Addressing Language Barriers in School Communities

May 20, 2024

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Explore a problem faced by students speaking languages other than English in schools through the 6-step Public Policy Analyst protocol. Understand the causes, evaluate existing policies, and develop solutions to better support students with diverse language backgrounds.

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Addressing Language Barriers in School Communities

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Day 4

Day 4. WELCOME. Resistance Blocks Struggles Barriers Attitudes. What will you do?. 4 CATEGORIES OF BARRIERS. COMMUNITY BARRIERS FAMILY / HOME BARRIERS TEAM LEADER ABILITIES & SKILLS BARRIERS ORGANISATIONAL BARRIERS (Barriers sourced from:

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Lecture 4

Lecture 4. 8051 Instruction Set. 8051 Instruction Set. Introduction CIP-51 architecture and memory organization review Addressing Modes Register addressing Direct addressing Indirect addressing Immediate constant addressing Relative addressing Absolute addressing Long addressing

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Barriers to Innovative Solutions

Barriers to Innovative Solutions. By Christina Holland Harry J. Jacobus III Matthew Kalas. Topic Overview. Barriers Within Court System Barriers Within Legal Profession Ethical Barriers Cultural Barriers between potential clients/legal community.

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‘Barriers’ and ‘Influences’ Affecting Consumer Behaviour

GCSE Home Economics (updated July 2013). ‘Barriers’ and ‘Influences’ Affecting Consumer Behaviour. Barriers. The following factors can act as barriers... disability age ethnicity knowledge resources (time, money, location). Disability. Physical barriers Perceived barriers

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List of top 10 schools in bangalore

List of top 10 schools in bangalore 1. SCHOOL SEARCH MADE EASY LIST OF TOP 10 SCHOOLS IN BANGALORE Edustoke brings to you an assorted list of top 10 schools in Bangalore ranked by Parents over the years. This includes all the category of schools in Bangalore like CBSE, ICSE and other schools For a Comprehensive list of Bangalore Schools Filtered by Locality, Board type and Reviews by Parents you can visit Edustoke at : Schools in Bangalore 2. SCHOOL SEARCH MADE EASY INDUS INTERNATIONAL SCHOOL, BANGALORE The Indus International School, Bangalore, is an International Baccalaureate school situated on a 40-acre campus at Sarjapur, Bangalore, India, which was established by the Indus Trust in 2003 Visit Schools at https://www.edustoke.com/bengaluru/ indus-international-school- thyvakanahally 3. SCHOOL SEARCH MADE EASY OAKRIDGE INTERNATIONAL SCHOOL, BANGALORE Oakridge International School, with just a decade of presence, has garnered a strong repertoire to become one of the best international schools in the country. The prestigious international school was started with a mission to build a community of leaders, over a foundation of shared beliefs, values and ethos. Visit schools at https://www.edustoke.com/bengalu ru/oakridge-international-school- choudadenahalli 4. SCHOOL SEARCH MADE EASY MALLAYA ADITI INTERNATIONAL SCHOOL, BANGALORE Mallya Aditi International School is a private school located in Yelahanka, Bangalore, India. It is named after Bangalore's former billionaire and Member of Parliament Vijay Mallya as a result of an endowment Visit schools at https://www.edustoke.com/ bengaluru/mallaya-aditi- international-school- yelahanka-new-town 5. SCHOOL SEARCH MADE EASY JAIN INTERNATIONAL RESIDENTIAL SCHOOL, BANGALORE Jain International Residential School, Bangalore is an institution also with weekly boarding facilities under The JGI Group on a 350 acres campus known as the Jain Global Campus which is JGI's main campus Visit Schools at https://www.edustoke.com/ bengaluru/jain-international- residential-school- ramanagara 6. SCHOOL SEARCH MADE EASY THE INTERNATIONAL SCHOOL, BANGALORE The International School Bangalore is a private educational institution located on Sarjapura Varthur road in Bangalore, India. It was founded in 2001 by Dr. K. P. Gopalkrishna, and is a sister school to the National Public Schools, Bangalore Visit schools at https://www.edustoke.com/ bengaluru/the-international- school-bangalore- hegondanahalli 7. SCHOOL SEARCH MADE EASY BISHOP COTTON GIRLS SCHOOL, BANGALORE Bishop Cotton Girls' School, or BCGS, is a private all-girls' school for boarders and day scholars in Bangalore, Karnataka, India Visit Schools at https://www.edustoke.com/ bengaluru/bishop-cotton- girls-school-sampangi-rama- nagar 8. SCHOOL SEARCH MADE EASY INVENTURE ACADEMY, BANGALORE Inventure Academy is an International School in Bangalore. This coeducational independent school is located in the outskirts of Bangalore, India. Founded in 2005, the school is located in the outskirts of Bangalore on a campus of 37 acres Visit Schools at https://www.edustoke.com/ bengaluru/inventure- academy-hegondanahalli 9. SCHOOL SEARCH MADE EASY NATIONAL PUBLIC SCHOOL, BANGALORE The National Public School, Indiranagar (NPS) is a private school located in Indiranagar, Bangalore, India. It is a sister institution of the National Public School Visit School at https://www.edustoke.com/ bengaluru/national-public- school-new-tippasandra 10. SCHOOL SEARCH MADE EASY STONEHILL INTERNATIONAL SCHOOL, BANGALORE Stonehill International School is a private, secular, coeducational day and boarding school for students aged from three to eighteen. English is the medium of instruction throughout Visit School at https://www.edustoke.com/ bengaluru/stone-hill-int- school-bangalore-rural 11. SCHOOL SEARCH MADE EASY EBENEZER INTERNATIONAL SCHOOL, BANGALORE Ebenezer International school (EISB) is a residential and day school located in India. It was founded in 2006 by Dr. Abraham Ebenezer. It offers ICSE, IGCSE Visit School at https://www.edustoke.com/ bengaluru/ebenezer- international-school- chinthalamadivala 12. Edustoke.com Or Call 91 8277988911 https://www.facebo ok.com/edustoke https://twitter.com /InfoEdustoke https://www.linkedin .com/in/edustoke- pvt-ltd-96a388110/

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Learn Foreign Languages Online

