presents some indicators of school performance outcomes. The data is from the New York City Department of Education and is analyzed by the New York City Independent Budget Office to enhance public understanding of the school system.
The document outlines the procedures and responsibilities for providing services to English Language Learner (ELL) students in Regional School District #14. It details the legal requirements around identifying, assessing, and serving ELL students. Key personnel such as the Director of Instruction, principals, literacy specialists, and classroom teachers each have defined roles in the process. The goal is to ensure ELL students receive appropriate support through a coordinated team approach, while meeting all state and federal legal mandates.
Prioritizing English Learners: The Right Partnerships, Strategies and Resourc...America's Promise Alliance
America's Promise Alliance Community Convention 2016
Prioritizing English Learners: The Right Partnerships, Strategies and Resources
Partners of all types and at all levels of the system play a critical role in ensuring English learners receive the support they need to thrive in school and life. As such, federal, state and local partners are working together to effectively implement policies and practices geared toward increasing high school graduation rates and ensuring other successful outcomes for English learners. But what strategies are proving most effective? And what resources are states and communities leveraging and planning to leverage as they continue this work? This diverse panel of experts to discussed these and other critical questions related to better supporting English learners.
Created by
Libia Gil, US Department of Education
The document discusses a policy brief on the Minnesota LEAPS Act and its aims to improve education for English Learner students in Minnesota. It notes that English Learner students now make up about 1 in 10 public school students nationally and present challenges for classrooms. The Minnesota LEAPS Act seeks to transform Minnesota's approach to providing high-quality education for English Learners by holding schools accountable for EL students' academic achievement and outcomes. The brief examines demographic data on EL students in Minnesota and issues like achievement gaps. It provides an overview of the goals of the LEAPS Act to address prevalent issues in EL services in a way that meets the needs of EL students and educators.
Federal law requires that all English learners (ELs) have equal access to a high-quality education and the opportunity to achieve their full academic potential. School districts must identify all ELs, provide appropriate language assistance programs, adequately train teachers of ELs, monitor the effectiveness of programs and supports, ensure communication with EL parents is meaningful, and comply with Title III requirements regarding budgets and funding. Districts must evaluate their practices in these areas to ensure compliance with federal law.
This document provides information about Alpine Union School District's new foreign language immersion program to parents. It begins by outlining the objectives and assets of the district. It then reviews the educational benefits of dual language programs based on research findings. The document defines foreign language immersion and differentiates it from other language programs. It states the purpose and goals of Alpine's Spanish immersion program, including achieving academic excellence in two languages. It provides details about the program model and registration process. Finally, it shares information about the preschool program and provides a resource on frequently asked questions about immersion education.
The document discusses the No Child Left Behind Act (NCLB) and its impact on assessing and educating English Language Learner (ELL) students. It notes that NCLB increased accountability and testing requirements for ELL students but provided little guidance around appropriate assessments. While NCLB aimed to close achievement gaps, research found the law had both positive and negative effects on ELL students. The document calls for improvements such as developing better language proficiency tests and setting more realistic achievement goals for ELL students.
On October 8, 2014, Dr. Ann Cavallo from the University of Texas at Arlington and Gregg Fleisher from the National Math + Science Initiative joined us at the North Texas Commission offices to discuss STEM Education & North Texas. The North Texas Commission Webinar Series, Topic: North Texas, is presented by Verizon.
The document discusses a process evaluation of the implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It describes the methodology used, including identifying key informants, sampling strategies, and designing evaluation instruments. The findings provide descriptive statistics on participants from school visits and surveys. It found that most schools reported implementing MTB-MLE, with variations in implementation related to linguistic diversity of location and other factors. The evaluation assessed program delivery and organization to understand challenges and successes of the MTB-MLE policy.
Teaching English Language Learners in Primary and Elementary ClassroomsChristine Morris
This document provides a resource guide for teachers on teaching English Language Learners (ELLs) in primary and elementary classrooms. It discusses who ELL students are, including refugee ELLs, and theories of second language acquisition. The guide also explores the Communicative Language Teaching (CLT) approach and how it can be used with refugee ELLs through classroom activities and programs. It provides recommendations and lists additional resources for teachers to support ELL students.
This document provides an overview of teaching English Language Learners (ELLs) in primary and elementary classrooms. It discusses who ELL students are, including refugee ELLs, and theories of second language acquisition. It also outlines approaches to teaching ELLs, including using Communicative Language Teaching. The document recommends programs and resources to support ELL students and teachers, including Settlement Workers in Schools and the Literacy Enrichment and Academic Readiness Newcomers program. It concludes by listing references used in creating the resource guide.
