Podcasts about preap

Jaime Gonzalez, Bilingual Director at Eagle Pass ISD, joins Highest Aspirations to share how his district fosters success for emergent bilingual students and educators. Located on the Texas-Mexico border, Eagle Pass ISD leverages its unique bicultural and bilingual community to empower students and teachers alike. Jaime discusses grassroots initiatives like the district's bilingual certification academy, leadership development programs, and empathy-driven training strategies that help educators connect with and support their students. In this episode, Jaime explores the importance of breaking down language barriers, building strong community ties, and focusing on progress over perfection. Through practical strategies and powerful insights, this conversation highlights how collaboration and connection can transform outcomes for multilingual learners and their educators. Key questions we address: What steps can school districts take to build a strong bilingual teacher pipeline and support staff in meeting state requirements to teach multilingual learners? What role does community and cultural connection play in fostering academic and personal growth for bilingual learners? How can empathy and relationship-building enhance professional development and leadership in education? For additional episode and community resources: Download the transcript here. Visit Eagle Pass ISD's website. Check out If You Don't Feed the Teachers They Eat the Students!: Guide to Success for Administrators and Teachers mentioned in the podcast. For additional free resources geared toward supporting English learners, ⁠visit our blog. To expand your connection within the Ellevation community by join our ⁠Ellevation Educator Facebook Group. Jaime Gonzalez, a native of Zaragoza, Coahuila, Mexico, moved to Eagle Pass in ninth grade and graduated from Eagle Pass High School. With a degree in Applied Mathematics, Jaime has dedicated 16 years to education with Eagle Pass ISD. He began his career as a high school math teacher, teaching Geometry across ESL, Pre-AP, and regular sections for seven years. Jaime then transitioned into leadership, serving as an Elementary Instructional Officer, High School Dean of Instruction, and currently as Bilingual Director—a role he has held for six years. In his position, Jaime is committed to transforming language barriers into opportunities, empowering students with the tools and support they need to thrive. His work reflects his passion for fostering understanding and building pathways for success within his community.

This is about Pre-Ap chemistry- my opinion on it, what we do there, and the rules.

#115Do you have AP language classes in your program? When do you begin focusing on the linguistic and cultural competence skills that students will need to succeed at this level? A Pre-AP or a scaffolded approach to skills and content is beneficial in the language learning process, fostering critical skills and mindsets early on. Whether students pursue a language at an advanced or AP level or not, these skills not only enhance and support academic success, but they also cultivate confidence and competence. We'll take a look at how we can begin fostering these skills early on.Topics in this episode:Benefits of integrating Pre-AP strategiesBuilding Strong Language FoundationsCultivating Critical ThinkingIntegrating AP Themes in Lower-Level ClassesBeauty and AestheticsScience and TechnologyPersonal and Public IdentitiesFamilies and CommunitiesGlobal ChallengesContemporary LifeDifferentiation and InclusionBlog Post that brings all of these ideas together with examples.Let's connect! wlclassrom.comX (aka Twitter):  @wlclassroomThreads: @wlclassroomInstagram:  @wlclassroomFacebook:  /wlclassroomWLClassroom Facebook Group__________________________Interested in having Joshua work directly with your department, school or district?  Look at options for collaborating in person or remotely.______________________________Sign up for Talking Points to get  tips, tools and resources for your language teaching.______________________________Join Joshua as a guest on the podcast.______________________________Join Joshua for a Leveling Up Coaching Episode  on the podcast.  

Vitajte pri novom predvolebnom sobotnom Dobrom ráne. Dnes o tom, že SaSkár Miroslav Žiak bojuje proti dezinformáciám, no sám jednej naletel a celému Slovensku ukázal, ako nenarábať s informáciami. O tom, ako niekoľko sto ľudí prišlo protestovať pred mestské divadlo, ale aj o migrantoch v Krtíši, pliage a Borisovi Kollárovi. A ako vždy odpovieme aj na vaše otázky. Volebný špeciál pre vás prinášame každú sobotu, kde zhrnieme najdôležitejšie udalosti z týždňa, kampane, politických udalostí. Sobotným Dobrým ránom vás budú sprevádzať Zuzana Kovačič Hanzelová a Jakub Filo. Otázky k voľbám, kampani či politických stranám nám zasielajte na mail zuzana.hanzelova@sme.sk, ideálne vo forme hlasovky. Do predmetu napíšte Otázka do volebného špeciálu. – Všetky podcasty denníka SME nájdete na⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ sme.sk/podcasty⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ – Odoberajte aj denný newsletter⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ SME.sk⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ s najdôležitejšími správami na⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ sme.sk/brifing⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ – Ďakujeme, že počúvate podcast Dobré ráno.