While there are many foreign langugaes to learn and connect across the globe, Our Foreign Languges Courses are designed for most popular and conversed languages that are Learn German Online, Learn French Online, Learn Spanish Online, Learn Mandarin Online, Learn Japanese Online, Learn Italian Language. We also provide online tutring services to Foreign nationals who wish to connect with different parts of India to Learn Indian Languages Online. and Learn English Online courses for the people with different personal, professional and business needs. Below are the levels of standard foreign language proficiency as described in CEFR LEVELDESCRIPTION A1 Can understand and use familiar, everyday expressions and very simple sentences, which relate to the satisfying of concrete needs. Can introduce him/herself and others as well as ask others about themselves â€“ e.g. where they live, who they know and what they own â€“ and can respond to questions of this nature. Can communicate in a simple manner if the person they are speaking to speaks slowly and clearly and is willing to help. A2 Can understand sentences and commonly used expressions associated with topics directly related to his/her direct circumstances (e.g. personal information or information about his/her family, shopping, work, immediate surroundings). Can make him/her understood in simple, routine situations dealing with a simple and direct exchange of information on familiar and common topics. Can describe his/her background and education, immediate surroundings and other things associated with immediate needs in a simple way. B1 Can understand the main points when clear, standard language is used and the focus is on familiar topics associated with work, school, leisure time, etc. Can deal with most situations typically encountered when travelling in the language region. Can express him/herself simply and coherently regarding familiar topics and areas of personal interest. Can report on experiences and events; describe dreams, hopes and goals as well as make short statements to justify or explain his/her own views and plans. B2 Can understand the main contents of complex texts on concrete and abstract topics; also understands specialized discussions in his/her own primary area of specialization. Can communicate so spontaneously and fluently that a normal conversation with native speakers is easily possible without a great deal of effort on either side. Can express him/herself on a wide range of topics in a clear and detailed manner, explain his/her position on a current issue and indicate the benefits and drawbacks of various options. C1 Can understand a wide range of challenging, longer texts and also grasp implicit meanings. Can express him/herself spontaneously and fluently without having to search for words frequently and noticeably. Can use the language effectively and flexibly in his/her social and professional life or in training and studies. Can make clear, structured and detailed statements on complex topics and apply various means of text association appropriately in the process. C2 Can effortlessly understand practically everything which he/she reads or hears. Can summarize information from various written and spoken sources, logically recounting the reasons and explanations. Can express him/herself spontaneously with high fluency and precision and also make finer nuances of meaning clear in more complex topics. Being the Online Tutoring Services company swan tutors offers specially designed and customized Online Foreign Language Courses, keeping in mind International Standards and Syllabus established by the C.E.F.R. The courses are attentively designed to facilitate a good learning experience that is not only focused on learning the language but also the Culture of the language. The courses syndicate the most important aspects of learning a language, that are Grammar, Writing, Listening, Speaking as well as the Accent to a large extent. You can Learn Foreign Language online with our standard courses or you could customize a foreign language course online as per your need. Online Tutoring Services, Online Tutoring Websites, Online Tuition, Homework Help Online, Learn Languages Online, Online Foreign Language Courses, Learn German Online, Learn French Online, Learn Spanish Online, Learn Mandarin Online, Learn Chinese Online, Learn Japanese Online, Learn Italian Language, Learn English Online,English Speaking Course Online, Business English Course, Learn Indian Languages Online, Learn Sanskrit Online, Learn Hindi Online, Learn Telugu Online, Learn Tamil Online, Learn Kannada Online, Learn Marathi Online, Study Abroad Tests, IELTS Preparation Online, TOEFL Preparation Online, GRE Preparation Online, GMAT Online Preparation, Structural Engineering Courses, Architecture Design Courses, Online It And Software Courses, Learn Aws Online, Online Digital Marketing Training, Online Tutoring Jobs.

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CIT 245 Week 5 Individual Designing IPv4 Addressing//tutorfortune.com

CIT 245 Week 5 Individual Designing IPv4 Addressing//tutorfortune.com Click on below link to buy https://tutorfortune.com/products/cit-245-week-5-individual-designing-ipv4-addressing CIT 245 Week 5 Individual Designing IPv4 Addressing Create a 1-page network diagram depicting the scenario from the Week Five Learning Team collaborative activity u201cDesigning IPv4 Addressing,u201d keeping in mind the following: Use Microsoftu00ae Visiou00ae to create the network diagram Use proper networking icons in your network diagram (refer to the Preface of Cisco CCENT/CCNA ICND1 100-105 Official Cert Guide Copy and paste your network diagram into the Microsoftu00ae Word document Write a 2-page analysis on the following: Your Week Five collaborative discussion How would you determine the custom subnet mask to meet the requirements for this task? A subnet information table identifying each subnet, the subnet address, subnet mask in dotted decimal, highest usable IP address, lowest usable IP address, and broadcast address An IP Addressing table which includes the IP address, subnet mask, and gateway address for the printer in the Sales office and the printer in the Business office. Submit your assignment using the Assignment Files tab. CIT 245 Week 5 Individual Designing IPv4 Addressing Click on below link to buy https://tutorfortune.com/products/cit-245-week-5-individual-designing-ipv4-addressing

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Barriers and Opportunities of Inclusive Education in Present Educational System

Inclusive education allows for universal inclusion, participation and achievement of all children, including children with specific learning difficulties. Children form a heterogeneous group with diverse cognitive deficits, special educational needs and strengths, and have a legislated right to the continuum of both assistance and support programmes for all level education system. The goal is to eliminate all barriers in order to achieve learning on individual goals while participating in the life of the classroom with other students by their own age. But this conception and out coming at present scenario by this process is not successful because there is some problem arises for inclusive education such as disability, gender, emotional behavioral problems, family background, ethnicity, giftedness, migrants, poverty, hearing or visual impairment, language delay, among others. There is some positive implementation of inclusive learning, teaching and assessment strategies. Teachers should keep in mind that these outcomes apply to all and access to general schools for people with disabilities is an advance in the education. However, barriers to learning and participation hinder the school routine of inclusive students, hence the need for resources human, tangible, political etc. from the schools, parents, families and their communities. Dr. Mita Howladar "Barriers and Opportunities of Inclusive Education in Present Educational System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: https://www.ijtsrd.com/papers/ijtsrd14290.pdf Paper URL: http://www.ijtsrd.com/biological-science/zoology/14290/barriers-and-opportunities-of-inclusive-education-in-present-educational-system/dr-mita-howladar

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The Effects of Educational inputs on Wastage in Secondary Schools in Meme Division Appraisal from the Perspective of Inf

This study titled "The Effects of Educational inputs on Wastage in Secondary Schools in Meme Division Appraisal from the Perspective of Infrastructural Resources is based on the problem of educational wastage in school establishments. The general objective was to establish the relation between school infrastructure and wastage in secondary schools in Meme Division of the South west Region of Cameroon. One research question was posed to examine the issue under investigation. Being a quantitative study, the survey research design was used. The target population constituted 362 secondary school principals in the South west Region of Cameroon. A questionnaire on educational infrastructural inputs was used to collect data, and data obtained was analyzed using frequencies, percentages, means and standard deviation. The Chi square test was used to test hypotheses at 0.5level of significance The findings revealed that 5 schools always have school library, 8 schools sometime have school library, 40 schools often have school library and 13 schools never have school library. It was found that a linear and positive relationship exist between schools library and schools repetition as confined by the result of the test hypothesis testing. From the study, it shows that x2 calculated 8.11 X2 table value 7.92 . This means that when school library available, school wastage reduces. This result agrees with the result of a research done by Ekoka and al, 2011 who demonstrated that library has a positive impact on students achievement. Students that have access to a well =supported school library media specialist scored higher in school. The item testing the relationship between availability of school barrier and school repetition did not show any linear relationship with school repetition. This means that the presence of school barriers does not influence the rate of repetition. The item testing the availability of school toilet and school repetition revealed that 12 schools always have toilet let 15 schools sometimes have toilet and 38 schools always have toilet. It was also found that there is no positive relationship between the availability of toilet and school repetition. It was therefore concluded that educational infrastructural inputs have a significant role in wastage and must not be neglected. Based on the outcome of the study, recommendations were made. Lontchi Madeleine "The Effects of Educational inputs on Wastage in Secondary Schools in Meme Division: Appraisal from the Perspective of Infrastructural Resources" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-5 , August 2018, URL: https://www.ijtsrd.com/papers/ijtsrd18224.pdf Paper URL: http://www.ijtsrd.com/humanities-and-the-arts/education/18224/the-effects-of-educational-inputs-on-wastage-in-secondary-schools-in-meme-division-appraisal-from-the-perspective-of-infrastructural-resources/lontchi--madeleine

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IP ADDRESSING

IP ADDRESSING. IP Addressing . IP Addressing is Logical Addressing It works on Network Layer (Layer 3) Two Version of Addressing Scheme IP version 4 – 32 bit addressing IP version 6 – 128 bit addressing IP address is a 32-bit binary number that is unique for each device

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Targeted Recruitment Efforts And Specific Hiring Strategies For New Teachers

