Literacy Clause Samples
The Literacy clause establishes requirements or expectations regarding the ability to read and understand written materials relevant to the agreement. In practice, this clause may specify that parties must be able to comprehend documents, instructions, or communications provided in a particular language or format. Its core function is to ensure that all parties are adequately informed and capable of fulfilling their obligations, thereby reducing misunderstandings and disputes arising from a lack of comprehension.
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Literacy. Historically, literacy has been narrowly defined as reading and writing, and both skills have been conceptualized as neutral and decontextualized (▇▇▇▇▇▇▇▇▇ & ▇▇▇▇▇▇▇▇▇, 2010; ▇▇▇▇ & ▇▇▇▇▇▇▇▇▇, 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. 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.
1. Literacy Classes are classes designed to provide Targeted (Tier II) and Intensive (Tier III) instruction.
2. Literacy classes will be taught by English teachers, certified reading specialists/consultants or other person(s) approved by the Rhode Island Department of Elementary and Secondary Education to teach such classes. The students for whom Intensive (Tier III) literacy is required will receive their literacy instruction by a certified reading specialist/consultant, if available, or other person approved by the Rhode Island Department of Education to teach such classes. For clusters with Tier III students, PLP’s will be drafted by the reading specialist/consultant with the support and input of the cluster members. Personal Literacy Plans will only be required for Tier III Literacy students unless otherwise directed by applicable law, regulation or guideline. Any record keeping or tracking of student progress shall be done on a designated computer with the software to be selected and supplied by the school department. Similar access will be provided for Tier II if tracking becomes mandated. No tracking or record keeping shall be required until the appropriate computer and software is available to the teacher.
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. Improve student literacy skills (K-12) with a focus on reading achievement.
Literacy. The ARP ▇▇▇▇▇ 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 ▇▇▇ ▇▇▇ ▇▇▇▇▇ 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 ▇▇▇▇▇ funds in an open and public meeting. Draft for Public Comment 05/17/2021 1 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 ▇▇▇▇▇ or ▇▇▇▇ 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 ▇▇▇▇▇ 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 ▇▇▇▇ Institute to support states and LEAs.
1. Shall reserve not less than 20 percent of such funds to address learning loss through the implementation of evidence‐based interventions, such as summer learning or summer enrichment, extended day, comprehensive afterschool programs, or extended school year programs, and ensure that such interventions respond to students’ academic, social, and emotional needs and address the disproportionate impact of the coronavirus on the student subgroups described in section 1111(b)(2)(B)(xi) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(2)(B)(xi)), students experiencing homelessness, and children and youth in ▇▇▇▇▇▇ care; and Shall use the remaining funds for any of the following:
2. Any activity authorized by the Elementary and Secondary Education Act of 1965.
3. Any activity authorized by the Individuals with Disabilities Education Act.
Literacy. ▪ I will attend monthly academic parent workshops.
Literacy. 1. Literacy classes are classes designed to provide Targeted (Tier II) and Intensive (Tier III) instruction.
2. Literacy classes will be taught by English teachers, certified reading specialists/consultants or other person(s) approved by the Rhode Island Department of Elementary and Secondary Education to teach such classes. The students for whom Intensive (Tier III) literacy is required will receive their literacy instruction by a certified reading specialist/consultant, if available, or other person approved by the Rhode Island Department of Elementary and Secondary Education to teach such classes. For teams with Tier III students, PLPs will be drafted by the reading specialist/consultant with the support and input of the team members. Personal Literacy Plans will only be required for Tier III Literacy students unless otherwise directed by applicable law, regulation or guideline. Any record keeping or tracking of student progress (Tier III) shall be done on a designated computer with the software to be selected and supplied by the school department. Similar access will be provided for Tier II if tracking becomes mandated. No tracking or record keeping shall be required until the appropriate computer and software is available to the teacher.
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.
1. Literacy Classes are classes designed to provide Targeted (Tier II) and Intensive (Tier III) instruction.
2. Literacy classes will be taught by English teachers, certified reading specialists/consultants or other person(s) approved by the Rhode Island Department of Elementary and Secondary Education to teach such classes. The students for whom Intensive (Tier III) literacy is required will receive their literacy instruction by a certified reading specialist/consultant, if available, or other person approved by the Rhode Island Department of Education to teach such classes. For clusters with Tier III students, PLP‟s will be drafted by the reading specialist/consultant with the support and input of the cluster members. Personal Literacy Plans will only be required for Tier III Literacy students unless otherwise directed by applicable law, regulation or guideline. Any record keeping or tracking of student progress shall be done on a designated computer with the software to be selected and supplied by the school department. Similar access will be provided for Tier II if tracking becomes mandated. No tracking or record keeping shall be required until the appropriate computer and software is available to the teacher.
3. The Warwick Public Schools will provide an appropriate curriculum and materials and will provide ongoing training to comply with Board of Regents regulations concerning the implementation of the literacy guidelines.
4. Literacy Class Size The unweighted class size literacy classes shall be as follows: Targeted (Tier II)------------17 (2007-2008)
5. No English teachers will be required to teach more than two (2) Targeted (Tier II) literacy classes unless class size restrictions and/or scheduling require a third literacy class, however, in no case shall an English teacher be required to teach more than three (3) Targeted (Tier III) literacy classes. Where class size restrictions and/or scheduling permit, English teachers who teach a Targeted (Tier II) class will be assigned the same students in the regular English class.
6. Literacy classes shall be grouped based on diagnostic assessment or process.
7. Certified reading specialists/consultants shall be limited to an aggregate total of eighty (80) students unweighted in their Tier II and/or Tier III classes in the 2007-2008 school year and an aggregate total of...
Literacy x Teacher will provide monthly academic parent workshops to help parents support their student(s).