Mitarbeitende über eine SaaS Plattform als Markenbotschafter:innen nutzen: das ist heute das Thema im SAATKORN Podcast mit Mony Preap vom HR TECH Player Clinch (die sich kurz nach Aufnahme dieses Podcasts umbenamt haben und vorher PATHMOTION hießen).

Kat Bering Pre - AP by Radio on the Go

Phillip Lampron, recognized as a “Top 100 Visionary in Education” by the Global Forum for Education and Learning, shares how he helped bring Pre-AP & AP courses to an low achieving district, raising test scores, graduation rates, scholarship offerings, and the overall academic achievement and school climate. In 2020 Phillip and his wife Lauren launched Lampron Consulting LLC.   Resources: Set up your free dashboard on EdCuration.com Access EdCuration's ExPLorations Learn about EdCuration's  Certified #EdTrustees Program Phillip Lampron's Website Phillip Lampron's  Blog,  where educators post their opinions about topics in education.  Find Lampron Consulting on Facebook Find Phillip Lampron on LinkedIn  

Wir sprechen über Christians Weg vom Agentur Inhaber über die Gründung eines Startups bis hin zu seinem aktuellen Leben auf der Trauminsel Madeira. Das Trainings Tool Praep ProPilot ist sicher jedem Mountainbiker ein Begriff. Aber was macht den Erfolg des Tools aus, wie ist Christian auf die Idee gekommen und was sind die Pläne für die Zukunft. All das besprechen wir in der aktuellen Folge...

We Introduced ourselves with the Goofy Question: If you could live somewhere else in the world for a year, where would it be? Tanea - Shenzhen! That’s where I’m moving, but I considered Vietnam, Spain, and Rwanda too. Lee: absent the cold, I’d love to live in New York City for a year. There is something so invigorating about being in the city that I can’t really explain, and that I’d love to spend a year taking in more of. Ryan: If cost of living weren’t a consideration, I’d love to spend time in the Monterrey California area. I love the climate, the views, and the number of things you can do there. Aaron: I’d also go city as well. Either London or Paris (possibly Madrid). How many different levels of science courses exist in your school? Are students tracked? How firm is that tracking? Lee: on-level, Pre-AP (to be called Advanced, I think next year), AP, IB, dual credit, Foundations (for SpEd students) Ryan: We just have “regular” and “honors.” AP and dual-credit fall under “honors.” Tanea: Reg, Honors, AP, Dual Enrollment Aaron: Fundamentals, College Prep 1, College Prep 2, Accellerated/Enriched, Honors, then AP as a second year course. How does your school go about recommending for courses the next year? Has the pandemic caused this to change? Ryan: Students fill out a Google Form and we have discussions with the students about what class they’d like to take. I’m in a unique situation being the only science teacher, because the classes I offer are somewhat dependent upon what the students want to take. For example, we don’t normally offer a second-level (like AP) chemistry course, but the students wanted to take one this year, so I agreed to teach it (even though I have no experience teaching it). We have a lot of flexibility in that regard. Of course, we have some classes that we always offer, such as AP Biology and Anatomy & Physiology, and we also have some required classes, such as Physical Science for freshmen and Biology I for sophomores. The pandemic hasn’t really changed our course offerings. Tanea: In science they have to submit an application to their current science teacher with thee current transcript, and that teacher makes the registration option open to them Lee: what science classes a kid takes is partially determined by their graduation plan. In TX we have a few different graduation plans kids can follow and each one has a different requirement in terms of number of science courses required. All students must take biology I as a graduation requirement regardless of plan. The pandemic hasn’t really affected what sciences are available for kids to take. Our district is expanding dual credit opportunities for kids but that was the plan all along. Aaron: Teachers go into our grading/attendance program and make recommendations based on the grades up to that point, plus prerequisits of the next year’s course. We are supposed to have conversations with students before those recommendations take place. If student’s families don’t agree with he recommendations, they can work through an override process. We would love feedback! DM or Tweet @lifeoftheschool and share your Thoughts? Credits: Please subscribe to Life Of The School on your podcast player of choice! Patreon: https://www.patreon.com/LOTS Music by: https://exmagicians.bandcamp.com/ Show Notes at Lifeoftheschool.org You can follow on twitter @lifeoftheschool