Shortages of teachers are often most acute in certain fields, particularly bilingual/English as a Second Language, special education, mathematics, Spanish, and the physical sciences. Sometimes students are taught by a revolving door of substitutes. Other times students from the affected class are added temporarily or permanently to different classes, thereby increasing class size. When substitutes are not available, which is frequently the case, other teachers may be assigned to u201ccoveru201d the class during their preparation periods, a practice which solves the immediate problem but has long-term consequences for staff morale and attendance when teachers become exhausted and frustrated. It is difficult to ask students to take their education seriously when their school appears incapable of providing them with a regular teacher. The most common vacancy areas were special education and middle school classroom teacher. While some vacancies may seem miniscule, it is not minor from the perspective of the students without teachers. The highest-poverty schools are most likely to have teachers hired after the beginning of the school year. The highest-poverty elementary, K-8th grade, and middle schools each had at least twice as many teachers hired after September 15 as their counterparts with less than 80 percent low-income students. The vacancies are concentrated in the same set of high-poverty schools year after year, a situation that is exacerbated by placing the least experienced teachers in these schools. With about seven percent of the teaching force brand-new in any given year, new teachers can be found in every school. But the school assignment process has the effect of concentrating new teachers disproportionately in positions where it takes the most grit and skill to succeed. New teachers are most likely to be found in the highest-poverty schools. For example, 11 percent of the teachers at schools with at least 90 percent low-income students had less than one full-year of experience in the district, compared to five percent at schools at which less than 80 percent of the students were poor. At schools where 90 percent or more of the students are classified as low-income, the average number of years in the district was 10, and about half of the teachers in these schools had five years or less of previous teaching experience in the district. The u201csenioru201d colleagues may only have a few yearsu2019 more experience than the newcomers. The concentration of new teachers in particular schools presents an enormous challenge for mentoring efforts: there are simply not enough veteran teachers to go around. Further, many of the new teachers at middle schools have no experience in the middle grades and had little interest in teaching those grades when they applied to the district. These disparities in teacher experience occur in part because of school transfer rules that provide the first pick of jobs to teachers with the most seniority. A brand new study concluded that the general pattern is for teachers to transfer from higher-poverty schools to those with lower-poverty. The longer a teacher is employed by the system, the more opportunities arise to transfer to a lower-poverty school. Since new teachers are more likely to be found in high-poverty schools, and new teachers are less likely to be fully certified, it follows that schools with higher percentages of low-income students also have higher percentages of emergency-certified teachers. 82 percent of the teachers at the highest-poverty schools (defined here as 90 percent or more low-income) were certified to teach, compared to 92 percent at schools with the lowest rates of student poverty (less than 80 percent low-income). While this inequity is evident in each of the years we examined, the disparity between highest- and lowest-poverty schools has intensified over the three years since 2017. The inequity has grown in part because, while certification rates declined across school poverty levels, the highest-poverty schools experienced a larger drop. The highest-poverty schools also tend to have high percentages of minority students. Our data show that the percent of certified teachers at a school declines as the percent of minority students increases. In 2017-2018, 96 percent of the teachers at schools at which less than half of the students were minority were certified, compared to 86 percent at schools with 90 percent or more minority students. From 2018, schools with the lowest minority enrollment maintained roughly equivalent levels of teacher certification, while schools with high-minority populations saw their teacher certification levels drop. Once hired, new teachers often experience a rough start to the school year. For new teachers, late hiring and school placement mean that they have little time to learn about their school or the neighborhood it serves, meet their colleagues, set up their classrooms, evaluate the teaching materials available to them, or plan appropriate lessons. Those who arrive after school starts sometimes face students who have been taught by a series of substitutes, a situation that often creates a classroom culture of disorder that is difficult to change. While some school principals do an exemplary job with new teacher induction, high percentages of the respondents to a new survey reported that they finished their first week at the school without basic supports and information from administrators. During this period, two-thirds were not given the districtu2019s Curriculum Scope and Sequence for their courses; nearly three-fourths were not given student forms; a third were not given a staff handbook, and only half were told who their union building representative was. Focus group research indicates that high school teachers receive less assistance than teachers at other school levels. There were, however, some significant differences in their responses on these and other items by school level. For example, elementary school teachers were more likely than others to say they felt safe in their buildings, and substantially higher proportions of new high school teachers reported that their buildings were clean (39 percent) and that students were added or removed from their classes on a daily basis (45 percent). Source: https://ebookschoice.com/targeted-recruitment-efforts-and-specific-hiring-strategies-for-new-teachers/

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Using Literature in Teaching English as a Second Language A Case Study of Arda College

English language teaching is becoming more popular throughout the world since English language got the place of a global language. Teaching English as a second language would be more interesting and easy if it is taught through the local colors of understanding. Literature is the best source to make language learning easy and fascinating. For the beginners of English language learner, there are large numbers of stories which can be taught in classrooms. Short stories, specifically children stories, short poems and novellas can be good source to arise interest among learners. Literary texts provide chance to come across different type of emotions, expressions and sentence structures. Literary language enables learners to differentiate between formal and informal language. Literary text can be taught through audios or by showing movies based on literary work with English subtitles which not only will improve their pronunciation and but also will help to improve their listening for English language. Reading literary text during language learning builds a rich vocabulary for a new learner.Learning language through literature also help the learner to know other cultures very closely, because literature of different languages provide with the platform of various cultural values, rules and regulations, and prepare the mind of readers to accept the differences between cultures and respect the values of others.This research will help the teachers and students as well which would be mainly focused over the students of English department only. This is an objective research a survey among the students would be done by the researcher itself, in which short text of different genres of literature would be given to be taught during language learning classes. The data of the research would be calculated by SPSS. Dr. Gulnaz Fatma | Shama Al Ajam ""Using Literature in Teaching English as a Second Language: A Case Study of Arda College"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30244.pdf Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30244/using-literature-in-teaching-english-as-a-second-language-a-case-study-of-arda-college/dr-gulnaz-fatma

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11 Ways to Completely Sabotage Your best online learning middle school review

