15 Comprehensive School Reform for ELLs (Education Alliance, Brown University, 2003) Schools must understand basic characteristics of ELLs (replace myths) Schools must understand basic characteristics of ELLs (replace myths) Long term support for content and language development Long term support for content and language development Grade level standards but varied and comprehensible materials and approaches (scaffolding) Grade level standards but varied and comprehensible materials and approaches (scaffolding)
{"Image DocumentName": "Title III Requirements of the No Child Left Behind Act", "Image ImageDescription": "Title III: English Language Proficiency standards linked to state academic content standards. Titles I & III: All K-12 English language learners must be assessed annually in the domains of listening, speaking, reading, and writing (with a derived comprehension score). Each state must set \u2018Annual Measurable Achievement Objectives\u2019 AMAO\u2019s: Annual increases in the # or % of S\u2019s making progress in learning English. Annual increases in the # of % of students attaining proficiency according to an assessment of ELP. Making adequate yearly progress on academic assessments.", "Image XResolution": "37", "Image YResolution": "37", "Image ResolutionUnit": "Pixels/Centimeter", "Image Software": "SlidePlayer", "Image YCbCrPositioning": "Centered"}