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Phillip M. Carter: It's time for Miami to embrace bilingualism - FIU News

Phillip M. Carter: It's time for Miami to embrace bilingualism - FIU News | IEP translations | Scoop.it
The following op-ed was written in Spanish and published in the print edition of Diario las Americas on Wed., April 15. Phillip M. Carter is a professor of
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7 Ways to Deal With Digital Distractions in Class | Edudemic

7 Ways to Deal With Digital Distractions in Class | Edudemic | IEP translations | Scoop.it
Some call today’s students “digital natives.” Others call them the “distracted generation.” Whichever you prefer, it’s clear they’re both more than labels.

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Nik Peachey's curator insight, November 27, 2014 4:49 AM

Some useful tips.

Carlos Rodrigues Cadre's curator insight, November 28, 2014 9:51 AM

adicionar a sua visão ...

Linda Kaiser, PhD's curator insight, December 1, 2014 5:02 PM

Excellent article that gives educators some additional ways to incorporate digital devices into the curriculum.  The author also explains ways to get around using these devices as well.  You have probably heard of learning styles. Did you know there was such a thing as a "distraction style?"

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Language Magazine » Closing English Language Learner Gaps Early

Language Magazine » Closing English Language Learner Gaps Early | IEP translations | Scoop.it
Benjamin Heuston and Haya Shamir of the Waterford Institute examine how adaptive learning software makes the curriculum effective for English language learners worldwide
Literacy is the keystone to success, first in school and then in life; a common saying is that first we learn to read, but then we read to learn. Children who learn to read early and often seem to have the world at their fingertips, while those who struggle with reading quickly find themselves falling further and further behind across all academic subjects.

This makes the early years disproportionately important for a child’s academic career. Children who taste early success continue to build momentum, while those who stumble out of the gate often find they are unable to catch up.

The latter, bleak situation is far too frequently the case for students in the U.S. school system learning English as a second language. But the key to closing the literacy gap in the U.S. for English language learners (ELLs), and for improving literacy for students learning English as a foreign language globally, might come in the form of an increasingly common device in schools: computers.

Closing Gaps
The widening divergence between children is difficult to address, in part because it requires schools to find ways to differentiate the educational experience for each child. Individualized instruction — long considered the holy grail of instruction — has been perhaps the most talked about yet least realized of all solutions when it comes to closing learner gaps.

In order to better understand why these gaps are so difficult to close, it is important to understand the magnitude of the problem. In her seminal book Beginning to Read, Dr. Marilyn Adams reported that children who go on to become successful readers arrive in first grade with roughly 3,000 hours of preliteracy instruction. Inner-city and rural-poor children, by contrast, have only had between 20 and 200 hours of instruction by that point in their young lives. The massive difference in preparation is startling.

One of the brightest areas of hope for overcoming such gaps is the rise of adaptive learning software. The hallmark of adaptive learning software is its ability to adjust each child’s educational experience, allowing students to move at their own pace. Advanced learners move faster and with more rigorous activities, and struggling students get more structure, detail, and repetition at an appropriate rate. This approach gives teachers the tools they need to provide individualized instruction in their classrooms, while also giving them valuable insights into student performance. When used to fidelity, adaptive learning software can make the most valuable classroom tool — the teacher — more effective.

The promise of this approach with young learners is well documented across a variety of domains, but it is particularly hopeful for children whose needs are not often adequately met in standard classroom instruction. ELL students are emblematic of both the problem and the promise.

Going back to the reading gap mentioned earlier, it is self-evident that if preliteracy instruction in the home is provided in a different language than is used in school, it can be even more challenging for children to catch up. This is partly due to their not having the preliteracy training in the school language, but it is exacerbated by the fact that teacher instruction will most often be in an unfamiliar language progressing at a rate for which they are not prepared. In addition, ELL students are far more prone to stumble when it comes to nuance or situations where the instruction requires them to fall back on vocabulary which they may not understand.

It is in these extremely difficult circumstances that adaptive learning software can truly shine in the hands of teachers. By ensuring that each child is properly situated in the curriculum, appropriately constructed adaptive learning software maximizes the instructional opportunity for each child. In addition, teachers can leverage the software to offer appropriate levels of remediation and support so that children can be successful. As a result, ELL students begin to experience success and work toward closing the achievement gap.

Adaptive Learning in Action
So is this more than just a good idea? Are there any real-world examples of teachers using adaptive learning software successfully in ELL settings? Absolutely there are. In fact, there are more than two decades of research demonstrating that high-quality adaptive learning software can help ELL students make significant and meaningful improvements in literacy.

Many studies have found positive results from adaptive computer-assisted instruction (CAI) programs, especially in early-education classrooms. In fact, research examining adaptive CAI programs found greater reading and math gains for ELL students in kindergarten compared to peers not using adaptive CAI programs. Impressively, a pair of longitudinal studies conducted by the Center for Best Practices in Early Childhood found that such programs are successful in preliteracy teaching for ELL students and that those skills are maintained for at least three years.

The Waterford Institute has developed learning programs in English literacy, math, and science based on this adaptive approach. Waterford Reading — a software program designed to develop early English-literacy skills in young learners — has been deployed in thousands of locations in the U.S. and around the globe, illustrating the potential benefits this technology can deliver. The program provides each student with a customized learning path that is unique to his or her needs by assessing the student’s initial skill level and then constantly monitoring the student’s learning progress in multiple instructional strands, such as phonological awareness, phonics, comprehension and vocabulary, reading fluency, and language concepts. Built-in reviews and remedial activities ultimately ensure that the student has mastered the skills he or she will need to be a successful learner going forward.

More than two decades of research indicate that the immersion approach is highly effective in developing literacy in foreign-language learning, including when learning English. Language immersion for children learning a second language is effective, in part, because it mirrors how one acquires a first language. Stephen Krashen, PhD, theorizes that children develop the majority of their first languages through language acquisition — this is the notion that children are not consciously aware they are learning a language, only that they are using language to communicate. Children are born already primed to learn language, and immersion exercises a child’s innate abilities to acquire additional language skills, not as replacement for but in addition to the native language.

Waterford’s adaptive English-literacy program works to make a full-immersion approach more likely to succeed by constantly assessing a student’s mastery of the learning objectives and providing more support where mastery is not being achieved, rather than simply moving the student along to the next objective.

The theory of language immersion is old enough to have adequate research to support it, but also new enough to warrant exploring different ways to implement its approach.

Firsthand Experiences
Waterford’s in-home version of its adaptive reading program, UPSTART, takes advantage of the huge potential the home has for influencing children academically. From birth to high school graduation, a child spends on average a mere 13% of his or her waking time in school. This leaves the home as an enormously untapped resource, especially since according to a 2013 census, 83.8% of U.S. households reported computer ownership, with 78.5% of all households having a desktop or laptop computer and 63.6% having a handheld computer (i.e., tablet).

Multiple studies from schools across the U.S. have sung the praises of adaptive programs and their impact on ELL students. A study conducted in New York found that Hispanic ELL students, who typically were not ready for English immersion until late spring, had a 60% gain in literacy using such programs. This new finding allowed English-exclusive teaching to take place much earlier in the year and to have a greater overall impact. Additionally, the number of Chinese and Hispanic ELL students retaining their ESL status in first grade was drastically reduced in a single year. That same year, in Utah, Navajo children on the Mexican Hat Reservation experienced an 80% gain in English literacy, based on pre- and post-standardized testing.

In a study in Arizona, kindergartners whose primary at-home language was Spanish had a higher increase in scores when they used adaptive programs than native English speakers who did not. These programs have proven highly effective with students whose primary at-home languages are neither English nor Spanish, including refugee children with no prior school experience.

Teaching English as a Foreign Language
To take this one step further, research literature notes that ELL classrooms have a thornier cousin, namely English as a foreign language (EFL) classrooms. The difference between the two has to do more with context and less with what’s happening in the classroom — students in EFL classrooms live in English-poor environments, often in countries where English is not regularly spoken. This places a much heavier burden on the shoulders of the teacher and the curriculum in an EFL classroom; EFL students have no environmental support to aid them in the acquisition of English. It all needs to happen in the classroom.