<h1>Middle School Free Online Courses For Intermediate School Trainees</h1> Intermediate school pupils can benefit from on the internet understanding as a result of the variety of subjects that they are revealed to on a daily basis. Online training courses enable pupils to find out at their very own rate, which will make it less complicated for them to maintain all of the info that they find out. For trainees that have problem with the class atmosphere, on-line knowing may be the perfect means to go. Intermediate school pupils are able to learn more than they would be able to in a typical class setting. They can discover music theory, as an example, or even regarding the background of the globe. These topics are commonly instructed in secondary school, however trainees have the chance to study these topics while dealing with an university or university course. Several trainees that take online knowing intermediate school complimentary have no difficulty keeping what they found out in class. This is because their minds work in a different way from trainees in the typical class. Knowing happens in the brain while the trainee remains in a state of alertness, as well as the student doesn't need to think about just how to maintain the details discovered. Learning happens when pupils are participated in the procedure of understanding. When pupils find out online, they are in a loosened up state, and they can keep the information better. Knowing happens when the mind's info handling system is energetic. When pupils are in a kicked back state, they have the ability to refine information a lot more quickly. Knowing that occurs in an online learning atmosphere requires the exact same amount of emphasis and attention as discovering in a class. Students are given a particular quantity of time to work on a certain task. When students are given the opportunity to work in a group, the team learning design will be shown to them. This team finding out style can be useful since pupils will certainly be offered an opportunity to find out at their very own pace. In an on-line knowing atmosphere, students are motivated to connect freely. Pupils are offered the possibility to ask questions or to listen to the teacher's explanation. This is a fundamental part of finding out due to the fact that it offers students the opportunity to learn in their own time and to do what is needed to comprehend the information. The trainer will be there to lead the students through the process of learning, to ensure that they can discover as quickly as they need to. Trainees that take courses on the web at middle school complimentary have the opportunity to enroll that relate to the topics that they are examining in school. Pupils have the alternative to choose to take a training course that relates to the subject that they are researching, and to a subject that they have rate of interest in. This can make the discovering experience much more interesting. Intermediate school pupils have the chance to get more information than they would certainly if they took courses in a standard classroom. Online discovering enables pupils to get the expertise they need to succeed in university and also to preserve that knowledge for future success in the class. The trainee will have more time to service a job that is related to the topic they are examining. Numerous intermediate school pupils take courses that are related to their rate of interests. They might take pleasure in reviewing publications or enjoying motion pictures, or they may choose playing online video games. When the pupil takes a program that is related to the interest of the student, it enables them to make use of that details throughout their whole learning experience. When the trainee utilizes their own interest to discover, they are more likely to retain that details for future usage in their class atmosphere. Middle school students may enroll in a range of topics. Intermediate school trainees who are taking an on-line training course will certainly be provided the chance to choose subjects that intrigue them and to find out those topics at their own speed. This means that they can learn at their very own speed and also keep that information throughout the whole discovering procedure. Middle school students can discover at their own rate. Discovering at your very own rate can aid trainees to discover at their own speed and to have the possibility to discover at their own rate. Trainees who find out at their own speed are more probable to preserve the information that they are finding out. Understanding at your very own speed can increase the price at which you are able to understand what is being instructed in your classes. <h1>Online Learning Middle School Courses for Intermediate School</h1> In the current past, the on the internet learning of middle school has actually come to be a preferred means of finding out in several countries around the world. As you may know, online discovering is a fantastic method of discovering and it is just one of the fastest expanding areas of education and learning today. When it concerns online discovering, Middle school is the most preferred learning age. When you remain in middle school, you are just a couple of years far from getting in high school, which can be really frustrating especially when you want to be ready for the high school years and also your institution calls for that you have an SAT or ACT ratings to get in. Intermediate school is the moment when your researches begin to actually repay because your researches start to aid you out a great deal when it concerns senior high school. In intermediate school, you will certainly find out more regarding mathematics, scientific research, and English. In this area, you will certainly also discover social research studies and history. You will certainly likewise learn about literary works, background, and also other topics that will certainly help you when you go into secondary school. Intermediate school is a fun time to begin obtaining knowledgeable about college life since your research studies in intermediate school will prepare you for secondary school and university life. Back then, you will certainly discover more concerning analysis, writing, and also mathematics. You will likewise find out about the background of scientific research, background, mathematics, as well as literature. When you remain in middle school, you will begin to find out about your social life as well as relationships. You will certainly additionally begin to learn about partnerships in between different societies and individuals. In this age of the net, you will likewise discover how to use the internet, as well as how to make a website. When you remain in middle school, you will additionally learn more about just how to utilize social networking sites such as Facebook, MySpace, as well as Twitter. As you start your studies in intermediate school, you will certainly be able to sign up with the complimentary lessons supplied by numerous on-line discovering middle school websites. These lessons will certainly give you with all the materials that you require to complete your projects, and also they will also aid you with your comprehension skills and also expertise regarding various subjects. When you sign up in these totally free lessons, you will get to learn just how to use the web, how to make use of the web, and utilize social networking web sites. The advantage about these training courses is that you will be able to take these programs and take them online at your ease and also when you seem like it, as well as whenever you seem like it. In the long run, when you are in middle school, you will certainly really feel more confident when you start to get in high school and you will have all the high qualities that you need to do well in that stage of your life. Intermediate school is a good time for you to create your abilities and understanding in different topics such as social research studies, English, science, and also math. When you are in middle school, you will additionally have the ability to prepare yourself for a senior high school, along with college life. In this stage of life, you will be prepared to go to an university, to obtain a task, and to locate your method the world. As you prepare yourself for intermediate school, you will certainly begin to take part in the lots of online learning middle school courses that are readily available for you. This will permit you to get the details that you require to plan for your secondary school and university life. University life is a very interesting time for a lot of individuals. Most of individuals that most likely to college return to finish their studies and also come to be successful in life. By participating in the free lessons offered through the internet, you can discover college life, exactly how to compose essays, and also concerning college life. and also how to prepare on your own for the university life that awaits you. You will certainly likewise learn just how to make use of the web to get the details that you need to succeed in the future. <h1>What Should Online Knowing Intermediate School Students Look Out For?</h1> Lots of people are looking to online learning intermediate school for one factor or one more. On the internet learning allows them the capability to get the advantages of a typical class discovering experience without needing to go to institution. There are also lots of people that intend to get a certificate and even a level but do not have the moment to attend a traditional university or university. Intermediate school students are some of the most crucial ones to consider when it comes to online learning. They will have the ability to take classes that will not just aid them get into the most effective colleges or colleges, but will likewise permit them to obtain their GED. One of the most effective aspects of online knowing intermediate school pupils is that it allows them to get their level when they are older. For instance, if they intend to end up being an instructor in high school, then they can do so. Nevertheless, they will certainly not need to go to a traditional college until they finish from senior high school. Many intermediate school pupils will be able to enter into community colleges also. It is important to see to it that the area college is recognized. This will help them obtain their credit ratings count at their desired schools. Most on the internet knowing middle school students will certainly be able to get involved in a secondary school that supplies online discovering. They can likewise use the high school to learn about college and also what they will certainly need to do in order to get their levels. Once they have learned all of this info, then they can apply to an on the internet learning middle school that uses these courses. It is very important to obtain the most effective info regarding online knowing middle school students. Lot of times, the details that they can obtain online is just not comparable to the details that can be discovered at a traditional school. In many cases, it is possible to obtain the very same amount of info, but online understanding middle school pupils can be at their tasks as well as still be able to discover online. Intermediate school is an extremely important time in the lives of lots of kids. It is additionally a time when they discover academics and also all of the other skills that are needed for their future. Because of this, it is very important to make certain that they obtain the most out of their on-line knowing intermediate school. When it pertains to on the internet understanding, there are a great deal of points to think about. However, if done properly, it can be a fantastic means to obtain the most out of an online knowing middle school. It is very important for pupils to recognize that an intermediate school online program will be an extremely different experience than an in-class program. This is since the program will certainly be hung on the internet. Pupils will certainly not have the ability to connect with other pupils as long as they would if they were going to an actual class. Nonetheless, pupils can still utilize the web to obtain information and also to find out about things that they require to know in secondary school. If they put in the time to do this, they can save a great deal of time and effort. On top of that, it can be an excellent method to get involved in a high school that has a reputation for helping students obtain their education and learning. There are a lot of factors that an intermediate school may supply complimentary online understanding. As an example, it may be because the institution does not have enough cash to spend for standard classes. This is a tight spot for an institution to take care of. However, they can make one of the most out of this approach by using on-line discovering to offer students the very best education and learning feasible. One more reason can be that the pupils are not curious about going to a standard institution. If this is the case, then there is a method for them to get their education. It might be needed to work with a tutor to aid them in the on the internet learning intermediate school. These tutors are able to meet students regularly so that they can find out with them similarly that they would certainly if they remained in an actual class. The tutor can likewise be an efficient method to assist them discover what is essential during their studies. <h1>Intermediate School Free Online Courses - What to Try to find</h1> An enhancing number of individuals are looking in the direction of the web to aid them make a degree from a college, college or university of their picking. This is no question a terrific point, due to the fact that on the internet discovering offers a number of benefits that conventional classes merely can not. These advantages consist of: The adaptability that online knowing provides suggests that you can graduate from any type of university, university or institution no matter whether it lies in a standard classroom or on the internet. Naturally, a typical classroom might also supply an excellent base level of direction, yet it would be hard to progress as promptly as you would from a conventional class. On-line understanding is a wonderful choice for pupils who want a degree, yet do not wish to need to go through the long procedure of getting a traditional degree. Because you are learning from an on-line course, you will certainly have the convenience of participating in classes when you intend to. This is terrific for trainees that are in a hurry or on the move. This means that there is no demand to take your online course after job. Online courses will certainly likewise allow you to function when you wish to, which suggests that you can fit your job timetable around your classes. You can also progress at a much faster price from an on the internet understanding program due to the fact that you will have the ability to take as several classes as you want, along with work at your very own speed. This implies that you will have the ability to graduate in as little as three years. Typical degrees are normally supplied in the scientific researches. This means that if you want to get a degree in math or computer science, you will have to go to a standard college. Nonetheless, with an on the internet level, you will certainly be able to get a degree in the same topic at an institution or college of your option. You will additionally have the choice to select whether you intend to attend classes on campus or online, and also if you are going to online classes, you can likewise finish your researches while on the relocation. Unlike typical universities, on-line universities typically supply scholarships. Students might also be able to receive some cash that will certainly aid cover the price of living while they are participating in school, especially if they are participating in a college beyond of the country. Many on-line universities likewise supply financial assistance to pupils that need money for publications or products. Traditional colleges will certainly offer you a range of different programs. An on the internet university or college normally offers the choice of attending a class at any moment of the day, a traditional college will typically have a collection routine where you will certainly remain in course throughout the day, some offer over night classes. Conventional colleges will also supply you a variety of various based on learn about. An on the internet university or university will supply a huge range of various based on pick from, and you will certainly be able to discover a selection of various fields and subjects in an on the internet university or university. Trainees that are going to a conventional school will commonly be restricted to only one major to work on, as well as you will certainly likewise require to finish a series of basic education and learning classes. Students who are going to an on the internet university or university will have the capability to discover a multitude of different topics and subjects and also select to take them at their very own pace. When checking out Intermediate school Free Online programs, it is necessary to check out all the benefits that you will get. As an example, with an online degree program, you will certainly have the ability to discover every one of the exact same training course material that you would in a traditional college or university program, and you will certainly also be able to learn at your very own speed, whether you are taking the course online or in the house. It is also crucial to take a look at what kind of profession alternatives you can find on the internet. Online knowing programs are coming to be very popular because of the career choices they open for you. You will have the ability to select from a variety of different occupations and also career opportunities since an on-line college or college will provide you the ability to choose from a variety of different profession choices. For instance, some people pick to enter into marketing, some pick to enter into the medical field, some pick to go into the lawful area, and also others pick to come to be an instructor or a writer. With an on the internet education and learning, you can choose from a variety of various occupation paths.

