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Understanding the No Child Left Behind Act of 2001 English Proficiency

By Thomas, W.

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Book Id: WPLBN0000692156
Format Type: PDF eBook
File Size: 1.14 MB.
Reproduction Date: 2003
Full Text

Title: Understanding the No Child Left Behind Act of 2001 English Proficiency  
Author: Thomas, W.
Volume:
Language: English
Subject: Government publications, Department of Education pub, Education.
Collections: Educational Resource Collection
Historic
Publication Date:
Publisher: U.S. Department of Education

Citation

APA MLA Chicago

W, T. (n.d.). Understanding the No Child Left Behind Act of 2001 English Proficiency. Retrieved from http://netlibrary.net/


Excerpt
Excerpt: The new law consolidates the Bilingual Education Act and the Emergency Immigrant Education program, formerly under Title VII of ESEA, into the new Title III state formula grant system, titled ?English Language Acquisition, Language Enhancement, and Academic Achievement Act.? Grants to states will be allotted as follows; 80 percent based on the number of limited-English-proficient (LEP) students and 20 percent based on significant increases of immigrant children enrollments in the state. The Title III federally administered competitive grant system, titled ?Improving Language Instruction Educational Programs,? may also be enacted if Congress appropriates less than $650 million. NCLB authorized $750 million in FY2002--and such sums through FY2007. The purpose of this brochure is to help educators understand the fundamentals of what NCLB Title III means for their educational programs and curricula to help all LEP students and immigrant children and youth succeed in learning the English language and meeting the same challenging state academic content and student academic achievement standards expected of every child in the United States.

Table of Contents
Table of Contents: 1. How has your state identified, developed, or implemented measures of English proficiency standards, performance objectives, and assessments? Who is involved in the process? -- 2. To what extent are objectives for raising English proficiency of LEP students aligned with state -- standards? How were those objectives established? -- 3. What are your state?s policies of testing all student groups? Are those policies ready to accommodate -- for LEP students? How is such testing data used to inform policymaking to eliminate achievement gaps? -- 4. How will your SEA hold LEAs accountable for meeting all annual objectives for LEP students? -- How are those objectives measured, and do they account for different talents of LEP students? -- 5. How is your school planning to define and comply with AYP for LEP students? -- 6. How are the current assessment approaches in your school/district showing LEP students? progress -- in learning? How is such assessment valid and reliable in terms of the accountability requirements? -- 7. How has your district established a plan for providing high-quality professional development to all -- teachers, principals, and administrators to improve instruction and assessment of LEP students? -- 8. What is the process of assessing the quality of teacher preparation? -- 9. To what extent is professional development practice informed by scientifically based research that -- demonstrates increased English proficiency, as well as by expertise of teachers who work with -- LEP students? -- 10. To what extent are parental and community participation promoted in programs to support -- LEP students? How are parents educated so they can make sound decisions? -- 11. Are the language instruction educational programs at your school based on rigorous research-based -- findings demonstrating improved English language proficiency? How, if at all, are these programs also -- demonstrating effectiveness in increasing student core-subject academic achievement? -- 12. How will the language instruction educational program(s) in your -- district ensure that LEP students develop English proficiency? -- 13. To what extent are activities funded under Title III in alignment -- with Title I requirements and other school reforms? How is your -- school or district ensuring its capacity building?

 

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