Because of this, EFL classrooms are widely viewed as some of the most challenging environments in which to learn English. Solutions that are effective in ELL classrooms might not be robust enough to make an impact in an EFL classroom. This being the case, it is heartening to note that adaptive learning has demonstrated promise in EFL classrooms as well.

In Israel, two separate studies found adaptive literacy programs to significantly accelerate English learning for kindergarten, first-, and second-grade students. Both studies took place in a network of schools serving students across a variety of culturally, economically, and linguistically diverse communities in Israel. The students included native speakers of English, Hebrew, and other languages; children who were learning English as their third or even fourth language; and children who lacked basic learning skills. A hurdle for English language learners in the schools being studied was that English exposure was inconsistent, and sometimes nonexistent, outside of the classroom.

A Bright Future
Based on these and numerous other studies, it is clear that well-crafted adaptive learning software has a significant role to play in improving the lives of our youngest learners. Thankfully, this solution is not circumscribed by the native language of the learner or even the context of the classroom. Our future depends on the success of today’s youngest learners. With the advent of adaptive learning and the promise of its continuing evolution and improvement, the future looks a little bit brighter.

Benjamin Heuston, PhD, is president and COO of the Waterford Institute. He is an active speaker, including recent or upcoming presentations at ASU+GSV Summit, TEDx and the Early Education and Technology for Children Conference. He is also a member of several boards and associations, including the SIIA Education Board, the Society for Scientific Study of Reading and the International Gold Key Honour Society, as well as a mentor for Utah Entrepreneurship Challenge.

Haya Shamir, PhD, VP of Applied Research and Learning at Waterford Institute. She earned a PhD in Developmental Psychology from the University of Notre Dame and a BA in Psychology and Communication from the University of Haifa, Israel.

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hennessy vargas's curator insight, April 23, 2015 12:54 AM

Why not start programs to help parents teach their children how to read early? Really make kids read more books than usual so they can build up their vocabulary and much more. 

Luisa Castañeda G's curator insight, March 21, 2017 6:49 PM
One of the most innovative aspects technology brings for education, is the possibility of not only providing students a wide range of information, boosting their autonomous streak as independant learners but also to instruct them in a personalized way. With the help of learning softwares, teachers nowadays are allowed to carry on their classes and at the same time, adjusting to the learners' individual learning process. as a result, students' development follows a natural flow with the class and at the same time, can match a learner's individual needs and increase their motivation, this concerning L2.
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What Are the Three Main Components of an Individualized Education Program? | online article library

What Are the Three Main Components of an Individualized Education Program? | online article library | IEP translations | Scoop.it
An individualized schooling plan is usually known as an IEP. This can be a authorized doc for college kids with particular wants. IEPs are sometimes twenty to forty pages and even longer. There's a whole lot of essential info included in an IEP.
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Resources for Writing IEPs Aligned to Common-Core Standards

Resources for Writing IEPs Aligned to Common-Core Standards | IEP translations | Scoop.it
This list is a starting point for educators seeking examples of standards-based IEP goals tied to the Common Core State Standards, currently adopted in 46 states and the District of Columbia.

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Becoming an IEP advocate | Spectrums Magazine | Portland and ...

Becoming an IEP advocate | Spectrums Magazine | Portland and ... | IEP translations | Scoop.it
For a child with special needs, the Individualized Education Program (IEP) is the most important document in their school file. But it's more than a written document—it is also a process by which parents become equal partners ...
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Your IEP Team Doesn't Hate Your Kid - Huffington Post

Your IEP Team Doesn't Hate Your Kid - Huffington Post | IEP translations | Scoop.it
I can't even begin to count all the parents I spoke to over the years who were convinced that the special education staff at their school hated their child.
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History of disabilities education law - Norwich Bulletin

