Programmatic Guidelines for Non- and Limited-English Proficient Students.

Institution	Maryland State Dept. of Education, Baltimore.
Titel	Programmatic Guidelines for Non- and Limited-English Proficient Students.
Quelle	(1990), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Agency Role; Check Lists; Curriculum Design; Educational Facilities; Educational Philosophy; Educational Policy; Elementary Secondary Education; English (Second Language); Federal Legislation; Gifted; Identification; Instructional Materials; Limited English Speaking; Non English Speaking; Parent Participation; Policy Formation; Program Development; Program Evaluation; School Community Relationship; Special Education; State Departments of Education; State Standards; Statewide Planning; Student Characteristics; Student Personnel Services; Student Placement; Student Rights; Vocational Education; Maryland + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Checkliste; Lehrplangestaltung; Bildungsstätte; Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Bundesrecht; Begabter, Hoch Begabter; Identifikation; Identifizierung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Elternmitwirkung; Politische Betätigung; Programmplanung; Programme evaluation; Programmevaluation; Special needs education; Sonderpädagogik; Sonderschulwesen; Kultusministerium; Planwirtschaft; Schülerpraktikum; Ausbildung; Berufsbildung
Abstract	The Maryland program guidelines for non-English-proficient (NEP) and limited-English-proficient (LEP) elementary and secondary school students are designed to help administrators and teachers plan instructional programs that will ensure appropriate educational experiences for these populations. The guide begins with an overview of the characteristics of NEP and LEP students in the state. The second section outlines program philosophy and goals, policy and procedures for student identification and placement, personnel roles, broad guidelines for selection of instructional materials, facilities requirements, considerations in program organization, aspects of successful parent and community involvement, and program evaluation needs. The third section describes recommended local support services, including available community resources, gifted and talented programs, guidance and counseling and health and psychological services, and special education and vocational education programs. The role and responsibilities of the Maryland State Department of Education (MSDE) are briefly noted in the fourth section. The final section enumerates the rights of NEP and LEP students under federal law. Appended materials include an annotated list of resource organizations, a checklist for instructional program assessment, a membership list for the state task force on NEP/LEP concerns, and a statement of the governing principles of MSDE programs for NEP and LEP students. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC