The Multicultural Education and Training Advocacy (META Consent Decree) was a settlement agreement in 1990 that addressed children’s rights to equal education (The META Consent Decree).
While it does not create any new rights, the Consent Decree will balance some inadequate attention and instruction given to English Language Learners (ELL).
The META Consent Decree not only demands that instructional leaders provide equal access for all educational programs, but delivers the backbone of the quality of comprehensible instruction that ELL and all students deserve (FDOE, Bureau of Student Achievement through Language Acquisition Consent Decree).
The Consent decree established six major standards for the principal to ensure “all students will have equal access to comprehensible instruction by appropriately certified personnel with such instruction validated by defensible assessment practices.” (The META Consent Decree)
The first standard is identification and assessment where all ELL students are strictly identified and properly assessed in order to be placed into an appropriate program for their development. This initial step is almost solely the responsibility of the instructional leader, ensuring that the proper diagnostic measures are in place. The ELL student continues to get formal assessments to ensure program quality as well as to evaluate the program and instruction in the classroom. The next standard is equal access to appropriate programming where the student is offered the opportunity to be in a State or District sanctioned program that promotes the development of skills in speaking, listening, reading and writing of English sufficient to enable the student to be English proficient. In addition, it is up to the principal to involve the parents and those influencing the student at home to guarantee that the student has the support network to further these skills outside of the classroom. The third standard is equal access to appropriate categorical and other programs for ELL students. These programs are compensatory, exceptional, early childhood, vocational, and adult education as well as to drop-out prevention and other supportive services. The next standard is personnel and governs the requirements and highly qualified status of the ESOL endorsement that is required for all personnel that teach the ELL students.
The Term Paper on EFC Student Exchange Program
STUDENT EXCHANGE PROGRAM AFS STUDENT EXCHANGE AFS STUDENT EXCHANGE PROGRAM (application form) AFS Intercultural Programs, Student exchange program Preliminary Application Form Borang Permohonan Recent Photo Gambar Terbaru All forms must be HANDWRITTEN clearly in black or blue ink pen and every question must be answered. Setiap borang hendaklah ditulis dengan jelas sama ada dalam dakwat hitam atau ...
The instructional leader is responsible for monitoring the successful completion of these high qualifications, as well as providing appropriate opportunity fo professional development to aid staff in the success instruction of ELL students. The fifth standard is monitoring issues which involves the requirements of the school, district, and state to ensure the proper compliance with this decree. The final standard deals with the standards one must master in a reasonable period and the outcome when one is successful with the English language. Again, the principal is the chief person responsible in making sure that the proper assessment instruments are in place to identify successful completion of the ESOL program. (The META Consent Decree)
As instructional leader, it is the principal’s responsibility to provide the ELL students with all the tools an opportunity to be successful through the program. To achieve this success the principal needs to provide the staff with the opportunity to receive appropriate training in instructional strategies to support the ELL students. Examples of research-based instructional strategies that would provide this support are the use of advanced graphic organizers and cloze vocabulary techniques to draw connections. The use of these organizers in conjunction with proper training in the use of background recognition and simulations will promote the success of these ELL students. Finally, the proper use of cooperative learning will provide the framework for the ELL student to learn from other ELL and non-ELL students to accelerate their learning.
The Research paper on Student Created Aggression Replacement Education Program
The first article I chose is called “Case Study in Threats of Workplace Violence From a Non-Supervisory Basis. The case study explores ethical and legal issues concerning employees who bring weapons to work and the psychological effect of that on other employees (Taylor & Zeng). Another thing that is examined in this case study is peer bullying and threats of workplace violence. The ...
Reference:
Florida Department of Education (FDOE).
Bureau of Student Achievement through Language Acquisition Consent Decree. Retrieved May 27, 2009, from: http://fldoe.org/aala/cdpage2.asp
Florida Department of Education (FDOE).
Bureau of Student Achievement through Language Acquisition Consent Decree. Retrieved May 28th, 2009, from: http://www.fldoe.org/aala/lulac.asp
Lee County School Board. The Meta Consent Decree. Retrieved May 27, 2009, from: http;//curriculum.leeschools.net/Programs/Endorsements/ESOL/meta%20consent%20decree.htm
Meta Consent Decree Standards and Procedures Diagnostic tools appropriate for assessing student learning needs Appropriate instructional strategies to improve student performance
Identification and Assessment Valid oral, reading, and written tests (i.e. ORAL IPT) Advance Organizers (graphic, frayer, etc.)
Cloze
Equal Access to Appropriate programming Progress monitor checks (formative assessment)
Oral/written quizzes Background Recognition
STaR Program
Equal Access to Appropriate Categorical and Other Programs for ELL Students ESE, gifted, compensatory tests Background Recognition
Collaborative Teaching
Simulations
Personnel ESOL Endorsement and documentation strictly enforced Monthly ESOL Professional Development
Monitoring Issues Documentation and Observation of ESOL Strategies. Cooperative Learning
Repeated Readings
Outcome Measures Norm-referenced Testing Inquiry
