students in their primary language, should ELL instructions replace native language, should Ell students be identified as children who need special education. The large percentage of the population in our schools today are the English as second Language students (ESL) and the ESL population continues to grow more than the English speaking students.(Pellion 2007) In 2000-2001 the population of English Language Learners (ELL) have grown to one hundred five percent and are
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is. But considering the numbers of English Language Learners (ELLs) in the U.S. public school, approximately 5.5 million, which represent about 11% of total number of students, and the percentage of drop outs, about 30% of ELLs, it is understandable that public opinion puts some pressure on the U.S. public school system to adopt the most efficient and adequate system for this growing minority group. The number of ELLs abandoning school has remained high for a long period of time generating serious
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Stakeholder Letter: Dear Davis Senior High School PTA (Parent-Teacher Association), The main mission statement for the National PTA is "…to make every child's potential a reality by engaging and empowering families and communities to advocate for all children." The purpose to get involved with your child's education is to increase the professional development in English Language Learner programs to collaborate with the new implementation of Common Core State Standards. The benefits of doing so
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Everyone knows that there are people everywhere that fall below the poverty line and even people who fall above the line that are in no financially stable situation to raise a family. Without money some children go hungry, some have to work to help pay for family necessities, and some have so many problems going on at home that they cannot even focus in the classroom. Problems at home could include not having money to put food on the table, it could be that the father
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CONSULTATION TEAMS SCHOOLS Arlene E. Silva, Master of Arts, 2005 Thesis Directed by: Professor Sylvia Rosenfield Department of Counseling and Personnel Services University of Maryland, College Park The present study serves as an examination and documentation of referral and placement outcomes of English Language Learner (ELL) cases in Instructional Consultation (IC) Teams schools. Archival data from 838 cases (12% of which were ELL cases) within five mid-Atlantic public school districts implementing
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Living an ELL Life By: Tamara P. French More and more students are entering U.S. schools from families whose home language is not English. As educators we must embrace the task of teaching students who have limited English speaking abilities. This is no longer limited to teachers in certain schools or areas of the country. All educators must be aware of how students learn a second language and become fluent. We cannot assume nor have unrealistic expectations about each individual
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Sandburg Elementary School is located on the east side of Madison and serves over 460 students (“Sandburg Report Card”). Twenty-five percent of students are White, and 15% are African-American. Forty-three percent of Sandburg students are Hispanic or Latino, the second highest rate of any elementary school in the district behind Nuestro Mundo, the district’s dual-language public charter school (“District Statistics”). ELLs make up 48% of the student body, a 220% increase from Sandburg’s 2001 enrollment
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limited English proficiency also have in common that their parents are poorly educated, that their family income is low, that they reside in communities in which many families are similarly struggling, and that they attend schools with student bodies that are predominantly minority and low achieving. According to Michelle Lawrence (2009), working with middle and high school English Language Learners (ELLs) presents a unique set of benefits and challenges. In order to achieve the highest level of success
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Reading and Second Language Learners Research Report May 1999 This report prepared by Magda Costantino, Ph.D. The Evergreen Center for Education Improvement The Evergreen State College Olympia, Washington 98505 With assistance from: Joe St. Charles Susan Tepper Edlamae Baird Acknowledgment to Gary Burris and Lynne Adair For their invaluable assistance with the project This material is available in alternative format by request. Contact Bilingual Education at 360-753-2573, TDD 360-664-3631
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part of The Denver Public School System (DPS), located at 5420 E. 1st Avenue, Denver Co, 80220, in the Hilltop neighborhood of Denver. According to Denver Office Affairs, the Hilltop area in 2013, annual median household income was $102, 913,00.00. Just under 34% of residents in this area were married couples have children that could attend Carson Elementary. Also, 95% of the Hilltop neighborhood is of the White racial background. Carson is considered a distinguished school, with a score of 81.43%
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