Raising the Bar

Autor/inn/en	Wells, Bryan D.; Gambero, Lori; Allen, Michael; Juarez, Alejandro
Titel	Raising the Bar
Quelle	In: Principal Leadership, 12 (2012) 6, S.36-39 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	Intervention; Poverty; Second Language Learning; Exit Examinations; English (Second Language); Hispanic American Students; Spanish Speaking; English Language Learners; Non English Speaking; Student Needs; State Standards; Alignment (Education); Secondary School Teachers; Faculty Development; Technology Uses in Education; Partnerships in Education; Teamwork; California + Suchen Sie Ihr Suchwort? Armut; Zweitsprachenerwerb; Final examination; Abschlussprüfung; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulpartnerschaft; Kalifornien
Abstract	The Fresno (California) Unified School District has one of the highest poverty levels in the nation. The district is made up of approximately 84% Hispanic students, and 70% of their parents speak only Spanish in the home. Many students have difficulty passing the California High School Exit Examination (CAHSEE), which is required to receive a diploma. Students first take this test in 10th grade. If they do not pass, they have two chances in 11th grade and up to five chances in their final year. The purpose of the test is to ensure that students graduate with grade-level skills in reading, writing, and math. The teachers, administrators, and staff members at Roosevelt High School work hard to meet the students' needs, especially the needs of the 1,800 Hispanic students and the many English language learners (ELLs) whom they educate. They implemented several intervention programs in both English and math and worked with teachers to align instructional calendars and update lesson plans to include common standards for each grade. They reviewed interventions and collectively made decisions on what would work best for each classroom. This article discusses how teachers' professional practices ensure that English language learners in the California school pass the state test and graduate. (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10