DALL PRE AP by Radio on the Go

In this podcast, Misty is joined by Ms. Jerusha Gittlen, Confluence Advisor and Prism teacher. In this episode, they discuss how the AP and Pre-AP programs fit into the overall context of the school's philosophy. They discuss the rigorous nature of the AP 6th-12th grade curriculum and the AP for All philosophy for the school and how parents can support students inside of a rigorous curriculum.

On this week’s episode of 5-4, Peter (@The_Law_Boy), Rhiannon (@AywaRhiannon), and Michael (@_FleerUltra) talk about the 2019 case that denied immigrants who have committed certain crimes the right to a bond hearing, and illustrated the futility of objectively interpreting the law.     Please support our sponsors:  magicspoon.com/FIVEFOUR  HelixSleep.com/FIVEFOUR   jordanharbinger.com/subscribe 

This recording contains readings of the two articles required for Assignment 509: Hijab Articles. (Pre-AP)

Here's a helping hand for filling out your midterm review! Good luck, kiddos!

A look back at immigration laws passed in 1996, under the Clinton administration, that radically changed how the U.S. immigration system operates today, and a conversation with Tony Chen, a restaurant manager and father of three in New York City, who - because of these changes - spent seven months detained by ICE in the Bergen County Jail in Hackensack, New Jersey.We end with an update on the 2019 Supreme Court ruling in Nielsen v. Preap, and a recent win by the Corporate Backers of Hate campaign.This episode was produced in collaboration with Freedom for Immigrants and the Immigrant Rights Clinic of NYU Law School. Special thanks to Liz Martinez, Daniela Ugaz, Priya Sreenivasan, Nancy Morawetz, and Alicia Schmidt Camacho.www.meltingtheice.orgwww.instagram.com/meltingthe_icewww.facebook.com/derritiendoinfo@meltingtheice.org

On March 19, 2019, the Supreme Court decided Nielsen v. Preap (and its companion case Wilcox v. Khoury), both of which consider the extent to which the mandatory detention provision of the Immigration and Naturalization Act applies to defendants who were not arrested by immigration officials immediately upon their release from criminal custody.Aliens who are arrested in order to be removed from the United States typically can seek release or parole on bond while any dispute about their removability is being resolved. Title 8 U.S.C. § 1226(c)(1), however, creates an exception: aliens who have committed certain crimes or have a connection to terrorism must be arrested when released from custody relating to their criminal charges, and almost always held without bond until the question of removal is settled.The U.S. Court of Appeals for the Ninth Circuit interpreted this mandatory detention provision to apply only when the alien is arrested immediately after release from prison. If a short period of time intervenes, the court concluded, the alien must be allowed the chance to apply for release on bond or parole.By a vote of 5-4, the Supreme Court reversed the Ninth Circuit’s judgment and remanded the case. Respondent aliens who fall within the scope of § 1226(c)(1), the Court held, can be detained even if federal officials did not arrest them immediately upon release.Justice Alito announced the judgment of the Court and delivered the opinion of the Court with respect to Parts I, III-A, III-B-1, and IV, and an opinion with respect to Parts II and III-B-2, in which Chief Justice Roberts and Justice Kavanaugh joined. Justice Kavanaugh filed a concurring opinion. Justice Thomas filed an opinion concurring in part and concurring in the judgment, in which Justice Gorsuch joined. Justice Breyer filed a dissenting opinion, in which Justices Ginsburg, Sotomayor, and Kagan joined.To discuss the case, we have Greg Brower, Shareholder, Brownstein, Hyatt, Farber, Shreck.