History of disabilities education law - Norwich Bulletin | IEP translations | Scoop.it
The Federal government first passed legislation governing special education in 1975. That law has now become the Individuals with Disabilities Education
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San Dieguito district OKs new special-ed supervisor post - Encinitas Advocate

San Dieguito district OKs new special-ed supervisor post - Encinitas Advocate | IEP translations | Scoop.it
As part of the San Dieguito Union School District’s ongoing work to reorganize the work of the educational services division, the board approved establishing a program supervisor position for administrative oversight of district-based special...
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Bilingualism is good for you! … if you are a girl …

Bilingualism is good for you! … if you are a girl … | IEP translations | Scoop.it
A while ago, I reported on the findings of a US study that demonstrated that children of immigrants who achieve high-level bilingual proficiency in both English and their home language have, as you...
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Back to School IEP Advice | Military Special Needs Network

Back to School IEP Advice | Military Special Needs Network | IEP translations | Scoop.it
As we enter August, many of our readers are bracing for IEP season, as well as the challenges of sending our children back to school. Throughout this month, MSNN will share valuable tips and information to help you ...
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My Turn: There's no 'I' in IEP, but there is in 'charter' - Concord Monitor

My Turn: There's no 'I' in IEP, but there is in 'charter' - Concord Monitor | IEP translations | Scoop.it
Another year, another IEP meeting. Another wasted 45 minutes trying to salvage a student’s public school education by updating his
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A Teacher's View of Parents - Huffington Post

A Teacher's View of Parents - Huffington Post | IEP translations | Scoop.it
Teachers are human (at least most of us), and by human nature all those good parents often get forgotten because of the negative impact and behavior of a minority (numerical minority, not demographic) of parents.
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2003_Glossary_2003.pdf

"The English/Spanish Glossary of LAUSD Terminology was developed by the Translations Unit as a tool for translating and interpreting the most commonly used words and phrases in District documents, as well as in Board meetings, IEP meetings, expulsion hearings, and a variety of other meetings that involve District officials and the community. It has proven to be of great value in our predominantly Spanish-speaking communities, not only for professional translators and interpreters, but also for anyone interpreting for parents where District terminology is used."


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Stefano KaliFire's curator insight, May 13, 2015 11:51 AM

Shared by Núria de Andrés on Twitter

PDF file, 122 pages

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Health News - Bilingualism boosts the brain, NIH study finds

Health News - Bilingualism boosts the brain, NIH study finds | IEP translations | Scoop.it
Bilingualism boosts the brain, NIH study finds

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Peter Rettig's curator insight, March 11, 2015 7:27 AM

More good news from NIH for those who keep learning....

Pradosh Mitter's curator insight, August 6, 2015 3:39 PM

Civil Engineering Reference Manual for the PE Exam - By Michael R. Lindeburg PE:
http://uae.quantity-takeoff.com/news/civil-engineering-reference-manual-for-the-pe-exam.html

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Revised state budget: K-12 funding increases more than $3000 per student over ... - San Jose Mercury News

Revised state budget: K-12 funding increases more than $3000 per student over ... - San Jose Mercury News | IEP translations | Scoop.it
Higher-than-expected state revenues allow faster implementation of Local Control Funding Formula, adding $6.1 billion more to K-12 spending in 2015-16 than originally anticipated.
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Skype Extends Translator Preview to Everyone - Enterprise Software on Top Tech News

Skype Extends Translator Preview to Everyone - Enterprise Software on Top Tech News | IEP translations | Scoop.it
Microsoft is aiming to break down language barriers by making its Skype Translator preview available to anyone who wants to download it. Previously downloadable only after users had completed an online sign-up form, the real-time translation application can now be used by anyone running Windows 8.1 or Windows 10 preview on a PC or tablet, Microsoft said on Tuesday.
Announced last December in preview form, Skype Translator combines the statistical smarts gleaned from real-life translations with more advanced machine learning's deep neural network -enabled capabilities. Microsoft said its research teams have spent more than a decade working to hone its automated translation technologies.

Now available as a download from the Windows Store, the latest version of the application -- still described as a "preview" -- supports real-time, spoken translations in four languages: English, Spanish, Italian and Mandarin. It also offers automatic instant messaging translations in 50 languages.

