Assessing Culturally and Linguistically Diverse Students: A by Robert L. Rhodes Phd, Salvador Hector Ochoa PhD, Samuel O.

By Robert L. Rhodes Phd, Salvador Hector Ochoa PhD, Samuel O. Ortiz PhD

This is the 1st publication to give a pragmatic, problem-solving strategy and hands-on instruments and strategies for assessing English-language rookies and culturally various scholars in K-12 settings. It meets an important desire between practitioners and detailed educators operating in present day faculties. supplied are research-based, step by step tactics for undertaking potent interviews with scholars, mom and dad, and lecturers; making the easiest use of interpreters; addressing designated concerns within the prereferral technique; and engaging in exact, impartial exams of educational fulfillment, highbrow functioning, language talent, and acculturation. one of the book's distinct gains are reproducible worksheets, questionnaires, and checklists--including a number of in either English and Spanish--in a ready-to-use, large-size structure.

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By Robert L. Rhodes Phd, Salvador Hector Ochoa PhD, Samuel O. Ortiz PhD

This is the 1st publication to give a pragmatic, problem-solving strategy and hands-on instruments and strategies for assessing English-language rookies and culturally various scholars in K-12 settings. It meets an important desire between practitioners and detailed educators operating in present day faculties. supplied are research-based, step by step tactics for undertaking potent interviews with scholars, mom and dad, and lecturers; making the easiest use of interpreters; addressing designated concerns within the prereferral technique; and engaging in exact, impartial exams of educational fulfillment, highbrow functioning, language talent, and acculturation. one of the book's distinct gains are reproducible worksheets, questionnaires, and checklists--including a number of in either English and Spanish--in a ready-to-use, large-size structure.

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A dash (—) indicates that data were either missing or not available from the state. From Kindler (2002, Table 3). Reprinted with permission from the National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs. 4. 80% Ranking in terms of % growth from 1990– 1991 to 2000–2001 3 32 25 7 31 12 44 34 35 14 9 40 8 27 20 21 11 10 50 36 28 47 42 13 48 19 51 1 5 17 46 43 38 2 45 26 18 4 39 33 16 37 6 30 24 22 41 23 15 29 49 Note. Data from National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (2000a).

S. public schools who taught LEP students during the 1999–2000 academic year. 5 reports the results of their study on national and state levels. 2% of public school teachers taught LEP students during the 1999–2000 academic year. Over half of the teachers in 12 states had instructed LEP students. 7%). SUMMARY This chapter has highlighted four critical factors that school-based practitioners should recognize and understand in relation to the LEP student population in the United States: First, it is important for school-based practitioners to understand how students are identified as LEP in their respective states in order to review, evaluate, and incorporate this information into their reporting and decision-making processes.

In this example, the risk index for Hispanics is larger than it is for whites. When the risk index for a particular ethnic group is greater than it is for whites, this ethnic group will have a greater probability of being identified as MR. If, however, the risk index for a particular ethnic group is less than it is for whites, it means that this ethnic group has a lesser probability of being identified. Composition Index “The composition index is calculated by dividing the number of students of a given racial or ethnic group enrolled in a particular category by the total number of students .

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