On March 19, 2019, the Supreme Court decided Nielsen v. Preap (and its companion case Wilcox v. Khoury), both of which consider the extent to which the mandatory detention provision of the Immigration and Naturalization Act applies to defendants who were not arrested by immigration officials immediately upon their release from criminal custody.Aliens who are arrested in order to be removed from the United States typically can seek release or parole on bond while any dispute about their removability is being resolved. Title 8 U.S.C. § 1226(c)(1), however, creates an exception: aliens who have committed certain crimes or have a connection to terrorism must be arrested when released from custody relating to their criminal charges, and almost always held without bond until the question of removal is settled.The U.S. Court of Appeals for the Ninth Circuit interpreted this mandatory detention provision to apply only when the alien is arrested immediately after release from prison. If a short period of time intervenes, the court concluded, the alien must be allowed the chance to apply for release on bond or parole.By a vote of 5-4, the Supreme Court reversed the Ninth Circuit’s judgment and remanded the case. Respondent aliens who fall within the scope of § 1226(c)(1), the Court held, can be detained even if federal officials did not arrest them immediately upon release.Justice Alito announced the judgment of the Court and delivered the opinion of the Court with respect to Parts I, III-A, III-B-1, and IV, and an opinion with respect to Parts II and III-B-2, in which Chief Justice Roberts and Justice Kavanaugh joined. Justice Kavanaugh filed a concurring opinion. Justice Thomas filed an opinion concurring in part and concurring in the judgment, in which Justice Gorsuch joined. Justice Breyer filed a dissenting opinion, in which Justices Ginsburg, Sotomayor, and Kagan joined.To discuss the case, we have Greg Brower, Shareholder, Brownstein, Hyatt, Farber, Shreck.

Shawn Francis from the College Board talks about the new changes with Pre AP courses and their relevance for highly mobile students.   Parents interested in learning more about Pre-AP should visit: http://preap.collegeboard.org    The Opportunity Myth study referenced from TNTP can be found here: https://opportunitymyth.tntp.org/

On this first episode we discuss expectations for 8th grade U.S. History Pre-AP at Atascocita Middle School. Should you have any questions or concerns this year please reach out to me at my email address greg.smithey@humbleisd.net.

Pop singer Preap Sovath and his team have just landed in Cambodia safe and sound, after one month performance across Australia sponsored by Save Cambodian Children Fund Australia (SCCFA).Here is the interview with SBS Khmer, just a day before they left Melbourne. - កាល​ពី​យប់ថ្ងៃចន្ទ​ដើមសប្តាហ៍នេះ កំពូលតារា​ចម្រៀង​របស់​ប្រទេស​កម្ពុជា លោកព្រាប សុវត្ថិ បាន​នាំយក​នូវ​ជោគជ័យ​យ៉ាង​សម្បើម វិលត្រឡប់​ទៅ​មាតុភូមិ​កំណើតវិញ បន្ទាប់​ពីការ​សម្តែង​នៅ​តាម​បណ្តាក្រុងធំៗ​ជាច្រើន​ដែល​មាន​ប្រជាជនខ្មែរ​យើង​រស់នៅ ដូចជា ម៉ែលប៊ិន ស៊ីដនី អាឌឺឡែត និង​ ប្រ៊ីសប៊ិន។

