The application is reviewed at NCDPI, and continued funding is approved or changes are required. We tell the state how we plan to spend the Title III money (which is based on the number of EL students in the system), and every year we must complete a Title III Application for these funds. Future staff development is then created to address the areas of greatest concern.ĭistricts receive additional, supplemental funding (in addition to local and state funding) specifically for EL students from a Federal Title III grant for which we must reapply each year. These scores help identify areas of need within the system’s ESL program. The tests are designed to evaluate growth in five domains (Listening, Speaking, Reading, Writing and Comprehension) as determined by the WIDA Screener/W-APT. Thereafter each EL student is tested in the spring using the ACCESS for ELLS® English language proficiency test during the assessment window (February-April). EL programs must be reasonably calculated to enable EL students to attain English proficiency and meaningful participation in the standard educational program comparable to their never-EL peers." Providing English Learners Equal Access to Curricular and Extracurricular Programs, EL ToolKit, Chapter 4.Įvery potential EL student is assessed using the WIDA Screener/W-APT upon entry into our system. "Under Title VI of the Civil Rights Act of 1964 (Title VI) and the Equal Educational Opportunities Act of 1974 (EEOA), public schools must ensure that EL students can participate meaningfully and equally in educational programs. The ESL Department will build capacity for all teachers of English Learners to help ELs access learning through academic discourse. Talent Development and School Transformation. Safety, Security & Emergency Management.Accountability & Continuous Improvement.The Appalachian State University Academy at Middle Fork.Atkins Academic & Technology High School.
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