Buffalo Public Schools Multilingual Advisory Committee mtg.7 27-10elena cala
The document summarizes a meeting of the Buffalo Public Schools Multilingual Education Community regarding programs for English language learners. It provides an overview of ELL demographics and programs in the district, including bilingual education, ESL, assessment practices, and professional development for teachers. It also discusses recommendations from a report to improve ELL programs, such as expanding community outreach, improving newcomer programs, and developing a district ELL advisory committee.
The UAB Experience: Enhancing OER in BrazilRicardo Corai
The UAB Experience: Enhancing OER in Brazil
The Universidade Aberta do Brasil (UAB) is Brazil's open university system that enhances open educational resources (OER). It aggregates distance education courses from 104 public universities across Brazil. Through its 688 learning centers, UAB provides undergraduate and continuing education courses to around 300,000 students annually, most of whom are teachers obtaining additional qualifications. Twenty-three percent of UAB universities currently use or develop OER, such as instructional materials collaboratively created between institutions. However, 70% do not otherwise use OER, indicating room for growth. All universities intend to continue or start using OER within UAB courses.
The Hillsboro School District 2010 Annual Report summarizes the District's performance and key initiatives. It notes that all schools received satisfactory or higher ratings on state assessments, with 10 elementary schools receiving outstanding ratings. It also discusses financial challenges facing the District like state budget shortfalls. The report concludes by profiling the District's four feeder groups centered around its four high schools.
The document summarizes key information about English to Speakers of Other Languages (ESOL) programs in Boston. It finds that while over 3,400 students are enrolled in ESOL courses funded by the Massachusetts Department of Education, over 4,000 additional individuals are on waiting lists due to limited capacity. The majority of ESOL students in Boston are female immigrants ages 25-44 seeking to improve their English skills for work and family purposes. Overall ESOL enrollment far exceeds the proportion of women and mid-range aged adults in Boston's immigrant population. The document concludes that more comprehensive data is needed due to the fragmented network of state-funded and independent ESOL programs in Massachusetts.
The document describes the development and implementation of a teacher-led formative assessment called the Comprehensive Rapid Literacy Assessment (CRLA) in the Philippines. The CRLA was designed to be a rapid, standardized assessment for teachers to administer and score themselves to identify reading proficiency levels after extended school closures due to the pandemic. It was piloted successfully and then scaled up nationwide with support from RTI and DepEd. Analysis of results from thousands of students found it was useful, easy to use, and effective both in-person and remotely. Lessons learned include the importance of co-development, quality assurance, and guidance materials to facilitate use and understanding.
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.
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.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Setup Warehouse & Location in Odoo 17 Inventory
Wilde & Ballantyne TESOL 2010
1. How to Access and Use
Federal Data on ELL
Students
Judith Wilde
Keira Ballantyne
NCELA is operated under contract ED-04-CO-0094/0002 from the US Department of Education to The George
Washington University. Our mission is to provide technical assistance information to state education agencies,
local education agencies, and others regarding the education of English language learners.
2. National Clearinghouse for English
Language Acquisition
Funded by the U.S. Department of
Education’s Office of English Language
Acquisition
Visit our website! www.ncela.gwu.edu
All presentation materials will be available at
www.ncela.gwu.edu/meetings, or click on
“Meetings & Conferences” on our home page
TESOL 2010 2
3. What kind of data?
Federal funding dollars
Counts of students and subgroups of
students
English language and content area
proficiency
Teacher capacity
State standards and assessments for
ELLs
and much more ...
TESOL 2010 3
4. Who uses these data, and why?
Policymakers: to assess the needs of
ELLs in their state
Researchers: to frame & justify research
on ELL education
Advocates: to educate policymakers &
other stakeholders
ANYONE applying for grants or funding
TESOL 2010 4
5. How can the data be used?
To provide a snapshot of ELL education
in a state
To look at differences and similarities
across states
CAUTION: Not all data are directly
comparable across states. Know your
source!
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6. Where do the data come from?
1. U.S. Department of Education
• Consolidated State Performance Reports
2. Institute of Education Sciences
• National Assessment of Educational
Progress
3. NCELA
• Title III State Information System
...among other sources
TESOL 2010 6
7. Data from www.ed.gov
Federal $$$: Budget tables for Title III
Consolidated State Performance
Reports (CSPRs)
TESOL 2010 7
8. CSPR
“The required annual reporting tool for
each State, the District of Columbia,
and Puerto Rico as authorized under
Section 9303 of the Elementary and
Secondary Education Act (ESEA), as
amended by the No Child Left Behind
Act of 2001 (NCLB).”