Save Cambodian Children Fund-Australia (SCCFA) is organizing a series of charity concert across Australia to provide essential education to children in Cambodia. Cambodian pop star, Preap Sovath with his band and other singers will perform for the shows. - ជារៀង​រាល់ឆ្នាំ​មូលនិធិសង្រ្គោះកុមារ​កម្ពុជា​អូស្រ្តាលី ហៅកាត់​ថា SCCFA តែង​តែ​រៀបចំការប្រគំតន្រ្តី​សប្បុរសធម៌​ដើម្បី​រៃ​អង្គាស​ថវិកា​ជួយ​ផ្គត់ផ្គង់​ការ​សិក្សា​ដល់​កុមារ​ក្រីក្រនៅ​កម្ពុជា។ជាមួយ​នឹង​ការ​ចូលរួម​ពី​សំណាក់​តារាចម្រៀង​ល្បីៗ​ពីប្រទេស​កម្ពុជា ដូចជា​លោក ព្រាប សុវត្ថិ និង​ក្រុមភ្លេង​របស់លោក រួម​ជាមួយ​នឹង​តារាចម្រៀង​ជាច្រើនរូបទៀត មូលនិធិ​នេះ​ក៏នឹងរៀប​ចំ​កម្មវិធី​មនុស្ស​ធម៌​នៅ​តាម​បណ្តា​ទីក្រុង​ធំៗក្នុង​ប្រទេស​អូស្រ្តាលី​ដែល​មាន​ប្រជាជន​ខ្មែរ​យើង​រស់នៅ​ច្រើន ដូចជា ក្រុងម៉ែលប៊ិន ស៊ីដនី ប្រ៊ីសបេន និង អាដឺឡែត ។

Robert Mullins International Specializing in Vietnamese Immigration Services. Weekly Topic: Supreme Court Case Of Nielsen Vs Preap

As a parent, I think one of our greatest fears is that we’ll mess our kids up in one way or another. The pressure to give them every advantage and to do things better than our parents did is real. The recent college admissions scandal illuminated the lengths to which some parents will go to give their kids the upper hand. The debate is out on whether chasing achievement is making our kids better or worse.In this episode of Drop the BS Podcast, we are looking at the pressure teens face to succeed and the role that parents and colleges play. To help me dissect this topic, Dana Reeder of Reeder Consulting joined the show. Dana is the CEO of the number one career counseling company in San Antonio, Texas. Resources/ Things Mentioned During The Show:Drop The BS Facebook Group https://www.facebook.com/groups/dropthebspodcast/Psychology Today https://www.psychologytoday.com/usDana Reeder, Reeder Consulting https://www.reederconsulting.com/Angst Indie Flix Documentary https://angstmovie.com/Aptitude Inventory Measurement Services (AIMS) https://www.aimstesting.org/Cheating Scandal https://abc.go.com/playlists/PL557769560/video/VDKA9215333

In the Nielsen v. Preap decision, released on Wednesday, March 20, Justices Thomas, Gorsuch, Kavanaugh, and Roberts joined Justice Alito in finding that a mandatory detention statute regarding potentially removable immigrants applied to a wider class of persons than previously found in Demore v. Kim (2003). The Constitutional issue surrounds 8 U.S.C. § 1226(c)(1), known as the “mandatory detention provision” of the Immigration and Nationality Act, states that “The Attorney General shall take into custody any alien who—when the alien is released, without regard to whether the alien is released on parole, supervised release, or probation, and without regard to whether the alien may be arrested or imprisoned again for the same offense.” Immigrants who commit certain crimes, specified in the statute, are not entitled to a bond hearing and once detained can be held in federal custody until their removal proceedings are resolved.In two Ninth Circuit decisions, Preap v. Johnson and Khoury v. Asher, it was ruled that criminals released but not immediately detained were entitled to a bond hearing. The ruling in Nielsen reverses these holdings, insofar as Justice Alito concluded that so long as the immigrants meet the criteria set forth in 8 U.S.C. § 1226, the period of time between release and detention is irrelevant. (DHS did not take Preap “into custody” until about seven years after Preap was released from criminal custody.) Justice Alito, writing for the majority, stated that it was “better late...than never” with regard to detention, supporting this conclusion with a grammatical analysis. Specifically, because “an adverb cannot modify a noun, the “when released” clause cannot modify ‘alien’”. In other words, nothing in the plain meaning of the text supports the Circuit Court’s decisions to differently apply the statute to those aliens who were not detained immediately on release from prison. Featuring: Greg Brower, Shareholder, Brownstein, Hyatt, Farber, Shreck Teleforum calls are open to all dues paying members of the Federalist Society. To become a member, sign up on the website. As a member, you should receive email announcements of upcoming Teleforum calls which contain the conference call phone number. If you are not receiving those email announcements, please contact us at 202-822-8138.

