Efficiency assessment for ell students
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All students, with the exception of all ELL students, in grades 5-9, with high FCAT Level 2 scores (Attachment C), or who have regressed from FCAT Level 3 or higher to Level 2 on the 2013 administration of the FCAT must be placed in an Intensive Reading Enrichment (IR-EN) class, based on the criteria found in Attachment C.
[DOC File]Lawrence Public Schools, District Review Report, October 2011
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Fifty-seven percent of 2,025 K-12 ELL students showed progress from spring or fall 2009 to spring 2010 on the Massachusetts English Proficiency Assessment (MEPA), less than the target of 60 percent. And 21 percent of 2,756 K-12 ELL students scored in the upper half of Level 4 or in Level 5 on the spring 2010 MEP, less than the target of 27 percent.
[DOC File]Top line of doc - DOA Home
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1. for students aged 3 through 5 years―an assessment of motor abilities using the LaMAP (Louisiana Motor Assessment for Preschoolers) conducted by a certified adapted physical education teacher; 2. for students aged 6 through 21―an assessment of grade/age level physical education competencies using the CTAPE conducted by a certified adapted ...
[DOCX File]Conditions for School Effectiveness Self-Assessment
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Conditions for School Effectiveness Self-Assessment. Conditions for School Effectiveness Self-AssessmentLast Updated 9/20/2010. Conditions for School Effectiveness Self-Assessment . Note: Title I reservations are to be used to address areas of need identified through an analysis of school and district implementation of the CSEs.
[DOCX File]Westfield Public Schools District Review Report - 2016
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Between 2012 and 2016 overall student enrollment decreased by 5.9 percent. Enrollment figures by race/ethnicity and high-needs populations (i.e., students with disabilities, economically disadvantaged students, and English language learners (ELLs) and former ELLs) as compared with the state are provided in Tables B1a and B1b in Appendix B.
[DOC File]Literacy Instruction in
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Like all students, English Language Learners have a variety of learning styles and multiple intelligences. Lessons that build in hands – on, visual, and other kinesthetic tasks benefit English Language Learners because they afford students the opportunity to practice the language and content knowledge through multiple modalities.
[DOCX File]MA Model System Training Module 5: Gathering Evidence ...
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5 advanced ELL students scored average score of 1.2: Distinguish the difference between facts and judgments within published scientific studies. 3 on IEPs scored average score of .75: Integrates information with words that are supported by a visual representation.
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All students, with the exception of all ELL students, in grades 5-9, with high FCAT Level 2 scores (Attachment C), or who have regressed from FCAT Level 3 or higher to Level 2 on the 2014 administration of the FCAT must be placed in an Intensive Reading Enrichment (IR-EN) class, based on the criteria found in Attachment C.
[DOC File]Physics Unit 4 Energy - New Jersey
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Provide ELL students with multiple literacy strategies. ... and generators. Examples of constraints could include use of renewable energy forms and efficiency. Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] (HS-PS3-3 ...
[DOC File]Physics Unit 4 Energy
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Examples of constraints could include use of renewable energy forms and efficiency. Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.] (HS-PS3-3) ... Provide ELL students with multiple literacy strategies.
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