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The Odisha Official Language Act and Language Movement in 21st Century Ad

The Odia language, since its inception has played a significant role in establishing the uniqueness of the people of Odisha.In the 12th century AD Chodagangadev of Eastern Ganga family has established u00e2u20acu0153Sakalatkolau00e2u20acu009d and made the Odia language the dominant speech in this land. In 15th century AD the great pioneer of Odia Identity u00e2u20acu02dcKapilendradevu00e2u20acu2122 used the word u00e2u20acu02dcOdishau00e2u20acu2122 and introduced u00e2u20acu02dcOdiau00e2u20acu2122 as the Official Language in his empire. After 1568 this community has lost the hard earned Identity and this was again restored in 1936 with the creation of Odisha state on Language basis. After introduction of Indian Constitution in 1950 the provision in Art.345 351 resulted in the u00e2u20acu0153The Orissa Official language Act, 1954u00e2u20acu009d. Though we got the Act for the use of Odia Language in all official purposes of Odisha still we are thousand miles behind the achievement of u00e2u20acu02dcKapilendradevu00e2u20acu2122 in 15th Century AD. Now in the 21st Century after 71 years of the establishment of democracy in India, u00e2u20acu02dcBlack Flag marchu00e2u20acu2122 have been organising in the banner of u00e2u20acu02dcBhasa Andolanu00e2u20acu2122every day since 13 04 2016 till date. After amendment and official notifications it is still to be implemented in the real term of the above Act in Odisha..In this paper emphasis is given on the attempts made to implement the above Act the successes and failures, stumbling blocks on path necessity of the use of Odia Language in administration and the relevance of present day Odia Language Movement in Odisha. The study is qualitative and descriptive in nature basing upon secondary data. Suresh Chandra Rajahansa "The Odisha Official Language Act and Language Movement in 21st Century Ad" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30775.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/odia/30775/the-odisha-official-language-act-and-language-movement-in-21st-century-ad/suresh-chandra-rajahansa

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The Most Effective And Inclusive Styles Of Educational Leadership

While traditional heads of school are still key convenors and facilitators of the work of school improvement, they must also invite a new corps of school and community leaders to the forefront in building a collective vision for that work. Leadership isn't pulling people along anymore: it's about orchestrating ideas, people, visions, potential, and organizations into a cohesive program of educational improvement. The most effective and inclusive styles of educational leadership today combine both bottom-up and top-down approaches. School and district leaders must share power and delegate key decision-making authority to representative teams of teachers, parents, business leaders, senior citizens, and others. The multiple interests and expectations that these stakeholder teams bring to the table are crucial to building a common vision for their community's education system. A sustained, inclusive dialogue identifies priorities, targets strengths, and insures that even the softest voice is heard. And when such dialogue moves to action, communities begin to institutionalize a process of engagement that can be tapped for a wide array of future projects. The key to sustaining such efforts often lies in the leadership capacity of these key stakeholder coalitions. In communities across the country today, several prominent groups are working to build alliances between key stakeholder groups, to advocate for a shared, collaborative process of reform, and to develop the capacity of their own members/ constituents to lead. Five Groups That Are Building Leadership for Reform Parents, businesses, and community groups, as well as school system personnel, are leading a variety of efforts around the country to initiate and support school improvement. To illustrate the emerging sources of leadership, we highlight some of the efforts we have found in the course of our work. 1. Administrators. Through the creation of school councils and site-improvement teams, administrators in numerous communities are developing new relationships with teachers, staff, parents, and community members. These relationships are founded on listening, sharing information, building partnerships, and finding common ground. Trust is a major ingredient in the success of these new collaborations, as school doors are being opened and u201coutsidersu201d are invited into principals' offices, classrooms, and assembly halls to take part in meaningful action for school improvement. Indeed, administrators are coming to count on the energy, spirit, and expertise of parents and community members to devise and advocate for local standards, examine and set budgets, and build support for the public schools in their communities. New projects in recent years have enabled some schools to foster a close relationship with parents and community members by collectively examining the future implications of the district's human, financial, and structural resources. 2. Parents. Conclusive evidence exists that when parents become active and involved in their children's education, those students achieve at higher levels. To that end, key coalitions of educators, business and civic leaders, and parents in many states are actively seeking to identify motivated parents in order to equip them with the skills and information they need to become leaders in school reform efforts in their own communities. In addition to receiving information about the state's education reform act and its high-stakes testing system, parents learn how to reach out to other parents and develop skills to increase their voice in decisions about their children's education. These parent leaders design a sustainable project in their home communities to involve other parents and families in an effort that will impact student achievement. Recently, parents have conducted surveys of how schools communicate with families, created manuals to provide students and families with key information about the transition to junior high school, and led workshops where parents and teachers converse with one another. 3. Communitywide Efforts. Gone are the days when volunteers were only asked to bake cookies or raise funds for their schools. Today, volunteers from the community are serving on school councils and making critical budgetary and programmatic decisions, reviewing curricular issues and promoting standards, and building support for bond referendums and other key projects. Indeed, more and more communities are nurturing key advocates for public education by providing citizens with the training, information, and skills necessary to make a difference in the work of their schools. By reaching out to schools, businesses, and the media in the member districts, the coalition has been working hard to build realistic and appropriate expectations and understanding for the new standards and testing among educators, parents, and business and civic leaders. More citizen volunteers were recruited, trained, and assigned to each of the city's middle schools to chronicle the behavior, activities, and interaction of students, teachers, and principals through classroom observation. As this process continues, the coalition will orchestrate an ambitious engagement strategy to disseminate its findings and mobilize the entire community around middle school reform. 4. Business Investment. Traditional models of business investment in schools have included adopt-a-school programs, mentoring programs and internships, speakers bureaus, and computer donations. While valuable, these programs often fail to nurture a sustained, multidimensional relationship between businesses and schools. A key component of this unique model of collaboration is the u201cloaned executives,u201d business leaders lent by their companies to work with participating schools and districts to implement change, streamline processes, and incorporate technology into their daily operations. With the addition of new reading curriculums, students have shown prominent increases in their reading scores. 5. Policy Makers. As new state and federal legislation is enacted, new regulations implemented, and research on a wide variety of educational practices becomes available, it is important that this collective information get into the hands of educational policy makers, office-holders, and the media. Efforts all across the country are beginning to insure that school board members, legislators, policy analysts, and appointed officials receive a quick, comprehensive review of information on key school-reform developments, including laws and regulations, standards and measures of accountability, and an understanding of who the key local, state, and national stakeholders are. Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com/. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports. Source: https://ebookschoice.com/the-most-effective-and-inclusive-styles-of-educational-leadership/