In the Nielsen v. Preap decision, released on Wednesday, March 20, Justices Thomas, Gorsuch, Kavanaugh, and Roberts joined Justice Alito in finding that a mandatory detention statute regarding potentially removable immigrants applied to a wider class of persons than previously found in Demore v. Kim (2003). The Constitutional issue surrounds 8 U.S.C. § 1226(c)(1), known as the “mandatory detention provision” of the Immigration and Nationality Act, states that “The Attorney General shall take into custody any alien who—when the alien is released, without regard to whether the alien is released on parole, supervised release, or probation, and without regard to whether the alien may be arrested or imprisoned again for the same offense.” Immigrants who commit certain crimes, specified in the statute, are not entitled to a bond hearing and once detained can be held in federal custody until their removal proceedings are resolved.In two Ninth Circuit decisions, Preap v. Johnson and Khoury v. Asher, it was ruled that criminals released but not immediately detained were entitled to a bond hearing. The ruling in Nielsen reverses these holdings, insofar as Justice Alito concluded that so long as the immigrants meet the criteria set forth in 8 U.S.C. § 1226, the period of time between release and detention is irrelevant. (DHS did not take Preap “into custody” until about seven years after Preap was released from criminal custody.) Justice Alito, writing for the majority, stated that it was “better late...than never” with regard to detention, supporting this conclusion with a grammatical analysis. Specifically, because “an adverb cannot modify a noun, the “when released” clause cannot modify ‘alien’”. In other words, nothing in the plain meaning of the text supports the Circuit Court’s decisions to differently apply the statute to those aliens who were not detained immediately on release from prison. Featuring: Greg Brower, Shareholder, Brownstein, Hyatt, Farber, Shreck Teleforum calls are open to all dues paying members of the Federalist Society. To become a member, sign up on the website. As a member, you should receive email announcements of upcoming Teleforum calls which contain the conference call phone number. If you are not receiving those email announcements, please contact us at 202-822-8138.

This week on Redirect: Immigration Law & Perspectives, Matthew and I are joined by Dav Odrcic. We discuss "mandatory detention" and the recent Supreme Court case Nielsen v. Preap.

Today's breaking news episode contains your guide to the hotly-debated Supreme Court decision in Nielsen v. Preap, regarding how and whether aliens can be detained without due process.  What does it all mean?  Listen and find out! We begin, however, with a brief update on the Congressional Investigations we discussed in Episode 259 with the news that Hope Hicks will cooperate.  Listen to our past episode if you don't realize how huge this is. Then, we move on to some news regarding a recent order handed down by Judge Kollar-Kotelly in the District Court for the District of Columbia with respect to the trans ban.  We dive into the unique procedural issues giving rise to this order and tamp down on your enthusiasm that this may put the trans ban in jeopardy. Then, it's time for our main segment breaking down Nielsen v. Preap. We tell you exactly what this decision means along with the reasons why the Court reached the result it did. But that's not all!  After that, we have our weekly trip to Yodel Mountain with two items:  (1) an Andrew Was Right about the source of the National Enquirer's acquisition of compromising material about Jeff Bezos; and (2) a follow-up on the New York indictment of Paul Manafort. And if all that isn't enough for you, well, we end, as always, with a brand new Thomas Takes the Bar Exam Question #119 involving long-term contracts for the sale of wheat.  As always, remember to follow our Twitter feed (@Openargs) and like our Facebook Page so that you too can play along with #TTTBE! AppearancesNone!  If you'd like to have either of us as a guest on your show, drop us an email at openarguments@gmail.com. Show Notes & Links 1. First discussed trans ban back in Episode OA: 247 2. We were assisted by Alice Ashton – trans Arabic linguist who contributed to the Advocate article located here and by Deirdre Anne Hendrick. 3. Here is a link to Directive-Type Memorandum (DTM) 19-004. 4. Pre Show: Hicks to cooperate. This is HUGE! 5. 1/4 – DC Cir. Reversed and vacated the injunction. 6. 1/22 – Supreme Court lifted the stays in two of those cases. We covered it the next day on Episode OA: 247. 7. Next day, on 3/8, the government filed a notice and this is the Plaintiffs’ response. 8. Here is the link DC Circuit's Opinions issued 3/8 9. Judge Kollar-Kotelly’s 3/19 Order 10. 3/20 Gov’ts Motion to Clarify 11. Nielsen v. Preap is linked Here 12. 8 U.S.C. § 1226(a) vs. (c) – 1952 13. Demore v. Kim, 538 US 510 - Supreme Court 2003 14. Wall Street Journal article on Becker/Bezos 15. CHN article on the problems with New York’s double jeopardy. Support us on Patreon at:  patreon.com/law Follow us on Twitter:  @Openargs Facebook:  https://www.facebook.com/openargs/ Don't forget the OA Facebook Community! For show-related questions, check out the Opening Arguments Wiki, which now has its own Twitter feed!  @oawiki And email us at openarguments@gmail.com  