TESOL 2010 8
9. CSPR: What’s available?
CSPR forms as completed by the states
are available online
The Biennial Report to Congress on the
Title III State Formula Grant Program
contains analyses of data from CSPRs
2004-06
2002-04
TESOL 2010 9
10. CSPR for ELLs: What’s in it?
ELL data
Numbers designated & served
Content area & ELP performance
Formerly ELL (monitored students)
data
Content area performance
Numbers
Immigrant student data
Numbers
State data TESOL 2010 10
11. CSPR for ELLs: Numbers
How many students have states
designated as LEP (not collected for
2006-07)?
How many were served by Title III?
How many immigrant students have
states identified?
How many were served by Title III?
Note: Immigrant ≠ ELL
TESOL 2010 11
12. CSPR for ELLs: Numbers
6,000,000 # ELLs
designated
5,000,000 # ELLs served
4,000,000
# Immigrant
students
3,000,000
# Immigrant
2,000,000 students
served
1,000,000
0
20 20 20 20 20 20
02 03 04 05 06 07
–0 –0 –0 –0 –0 –0
3 4 5 6 7 8
Note: Number of students identified was not collected for 2006-07
TESOL 2010 12
13. CSPR for ELLs:
12 Native Languages 2007-08
Spanish 3,757,098 Haitian Creole 34,958
Vietnamese 85,414 Korean 16,266
Hmong 51,536 Somali 16,064
Arabic 40,774 Russian 12,896
Chinese
39,566 Portuguese 11,573
languages
Philippine
35,436 Navajo 9,877
languages
Note: “Arabic” includes varieties identified as Standard Arabic, Egyptian Arabic, Lebanese Arabic,
and Sudanese Arabic. “Chinese languages” includes Mandarin, Cantonese, and “Chinese.”
TESOL 2010 13
14. CSPR for ELLs: ELP
AMAO 1: Number and percentage of students
who are “making progress” in English
language proficiency
AMAO 2: Number and percentage of students
who are attaining English language
proficiency
AMAO: Annual Measurable Achievement Objective
TESOL 2010 14
16. CSPR for ELLs: Program types
What type(s) of instructional
program(s) does the state use?
For programs using 2 languages, which
other language(s) are used?
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18. CSPR for ELLs: Teachers & PD
255,049 certified or licensed teachers
are employed in Title III programs
States anticipate needing an additional
67,140 teachers over the next 5 years
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19. CSPR for ELLs: Teachers & PD
States also report most common topics
and participants in PD
The most common topic for PD is
teaching strategies for LEP students
The most common participants in PD
educating teachers about LEP students
are content area classroom teachers
TESOL 2010 19
20. National Assessment of
Educational Progress (NAEP)
NAEP, “the Nation’s Report Card”
Began 1964, first assessments 1969
Student subgroups in grades 4, 8, 12
Assessments are administered uniformly
using the same sets of test booklets
across the nation
Provides a common metric for looking at
progress across years
TESOL 2010 20
21. “Main” NAEP
Assesses public and private school students
in math, reading, science, writing, the arts,
civics, econ, geog, and US history at national
level
Math, rdg, science, and writing also reported at state
level, usually grades 4 & 8, in public schools only
Essentially the same from year to year, with
only carefully documented changes –
primarily to match instructional practice
Latest advances in assessment technology
TESOL 2010 21
22. Long Term Trend Assessment
Assesses math and reading at national
level only
Every 4 years
LTTA began 1999
Assessments do not change to allow
for trend analysis but changes in 2004
make comparisons to previous tests difficult
TESOL 2010 22
23. NAEP
NAEP information available from
http://www.nces.ed.gov/nationsreportcard/
NAEP data available from
http://www.nces.ed.gov/nationsreportcard/na
epdata/
NAEP LTTA information available from
http://www.nces.ed.gov/nationsreportcard/ltt/
NAEP LTTA data available from
http://www.nces.ed.gov/nationsreportcard/ltt
data/
TESOL 2010 23
24. NAEP LTTA: Highest math taken,
17-year-olds, 2008
Gen math or prealg
nonELL 3 7 16 52 20 1
Algebra
Geometry
Algebra 2
ELL 6 8 23 52 8 3 Calculus
Other
0% 20% 40% 60% 80% 100%
TESOL 2010 24
25. LTTA Math: ELL, former ELL,
nonELL – 2008 only
500
450
400
M ath s c ale s c ores
350
298 307
276 283 279
300 252 ELL
247 245
250 224 former ELL
200 nonELL
150
100
50
0
age 9 age 13 age 17
TESOL 2010 25
27. Title III State Information System
(T3SIS)
Available at www.ncela.gwu.edu/t3sis
Title III contact for your state
LEP Demographics
Standards
Assessments
Technical Assistance Network
TESOL 2010 27