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Schools Should Collaborate With After-School Programs

Youth thrive and achieve in programs that foster caring child/adult relationships. These programs allow youth to form bonds with adults they grow to trust and staff who encourage them to succeed. When staff have long-term relationships with after-school program participants, they are able to identify changes in the childu2019s behavior that signal a need for intervention. A safe and secure environment that supports a childu2019s social and emotional development could also have a significant impact on improving a childu2019s academic performance. After-school programs need diverse offerings to provide the maximum number of u201chooksu201d to draw youth. More classroom-style instruction of the same type that children get in their day-school program is not always better and needs to be filled with creative and engaging curriculum delivered by experienced, qualified, and caring staff. Several overarching themes emerged: 1) The demand for services: There is an enormous demand for out-of-school-time programs, especially for middle school students who are particularly at risk without structured out-of school time opportunities. 2) Out-of-school-time programs are the new neighborhoods: Given demographic and residential housing patterns, out-of-school-time programs have become the new u201cneighborhoodsu201d and as such, are indispensable aspects of healthy communities. 3) Staffing challenges: Out-of-school-time programs struggle with three powerful staffing issues: the general labor shortage, a longstanding over-reliance on part-time staff, and high turnover. 4) Relationship between social-emotional development and academic success: Programs that offer a safe and welcoming environment, that foster the social-emotional development of children, and that offer children and youth a range of engaging structured activity can also have a positive impact on academic performance. 5) Fundersu2019 narrow priorities: As funders have become increasingly targeted and prescriptive in their funding priorities (usually with an emphasis on activities explicitly aimed at academic support and career development), they can tend to lose sight of other critical aspects of effective programs, i.e., social-emotional development and the establishment of positive relationships between youth and adults. 6) The challenge of collaboration: There is a great need and desire on the part of out-of school-time program providers to develop collaborations, especially with their local school systems, and to build a network of similar programs to share resources and best practices. However, there are a number of barriers to these types of collaboration, especially the lack of staff time for the work required to build these organizational relationships. Middle school students need to be involved in out-of-school-time programs and that if these children remain u201cunaffiliated,u201d they are at real risk. Transportation is crucial to reaching and engaging middle school students. While on-site after-school programs are desirable for middle school youth, for these programs to be effective there must be transportation to take the children home. When schools make it a priority to provide and coordinate transportation, programs are very successful in reaching youth. For example, one school dismissed their middle school students a few minutes early so that a school bus could take them to the nearby youth center and return without disrupting the bus schedule for the other children. Programs can benefit from being part of a local network of providers that can establish a u201ctransportation loopu201d for a number of programs. As referenced above, youth benefit when programs can be part of a local system of services and joint programmatic activities. Effective program collaboration depends upon strong personal relationships among staff and teachers. Out-of-school-time programs are the new u201cneighborhoodsu201d for youth. They have taken the place of the nearby houses and yards where children used to be able to play safely after school. Today, even children with a mother or father at home in the afternoon rarely participate in unstructured play with neighboring children. Moreover, it is an accepted fact that youth left unsupervised or without some sort of structured program option are at-risk of being drawn into negative behaviors. The increased emphasis on academics makes it difficult to find the program time and funding for the types of recreational and other activities that help youth develop socially and emotionally. Schools believe they should collaborate with after-school programs, but they often do not see after-school programming as a priority. There are a number of barriers to collaboration with the schools. These include: 1) Teachers are not supportive of having youth and other staff in their classrooms after hours. 2) The growing emphasis on testing and academic performance is beginning to overwhelm school staff and is becoming the predominant priority for school faculty and administration. This makes schools less willing than ever to collaborate on after-school programs, which they tend to see as unrelated to academics. 3) Severe fiscal constraints in the schools have made it increasingly difficult to collaborate. Public school teachers hired to teach in these programs after hours must realize that students need different instructional strategies if these types of u201cextended dayu201d programs are to succeed. Students do not learn effectively if they must focus solely on rigorous academics for a full extended day. This makes collaboration with after-school programs even more important. There are three core staffing issues that impact the out-of-school-time field: 1) there is a general labor shortage; 2) programs hire most staff as part-time workers; and 3) there is high staff turnover. After-school program staff are primarily part-time paraprofessionals. This is even true for public schools where the school will employ a paraprofessional . The result is that part-time staff stay on the job only until they can find a full-time position with benefits, thereby contributing to high turnover. As stated several times, staff shortages and turnover are the major challenges that programs face. Staff turnover inhibits child/adult bonding. Good programs are all about good people and good relationships. Youth thrive when they feel safe and can develop relationships with caring adults. When staff leave, youth who have become attached to them go through a u201cgrievingu201d process. While part-time employees need the most training and support, they get the least. Since most part-time employees have more than one job, even if organizations offer staff development opportunities, these individuals do not have the time to participate. Staffing constraints also hinder collaboration. Successful collaborations require staff time for planning and coordination, which is difficult for all programs to find. However, it is especially hard for small programs that lack the administrative staff to become involved in collaborations. While programs can sometimes access school buses, for this arrangement to work consistently, school departments will need to make a serious commitment to providing transportation for out-of-school-time programs on a consistent basis. There are a number of children with special needs mainstreamed into the school day program, but these children are difficult to serve in after-school programs. Even ADHD children, the one group that because of medication is most easily mainstreamed into after school programs, present a challenge. Medication policies for these children are increasingly complicated, thereby making them more difficult to serve. Sadly, many of these children wind up at home alone after-school, where they must administer their own medication. Many funders are interested in supporting programs that focus on career preparation and academic support. While those types of activities are important, it is becoming disproportionately hard to find money to support programming that builds youth self-esteem and other issues related to youth social and emotional development. This is true even when it is widely accepted that youth need help in creating positive relationships with adults and their peer groups. It is difficult to find funding for program support such as transportation, direct service staff, youth outreach, or building organizational collaborations. It is also difficult to raise money to integrate special needs students into out-of-school-time programs; schools have little if any after-school activities for these students and there appears to be little funder interest in developing these services. Securing funds for activities that support the social and emotional development of youth is challenging because the service outcomes are difficult to measure. Funding for out-of-school-time programs is becoming increasingly narrow and prescriptive, especially the focus on academic support and/or remediation for youth in light of the new emphasis on testing and standards. This narrowing of funding priorities as counterproductive, especially for middle school programs that need to be very diverse, creative and multi-faceted to appeal to as many youth as possible. These recommendations are very practical and reaffirm the priorities that had been discussed: u2022tHire a full-time staff person to facilitate collaboration and coordination with other providers and the community at large; u2022tDevelop and/or expand programs to serve middle school youth; u2022tIncrease outreach to u201cunaffiliatedu201d older youth; u2022tCreate more homework labs as part of a comprehensive after-school program. Many parents do not have the education background to be able to help their children. In addition, because schools now pack a lot of learning into homework, even more well educated parents are finding that helping with homework can be very stressful; u2022tExpand the use of volunteers to staff programs and homework labs by providing support and training for them; u2022tSeek ways to increase collaboration and integration with the schools that can maximize the effective use of facilities and other resources; u2022tWork to increase parent involvement and family support services; u2022tProvide start-up funds to implement programs in small communities; u2022tDevelop services for youth with special needs; u2022tDevelop and implement more in- and out-of-school-time program collaborations. Source: https://ebookscheaper.com/2020/11/18/schools-should-collaborate-with-after-school-programs/

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Parental Practices Are Better Predictors Of Student Achievement