Section 1226’s order to detain without release certain classes of aliens, does not hinge upon immedate arest upon release from criminal detention.

A case in which the Court held that a noncitizen released from criminal custody does not become exempt from mandatory detention under 8 U.S.C. § 1226(c) if, after the noncitizen is released from criminal custody, the Department of Homeland Security does not take the noncitizen into immigration custody immediately.

A case in which the Court held that a noncitizen released from criminal custody does not become exempt from mandatory detention under 8 U.S.C. § 1226(c) if, after the noncitizen is released from criminal custody, the Department of Homeland Security does not take the noncitizen into immigration custody immediately.

Tara, Susan and Katja, MCEC For the Sake of the Child podcast hosts, talk from a parent perspective on choosing advanced courses for their children.  Each share their personal experiences and ask questions about course selection (Pre-AP, AP, dual enrollment and honors classes) , GPA, class rank, and weighted grading.    College Board website mentioned in the podcast: https://www.collegeboard.org/ Podcast link that Susan mentioned-- “Paying for College” with College Education Specialist, Kerri Beckert https://www.podbean.com/media/share/pb-v9z6b-a59a49 To learn more about the Pre-AP Launch go to:  https://pre-ap.collegeboard.org/

On October 10, 2018, the Supreme Court heard argument in Nielsen v. Preap, a case involving the exemption of a criminal alien from mandatory detention without bond due to a delay in arrest after release from criminal custody. As codified, § 1226(c) of the Immigration and Naturalization Act (“INA”) provides for the mandatory detention of criminal aliens “when [they are] released” from criminal custody, and for the holding of these aliens without bond. The three plaintiffs in this case are lawful permanent residents who have committed crimes that could lead to their removal from the United States but after serving their criminal sentence were released and returned to their families and communities in the United States; however, years later, each was arrested by immigration authorities and detained without bond hearings under § 1226(c). The plaintiffs filed a class action petition for habeas relief in district court arguing that since they were not detained “when...released” from criminal custody, they are not subject to mandatory detention under § 1226(c). The district court granted their motion for class certification, issued a preliminary injunction requiring the government to provide all class members with bond hearings under § 1226(a), and concluded that under § 1226(c) aliens can be held without bound only if taken into immigration custody immediately upon release from criminal custody, not if there is a lengthy gap after their release. The government appealed to the US Court of Appeals for the Ninth Circuit, arguing that the statute “does not suggest that immigration officials lose authority if they delay.” The Ninth Circuit affirmed the district court’s class certification order and preliminary injunction, and held that the mandatory detention provision of § 1226(c) applies only to those criminal aliens detained promptly after their release from criminal custody, not to those detained long after. The US Supreme Court granted certiorari to determine whether a criminal alien becomes exempt from mandatory detention under § 1226(c) if, after the alien is released from criminal custody, the Department of Homeland Security does not take him into immigration custody immediately. To the discuss the case, we have Kent Scheidegger, Legal Director & General Counsel, Criminal Justice Legal Foundation. As always, the Federalist Society takes no position on particular legal or public policy issues. All opinions are those of the speaker.

