Archive of Poverty – ELL

POVERTY:  the Elephant  in America’s Classroom Thumbnail

POVERTY: the Elephant in America’s Classroom

Posted on November 11, 2011

It is the weight of poverty that rides the at-risk child like a six-ton elephant.   Nearly all (politicians) have ignored the great elephant in the classroom: poverty. Their behavior said, viagra 60mg "If we pretend it isn't there, either it will go away or cease to exist." "About 35 million Americans live below the federal poverty line. Their opportunities are defined by forces that may look unrelated, but decades of research have mapped the web of connections. A 1987 study of 215 childre

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The Silent Epidemic: Perspectives of High School Dropouts Thumbnail

The Silent Epidemic: Perspectives of High School Dropouts

Posted on August 08, 2011

There is a high school dropout epidemic in America. Each year, and almost one third of all public high school students—and nearly one half of all blacks, Hispanics and Native Americans—fail to graduate from public high school with their class. Many of these students abandon school with less than two years to complete their high school education. The consequences remain tragic. The decision to drop out is a dangerous one for the student. Dropouts are much more likely than their peers wh

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Minority Kids Spend Most of Their Waking Hours Plugged in Thumbnail

Minority Kids Spend Most of Their Waking Hours Plugged in

Posted on June 06, 2011

Minority children spend an average of 13 hours a day using mobile devices, ampoule computers, this TVs and other media—about 4½ hours more than white kids, says a report out today. The findings, from Northwestern University, are being presented to childhood and telecommunications experts in Washington, D.C. The results are from an analysis of two Kaiser Family Foundation surveys that tracked media use by kids 6 to 18. Researchers analyzed that data to find out how black, Hispanic, Asian

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Including At-Risk Students in Standards-Based Reform

Posted on May 05, 2011

A Report on McREL’s Diversity Roundtable II Finding the most effective and most appropriate ways to reach at-risk students continues to be an obstacle to schools realizing the vision of standards-based reform. Educators across the country—and, click in particular, ask in the McREL seven-state region—have expressed the need for ideas, page suggestions, and help in learning new skills to address the needs of these students. In response to this need and as part of its leadership role in

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Including Culturally and Linguistically Diverse Students in Standards-Based Reform: A Report on McREL’s Diversity Roundtable I

Posted on May 05, 2011

Key lessons center on connecting and modeling. "I appreciate the positive feedback, drug but I need you to be more specific and ask reflective questions in order for me to improve my practice." I am a novice principal at a new, small public high school in San Francisco. Before me sits Koon, an excellent math teacher who has left a teaching job in the Bronx to join our start-up. She continues, "What if you said, 'When I saw you give a warning to Patrick, I noticed that he focused himself for a

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Middle School Students Find Their Voice with Digital Cameras Thumbnail

Middle School Students Find Their Voice with Digital Cameras

Posted on April 04, 2011

Some years ago I taught a life skills class to a group of eighth grade boys. The curriculum I offered wasn't working. They were disengaged -- they wouldn't read, medicine write, or talk about what I wanted them to talk about -- and they were mounting a rebellion. "What is going on with you?" I confronted them; I was losing my patience. Credit: "My World" project by ASCEND students. Their retort: "You know nothing about our lives. You don't know what it's like to live in the neighborhoods we li

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Leadership in the Interest of Economically Disadvantaged Students Thumbnail

Leadership in the Interest of Economically Disadvantaged Students

Posted on March 03, 2011

What is RTI? Response to Intervention is a process for providing supports to students. It is not a program, patient a curriculum, or a mechanism for identifying students for special education services. Most importantly, RTI is not ever a place where you send students! Here are three good definitions: IDEA Partnership’s Fundamentals for Educators and their Partners defines RTI as “the practice of providing high-quality instruction/intervention matched to student needs and using learning ra

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Closing the Achievement Gap With a Vengeance Thumbnail

Closing the Achievement Gap With a Vengeance

Posted on January 01, 2011

One District’s Journey Into Tiered Instruction (RTI/MTSS) In June of 2009, cialis 40mg the Park City Student Services Department and Curriculum Department sat down with our elementary principals to review our elementary language arts CRT data, paying particular attention to subgroups. We asked the question, “Are we happy with our data?” The answer was a resounding, “No!” We were at a crossroads in our school district. With one of the highest second language student ratios in the stat

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Park City Gets it Right! Thumbnail

Park City Gets it Right!

Posted on January 01, 2011

Park City Gets it Right! Observations from a Professional Development Specialist. Achievement Gap? The achievement gap is an academic language gap. In most schools, buy more about the lowest performing subgroups continue to be English Language Learners (ELL), help students in special education, ask and students in poverty. The common denominator between each of these three groups is the lack of proficiency in academic language. ELL’s lack of academic language is due to lack of exposure

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2010 Education Excellence Summit:  A Call for Bold Action Thumbnail

2010 Education Excellence Summit: A Call for Bold Action

Posted on December 12, 2010

Cognitive Processing and the WJ III for Reading Disability Identification March 5, price 2010 NASP Convention, visit Chicago Presenters:  Nancy Mather & Barbara Wendling Topics What is a specific reading disability (dyslexia)? How do Cattell-Horn-Carroll (CHC) Factors relate to reading difficulties? What other cognitive and linguistic factors are important for the diagnosis of dyslexia? Overview of the WJ III Discrepancy and Variation Procedures WJ III Case Study Examples What is a

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