Forty years of research have shown that family involvement in education is one of the most powerful predictors of student success in school. Yet many high-poverty schools still have low levels of parent involvement and experience little success in their efforts to increase it. Students from high-poverty families are also less likely to spend time at home on learning-related activities that reinforce their schoolwork. Federal Support for Parent Involvement To address the less-than-optimal level of parent involvement, especially in high-poverty schools, federal legislation designed to support systemic and comprehensive reform efforts has included parent involvement strategies as a mechanism to increase the achievement of all students. Many states and districts have taken advantage of this support to build their parent involvement strategies. Title I schoolwide reforms include parent and community involvement as a key component of efforts to increase student achievement. The federal government's program requires the grantee to nurture meaningful parent and community involvement. The new regulations delineate guidelines for states, district, and schools in developing parent involvement initiatives. The legislation supports multiyear funding for school-family-community partnerships that allows flexibility and time for implementation and encourages the coherence of parent involvement programs across groups of children and helps foster parental involvement by authorizing grants nonprofit organizations to develop and implement parent centers that provide information, training, and support to parents. According to a recent survey, 85% of the states use funding to support their family involvement activities. Parent Involvement That Effects High Student Achievement Parent and community involvement has focused more on community inclusion than in developing partnerships with parents to aid in the child's learning. States have used their funds to sponsor meetings, conferences, and discussion groups to increase the community's understanding of education reform and standards-based reform. Since the 1990s, when parent involvement became the focus of efforts to increase the achievement of disadvantaged students, there has been a wide range of parent involvement initiatives advocated by schools, districts, states, and the federal government. These activities include participating in parent advisory roles, volunteering at school and in the classroom, providing learning activities to do with their child at home, attending parent training, and visiting resource centers. Recent research has shown that the parent involvement strategies that have the strongest direct relationship with student success are ones in which the parents participate in learning activities in the home with their child; have a supportive, nurturing, authoritative parenting style; and have high expectations and aspirations for them. Several studies have shown that these parental practices are better predictors of student achievement than parents' socioeconomic status. Using School-Parent Compacts to Foster Parent Involvement Research has also shown that the school can play an important role in supporting parent involvement and in developing shared goals between the teacher and parent for the student by means of family-school compacts. Ideally, the compacts are written agreements specifying the shared responsibilities of families and schools to undertake together with the common aim of attaining high student achievement to high standards. Responsibilities focus on student learning and school quality and often include expectations about attendance, instruction at home and at school, communication between teacher and parent, monitoring of student progress, and parent volunteering. For these compacts to work, there must be mutual trust and respect between parents and schools, an ongoing exchange of information, agreement on goals and strategies, and a sharing of rights and responsibilities. Title I legislation requires the use of school-parent compacts for learning. About 84% of Title I schools use school-parent compacts. A national survey found that schools with a high concentration of poverty and/or minority enrollments were much more likely to prepare compacts for all parents than were schools with lower concentrations of poverty. Of the schools that reported preparing voluntary written agreements for only some of their students, 53% prepared them for parents of Title I students and 79% prepared them for various other special-needs groups of students. Most schools using compacts report that these arrangements positively influence parent involvement and are related indirectly to higher student achievement. Research shows that parents in schools that implemented comprehensive parent involvement initiatives that included engaging parents in learning compacts, asking parents to sign homework completion sheets, encouraging parents to attend school and classroom open houses as well as parent-teacher conferences, and providing learning resources in the home, were more involved with their child's learning at home. Not all reports of the effects of parent compacts are positive. The compact may conflict with parents' support for their children in ways not defined by the compact. Therefore, it is important to ensure that the compact allows flexibility and responsiveness to a diversity of family cultures, values, and beliefs. Compliance with the compacts can be used as a way of attracting only the most involved parents to charter schools, which may in turn be related to socioeconomic status, race, and ethnic background. One study indicated that charter schools with high-poverty, low-achieving students were more likely to have contracts with "fail-to-comply" clauses, indicating that the student could be transferred if the parent does not fulfill the contract. In some schools, the compacts represent a limited view of family-school relationships in that they view the compacts more as a vehicle for obtaining parental compliance rather than encouraging inclusion and shared goals. The Implications of Compacts for Comprehensive School Reform Efforts Nearly every comprehensive school model includes parent involvement as one of its components; however, the implementation research on comprehensive school reform generally does not pay much attention to the role of parents in model adoption and implementation. Research suggests the following lessons regarding the use of parent compacts in comprehensive school reform efforts: - Using the school-parent compact along with a set of comprehensive parent involvement strategies is effective in fostering parenting practices associated with increased student achievement. - Compacts can serve as mechanisms to provide details about at-home learning activities for parents and can inform parents about how they can work with the school to meet the demands of a particular comprehensive reform effort. - School-family compacts should be developed as a collaborative effort between parents and schools to foster a true partnership between school and family. - Since active teacher involvement facilitates the effectiveness of the compacts, teachers need training to develop and implement these compacts effectively. - Compacts can operate as a fundamental mechanism to change power relationships between parents, teachers, and administrators, which is at the heart of school reform efforts. Challenges To Implementing Compacts Efforts focused on using family involvement as a mechanism to improve student learning must acknowledge and address several challenges: - Differences by race and class affect the development, implementation, and effects of compacts and other parent involvement initiatives. - Local politics can affect the success of parent involvement efforts so it is vital to have strong parent and community support when implementing parent compact efforts. - Parents and teachers are busy and it is often challenging to find time to engage in communication and collaborative efforts. It is important to integrate parent involvement mechanisms into the operation of the school and prioritize them. - Teachers, parents and principals sometimes lack the knowledge and support necessary to successfully implement compacts and other parent involvement strategies. The availability of information about how to use the compact correctly is helpful. Future Research Directions Much work needs to be done to increase our understanding of what mechanisms are most effective in fostering the type of parent-teacher collaboration that works to increase student achievement. Rigorous research that investigates the effect of the compacts on parent involvement and student achievement, especially in low-income populations, would contribute greatly to our knowledge about how the compacts work. The federal government, states, and districts might encourage schools to institute more formal mechanisms for both implementation and evaluation of the school-parent compacts. Pre-service teacher education might focus more on how to develop and implement successful compacts and other mechanisms for fostering parent involvement in the student's learning. Finally, more research is needed on the features that make compacts effective, such as sequential activities linked to school lessons and activities that are slightly too complex for the child to accomplish without assistance from an adult, giving parents the opportunity to support and listen to the child. Studies of the effectiveness of the school-parent compacts for learning and their implementation would go a long way in helping us understand how the compacts operate as well as providing guidelines for teachers and parents who would like to work together to improve student achievement. Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports. Source: https://ebookschoice.com/parental-practices-are-better-predictors-of-student-achievement/

