.....And this will help schools that have high numbers of English Language Learners transition these students and give them a better language foundation--- before the scores of these students count against the districts. From Education Week:
"The U.S. Department of Education has granted Florida flexibility in how it assesses English-language learners, bringing an end to a months-long dispute between the federal agency and state officials that had included a threat from Gov. Rick Scott to file a lawsuit.
Federal officials last month agreed to Florida’s request to give its ELL students two years in a U.S. school before factoring their scores on annual English/language arts and mathematics tests into school grades. Florida had sought the two-year testing timeline as part of its waiver from some requirements of the federal No Child Left Behind Act."
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The ELL students populating our classrooms (Georgia) are very diverse in nature. They come from differing cultures, different learning styles, and not to mention different languages. They arrive at school with various levels of emotional and social maturity. Their interest fluctuates significantly both in topic and intensity. Upon entering our school district, these students are held to the same standards as students born and raised speaking English. The standards, I am referring to, are high stakes testing that is done periodically throughout the matriculation of these pupils. All students are required to take these tests. Something needs to be done to improve the student's academic levels before these high stakes test are taken and recorded. Modifying the curriculum until these students can test out would be more feasible. Instruction for them will be more comfortable and engaging, hence, providing a more successfully academic experience.
I commend Florida's approach to English Language Learner's.
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