Skype Translator 'Almost a Third Speaker'

"While speech recognition has been an important research topic for decades, widespread adoption of the technology had been stymied by high error rates and sensitivity to speaker variation, noise conditions, etc.," Microsoft Group Program Managers Mo Ladha and Chris Wendt said last year in a post on the Garage & Updates blog. "The advent of deep neural networks for speech recognition, pioneered by Microsoft Research, dramatically reduced error rates and improved robustness, finally enabling the use of this technology in broad contexts such as Skype Translator."

While the application remains in preview form, Microsoft plans to continue seeking feedback from early users and use that information to help improve its translation capabilities, according to Ladha and Wendt.

"(T)here are specific challenges inherent in the user experience of language translation," they noted in a description of how the technology works. "The automated translator in Skype Translator appears almost as a third speaker. We have seen that customers who are used to speaking through a human interpreter are quickly at ease with the situation. Others require some getting used to this new mode of interaction."

Aiming for 'as Many Languages as Possible'

Among the early users who have been testing Skype Translator and providing feedback to Microsoft is a women-focused non-profit called Pro Mujer. The Skype application has helped U.S.-based staff members more easily communicate with field offices in Central America without having to be fluent in Spanish. Besides making it easier to have face-to-face, virtual conversations, Skype Translator has also helped build relationships between staff members in different countries, the organization said.

Microsoft also tested the application by having children in elementary schools in Mexico City and Tacoma speak with one another and ask questions to learn more about where they lived.

"Our goal for Skype Translator is to translate as many languages as possible on relevant platforms," Yasmin Khan with Skype Product Marketing wrote in a blog post. Eventually, the company aims to be able to deliver speech translation capabilities for the more than 300 million people who currently use Skype, she said.

In January, Google also announced new updates to its online Google Translate tool. Among some of the new capabilities it rolled out are camera-based translations for navigating streets and cities in other countries and faster support for real-time translated conversations on Android devices. Google said it provides more than one billion translations every day.

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Feds Concerned Over Increased Leeway For IEP Teams - Disability ...

Feds Concerned Over Increased Leeway For IEP Teams - Disability ... | IEP translations | Scoop.it
A move to give IEP teams in one state more latitude over determining graduation requirements for students with disabilities is raising red flags.
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How To HIPAA-proof Your Smartphone – markITwrite

How To HIPAA-proof Your Smartphone – markITwrite | IEP translations | Scoop.it
If you're in the healthcare industry, you will need to HIPAA-proof your smartphone to protect patient records and information. Here's how.

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Individual Education Plans (IEP) and Transitions


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Garden Grove Council Moves to Boost Translation Services - VoiceofOC

Garden Grove Council Moves to Boost Translation Services - VoiceofOC | IEP translations | Scoop.it
Garden Grove City Council members approved a $25,000 pilot program that would provide Spanish and Vietnamese interpretation services at city council and commission meetings.
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What Is an Individualized Education Plan?

What Is an Individualized Education Plan? | IEP translations | Scoop.it
  The federal government requires that all students who qualify under the Individual with Disabilities Education Act (IDEA) have a written plan for success that teachers, parents, and other service providers follow.
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504 Plan vs. The IEP — Essentials of ADHD

Choosing a 504 Plan vs. an IEP When a child is diagnosed with ADHD, parents often wonder what they need to do to ensure their child gets the most supp.
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When Language and Learning Get Tough - Language Magazine

When Language and Learning Get Tough - Language Magazine | IEP translations | Scoop.it
Language Magazine When Language and Learning Get Tough Language Magazine It is critical that the school psychologist who administers assessments to ELs for special-education services have expertise in linguistic and cultural differences,...
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10 Defusing Phrases to Use at IEP Meetings

10 Defusing Phrases to Use at IEP Meetings | IEP translations | Scoop.it
Emotions can run high at IEP meetings. Learn phrases you can use to redirect conversation and defuse potential hot spots with the IEP team.

Via Velvet Martin
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