55 views • 4 slides

All Students Have The Opportunity To Learn And To Achieve High Standards

Title I of the Elementary and Secondary Education Act has provided federal assistance to schools to meet the educational needs of disadvantaged students. The Congress substantially overhauled the program by shifting from a focus on remediation to high standards and accountability for higher achievement. For the first time, the law spelled out requirements for full inclusion of students with limited English proficiency in Title I programs, assessments, and accountability systems. California is an especially important state with respect to Title I reforms because it receives substantially more Title I funding than any other state. Twenty-two percent of Californiau2019s children fall below the federal poverty line, and the achievement of its studentsu2014 especially its pooru2014African American, and Latino students, has lagged behind the rest of the country. California is one of the most critical states in the nation for the standards-based reform movement but it has had an inconsistent record of addressing the needs of its students. However, California districts have seen an influx of new funding in the last several years. The state plans to hike general fund spending on education. Only 19% of Californiau2019s fourth-grade students were at or above proficient on NAEP (National Assessment of Educational Progress) in reading, and among poor and minority students only 8% of Black, 7% of Hispanic, and 6% of free/reduced price lunch-eligible students were at or above proficient. One third of its ninth graders failed to graduate from high school four years later. The numbers for Black and Latino students are higher; 44% of Black and 45% of Hispanic ninth graders failed to graduate on time, or at all. At the fifth grade level, only 8% of English language learners were above the national average in reading. In math, 51% of all English-fluent eighth graders met or surpassed the national average compared with 15% of ELLs (English Language Learners). Studies have found that third-grade students enrolled in reduced-size classes performed slightly better than those who were not and that the gains were found across all socioeconomic levels. There has been some criticism of the program, however, because the program prompted the rapid hiring additional teachers in California, many with little or no experience. Proponents of English-only instruction attribute ELL students gains in some school districts to the legislation while proponents of bilingual education maintain that the gains are due more to reduced class sizes and greater accountability. School districts and individual schools are required by federal law to provide evaluation and accountability data that indicate specially funded students are learning the districtu2019s core curriculum. State laws and regulations also require that a district have results of an annual evaluation which demonstrates that each of its participating schools is implementing consolidated programs which are effective under criteria established by the local governing board. The state indicates that the standards adopted for ELLs and former ELLs and immigrant students in the core subjects should be the same standards as those required for mainstream students. ELLS are expected to receive English language development until they are redesignated as fluent in English. In addition, all students will continue to take the Stanford test in science appropriate to grade level enrollment. Each pupil is required to take the high school exit exam in grade 10 and may take the examination during each subsequent administration, until each section has been passed. In addition to taking the designated test in English, ELLs who are enrolled in California public schools less than 12 months must also take a test in their primary language if one is available. The CDE (California Department of Education) guidance further suggests that, whenever possible, assessments of subject matter areas such as mathematics, science, social science, health, and other courses required for grade-level promotion should be administered to ELLs in the language in which they are best able to demonstrate their knowledge of the subject matter. For their local accountability system, districts are encouraged to use multiple measures in reading/ language arts and in mathematics for all students. The U.S. Department of Education has informed the CDE that the stateu2019s assessment program may not be in compliance with Title I requirements for final assessments. Key requirements in the federal law that must be met by California education officials include uniform statewide policies to ensure full inclusion of all students in assessments, disaggregation of assessment results by major racial and ethnic groups as well as migrant status, and compliance with Title Iu2019s requirement for the use of multiple measures. Growth targets are set for each significant ethnic subgroup and the school as a whole. Schools that meet or exceed growth targets will be eligible for monetary and nonmonetary awards. Schools that continue to fall below their targets or do not show significant growth may be subject to local interventions or eventually to state sanctions. The CDE reports it is working to align state and federal requirements into a single state accountability system. Title I schools will be identified for program improvement when they have failed to make adequate yearly progress for two consecutive years. Notwithstanding recent progress, California still has a long way to go before it is in full compliance with federal requirements. The state has yet to: - demonstrate that the statewide test is aligned with state content and performance standards. This is important because California has chosen to use a nationally norm-referenced multiple-choice test as the centerpiece of its new school accountability program. - develop valid and reliable multiple measures of student performance. The current statewide standards for determining adequate yearly progress are based solely on the schoolsu2019 scores and do not yet incorporate multiple measures of student performance required by Title I. - provide for appropriate inclusion of ELLs in the assessment and accountability program. At present, ELLs are assessed largely in English even though state law requires students to be tested in the language in which they are most likely to yield accurate and reliable information on their skills and knowledge. - provide the resources, capacity building, and other assistance to schools and districts to ensure that all students have the opportunity to learn and to achieve high standards. In particular, class size reduction reforms have left many children in high poverty schools without fully qualified teachers or adequate classroom space. There is reason to doubt whether the corrections and improvements needed to come into compliance with federal law can be made in time to satisfy statutory deadlines. Both state and federal education officials are challenged to devise a compliance and implementation plan for California that will make good on the promise that all students reap the benefits of standards-based reform. Megan Wilson is a teacher, life strategist, successful entrepreneur, inspirational keynote speaker and founder of https://Ebookscheaper.com. Megan champions a radical rethink of our school systems; she calls on educators to teach both intuition and logic to cultivate creativity and create bold thinkers. Source: https://ebookscheaper.com/2020/12/09/all-students-have-the-opportunity-to-learn-and-to-achieve-high-standards/

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About us - Unique School of Science, Schools In Nadiad

Best of Unique School of Science, Schools In Nadiad, Vacancies in school. Facilities in School, Gujarati medium, English medium Gujarati are in unique school nadiad. Guajarati medium, Guajarati English medium school, unique school nadiad, schools in nadiad, unique school of science nadiad, Unique School of Science , schools in nadiad, best school in nadiad, school nadiad, unique school nadiad, vacancies in school, nadiad school list, English medium School, Gujarati Medium school, cbse school in nadiad, school nadiad, schools, high school, the school, at school, high school high, top 10 school in nadiad, international school in nadiad, list of school in nadiad, List of best schools in Nadiad, All schools in Nadiad. https://uniqueschoolnadiad.com/about-us/

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PDF Read & Think French, Premium Third Edition (NTC FOREIGN LANGUAGE) | Download file

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PDF Old School Photography: 100 Things You Must Know to Take Fantastic Film Photos | Online

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Overcoming Productivity Barriers with PC Monitoring Software

The desire to accomplish more tasks in less time is persistent, and almost every one of us frequently gets stuck battling different obstacles that decrease our work productivity and advancement. Some challenges frustrate us and make it complex to fulfil our goals. The challenges may include poor time management and distractions, lack of focus, and ineffective workflows. Fortunately, with the help of technological advancement & development, time-tracking software is booming. It is a solid tool to fight obstacles and helps employees reach their full potential. Productivity barriers can manifest as time wasted on unproductive sites, inefficient work habits, or unaccounted working hours. Free PC monitoring software is one of the most potent tools to overcome these hurdles. This blog explores how these remote management tools can help break down productivity barriers. 1. Work Efficiency Challenge: A World of Distractions Being productive and constantly focused in this hyperconnected digital society is highly complex. The employees can easily get distracted from the priority tasks by constant diversions of notifications, emails, and social media updates. So, it is challenging to maintain an appropriate balance between personal and professional life. The increment of remote work and flexible work hours have merged and created a mess in everyoneu2019s life. Inappropriate task management and jumbled priorities may lead to a waste of time and missed deadlines. To resolve the issue, firstly, you need to acknowledge them. Get the best software application that helps in resolving the problems. 2. Recognizing Time Sinks: Giving a Light on Inefficiencies Identifying time sinks of jobs or activities can give improper amounts of time without getting equal results. This is one of the significant advantages of remote management tools. Make sure to involve in the essential tasks that can afford a little effort to improve the overall objectives. Consider enhancing workflow progress and reallocating the time to worthy activities by recognizing the inefficiencies. 3. Fix Realistic Goals: The Potentiality of Data-Driven Decisions Fixing some essential objectives and their deadlines is more accessible with remote pc monitoring software. Reviewing past performance, you can set realistic goals, make corrections and make informed decisions. It helps your employees to overcome the barriers while they donu2019t burn out or stressed out but will stay dedicated and motivated towards reaching the goals. The next step of effectiveness and efficiency is unlocked as you can make data-driven decisions. 4. Focus on Priorities With remote pc monitoring software, you can prioritize the work effectively. You can also get to know how the employees spend their time. You need to gain a complete grasp of the essential tasks to reach the objectives so that you can concentrate on the tasks that improve time and productivity management. Make sure to choose the software that helps enhance your employeesu2019 productivity. 5. Improved Usage of Time Tracking Software: Improving Productivity Potential The increment of remote work has led companies to search for increased efficiency. The search for increased efficiency has led to the cutting-edge development of remote pc monitoring software. The users of innovative remote management tools can track the time and activities of how they spend the whole day. You can get helpful information regarding their behaviours and daily routines through this. Employees can start their journey of remote work with self-improvement and self-discovery, and later on, teams can use the free pc monitoring software that leads your organization to success. Wrapping up In overcoming productivity barriers, free PC Monitoring Software is not just a tool for scrutiny but an instrument for improvement. When utilized with transparency, respect, and a genuine desire to enhance processes, it can be a game-changer and vital role player for any organization. It offers an unparalleled insight into where time and resources are spent, and with that knowledge, effective strategies can be developed to ensure every minute counts. Utilizing the best remote management tool and proactive behaviour is essential to overcome productivity barriers. You can better opt for the Time Champ software that enables your organization to reach its goals and overcome obstacles. If you doubt how the software works for your organization, you can book a demo to understand the softwareu2019s features and then make informed decisions with your team.

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