Literacy. 1. Literacy classes are classes designed to provide Targeted (Tier II) and Intensive (Tier III) instruction.
Literacy. Effective the 2007-2008 school year for Grades 9 and 10, the following language shall apply to Tier II and Tier III Literacy instruction.
Literacy. The ARP XXXXX funds require that an LEA engage in meaningful consultation with stakeholders in the development of this plan. The LEA will assure that the public has been provided the opportunity to provide input to the XXX XXX XXXXX plan, that the LEA has taken the public input into account, and that the local school board has adopted the LEA’s plan for the use of ARP XXXXX funds in an open and public meeting. Draft for Public Comment 05/17/2021 1 Federal Allowable Use Cases Generally, in determining whether an activity is an allowable use of funds, a State or LEA must determine: Is the use of funds intended to prevent, prepare for, or respond to the COVID‐19 pandemic, including its impact on the social, emotional, mental health, and academic needs of students? Does the use of funds fall under one of the authorized uses of XXXXX or XXXX funds? Is the use of funds permissible under the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (Uniform Guidance, 2 CFR Part 200)? In particular, is it necessary and reasonable for the performance of the ARP XXXXX award? The use cases as described in the federal American Rescue Plan legislation is detailed below. In addition, LEAs may consider the following companion guidance that was created by the Xxxx Institute to support states and LEAs. Uses of Funds. —A local educational agency that receives funds from ARP XXXXX:
Literacy. Improve student literacy skills (K-12) with a focus on reading achievement.
Literacy. In order to improve educational results for students with disabilities, participating LEAs within the Shasta County SELPA assure that all students who require special education will participate in the California Reading Initiative, just as all other students. In order to facilitate that effort, each district assures that special education instructional personnel will participate in and have full access to the following: • District and county staff development in literacy and learning research that aligns with state adopted standards and frameworks; and • District and county staff development in research based instructional strategies for teaching reading to a wide range of diverse learners. Our goal is: • To increase the participation of students with disabilities in statewide assessments with and without accommodations or modifications as monitored by the IEP process; and • To increase the percentage of children with disabilities who are literate; and • To assure that students with disabilities attain higher standards in reading. In order to reach these goals, each LEA assures that students with disabilities will have full access to: • All required core curriculum, including state-adopted textbooks and supplementary textbooks; and • District, county or state adopted texts and state adopted instructional materials and any necessary supports to obtain higher standards in reading.
Literacy. ▪ I will attend monthly academic parent workshops that will help support my student(s). ▪ I will use the monthly reading log to monitor my child’s reading goals, for 20 minutes nightly. ▪ I will visit the Parent Resource Center to check out educational games and materials that can be used to help the child at home with Literacy and Math. Math ▪ I will review the “Family Word Problem of the Month” in the monthly school newsletter and assist with solving. ▪ I will utilize the educational websites to assist my child with Literacy and Math. {I- Read and I-Ready}. ▪ Recognize high frequency sight words. Reading for fluency on grade level, comprehension, and answer questions about key details within the text. ▪ Build fluency, understanding and strategies with problem solving skills, completing real word problems using addition, subtraction, multiplication, and division. Student Responsibilities ▪ I will work with my parent(s) using the tools and resources they learned of in the parent workshop(s). ▪ I will read nightly with my family and use the reading log provided by my teacher. ▪ I will use the Literacy and Math educational games and materials that my family check- out of the Parent Resource Center. ▪ I will complete the “Family Word Problem of the Month” with my family’s assistance
Literacy. English – 85% of students achieving a C or better in Semester 2 or students are on an Individual Curriculum Plan (ICP) • 90% of students’ relative gain in Years 3 to 5, 5 to 7 and 7 to 9 in Writing reach or exceed national expectation targets, or students are on an ICP • 100% of teachers work with our curriculum and literacy teams to develop a well- structured tier based planning format • Increase the percentage of Prep students able to read and comprehend short, predictable texts and to compose and record short, meaningful sentences from 70% to 90%
Literacy. Historically, literacy has been narrowly defined as reading and writing, and both skills have been conceptualized as neutral and decontextualized (Xxxxxxxxx & Xxxxxxxxx, 2010; Xxxx & Xxxxxxxxx, 2011). Although there is still little agreement on a definition of literacy, this paper uses Street‘s (1984) ideological model of literacy which stresses the myriad literacies that develop within a particular social, political, and cultural context. Writing task. ―Writing task‖ broadly refers to the process of, purpose for, and product of writing connected to one school writing assignment. It is interchangeable with ―writing assignment,‖ which also includes the process, purpose, and product of writing.
Literacy. 1. Employees will only be required to complete district provided data recording sheets with literacy assessment results.
Literacy. Literacy as a Barrier. Literacy was mentioned as a patient barrier by respondents from Sites B, C, E, and I. All four of these sites mentioned that many patients within their health systems were low-literacy and were in need of comprehensive, accurate information sources written at a low, understandable reading level. A respondent from Site I commented on the challenge of accessing such resources: It’s a big challenge…with any handouts and materials we give out on any topic. They need to be at an appropriate level of literacy and health literacy, and this is certainly not limited to any one area of health education or any one source for materials. But so often they’re written in a way that I think people aren’t going to read…They’re not at a fifth grade reading level. (Site I) Site B noted that many medical information brochures and instruction guides use complicated medical terms and jargon, and this acts as a barrier to understanding for patients.