On October 10, 2018, the Supreme Court heard argument in Nielsen v. Preap, a case involving the exemption of a criminal alien from mandatory detention without bond due to a delay in arrest after release from criminal custody. As codified, § 1226(c) of the Immigration and Naturalization Act (“INA”) provides for the mandatory detention of criminal aliens “when [they are] released” from criminal custody, and for the holding of these aliens without bond. The three plaintiffs in this case are lawful permanent residents who have committed crimes that could lead to their removal from the United States but after serving their criminal sentence were released and returned to their families and communities in the United States; however, years later, each was arrested by immigration authorities and detained without bond hearings under § 1226(c). The plaintiffs filed a class action petition for habeas relief in district court arguing that since they were not detained “when...released” from criminal custody, they are not subject to mandatory detention under § 1226(c). The district court granted their motion for class certification, issued a preliminary injunction requiring the government to provide all class members with bond hearings under § 1226(a), and concluded that under § 1226(c) aliens can be held without bound only if taken into immigration custody immediately upon release from criminal custody, not if there is a lengthy gap after their release. The government appealed to the US Court of Appeals for the Ninth Circuit, arguing that the statute “does not suggest that immigration officials lose authority if they delay.” The Ninth Circuit affirmed the district court’s class certification order and preliminary injunction, and held that the mandatory detention provision of § 1226(c) applies only to those criminal aliens detained promptly after their release from criminal custody, not to those detained long after. The US Supreme Court granted certiorari to determine whether a criminal alien becomes exempt from mandatory detention under § 1226(c) if, after the alien is released from criminal custody, the Department of Homeland Security does not take him into immigration custody immediately. To the discuss the case, we have Kent Scheidegger, Legal Director & General Counsel, Criminal Justice Legal Foundation. As always, the Federalist Society takes no position on particular legal or public policy issues. All opinions are those of the speaker.

Adam Feldman, from the blog Empirical SCOTUS, offers a quantitative-based preview of Brett Kavanaugh’s first term. And Seth Stodder, former Assistant Secretary of Homeland Security for Border, Immigration, and Trade Policy, unpacks Wednesday’s Supreme Court argument in the 9th Circuit immigration appeal 'Nielsen v. Preap.'

Nielsen v. Preap | 10/10/18 | Docket #: 16-1363

The Supreme Court returns October 1 for its 2018-2019 Term, and the justices will tackle of number of important issues. The Court will consider questions related to Congress’s ability to delegate legislative authority to executive branch officials or administrative agencies in Gundy v. United States, and the requirement that property owners seeking just compensation from the government for a “taking” must first exhaust all options in state court before applying to federal court in Knick v. Township of Scott, Pennsylvania. In Frank v. Gaos, the justices will look at the practice of courts issuing awards in class action lawsuits that line the pockets of third-party advocacy groups, rather than the individuals who were actually injured, and the scope of the federal government’s right to detain illegal immigrants who have committed crimes in Nielsen v. Preap. In Timbs v. Indiana, the Court will consider whether the Eighth Amendment’s “excessive fines” clause applies against the states. In addition to these and many others, what other cases on the horizon might the justices add to the docket? And how will the retirement of Justice Anthony Kennedy and the potential confirmation of Brett Kavanaugh shape the Court in the next term? Join us as two distinguished Supreme Court litigators discuss what is likely to unfold in the next Supreme Court term. See acast.com/privacy for privacy and opt-out information.

This week we will take a look at the cell and the cell organelles. Your job is to compare and contrast both the eukaryotic and prokaryotic cell. In addition, you will make a model of the cell.

Sometimes we need to slow down for the benefit of long-term gain. A quick a thought on how accelerating academic (Honors, Pre-AP, IB, Advanced) courses in middle school can be a negative thing.

Hello everyone! Today we are talking with Lindsey Stewart of Richland Middle School, taking it back from the topical shows of late, and just having a good ol' conversation. In this episode, we talk about being teacher of the year (Stewart--YAY!), the need for coaching cycles (discussing ours), and how to use "Exitgrams" to formatively assess your students. We also detour and work through several of our own issues occurring in our classes, as well as look to next year and what we will each be doing in our classes, specifically Project Based Learning for our Pre-Ap classes. Stewart brings her energy and passion directly to this week's episode. You will not be disappointed. She's a blast! Enjoy!

I May Be Certified, But Do I Feel Qualified?If you’re like us, you took your ESL certification test for one inspiring reason  -  your district mandated it. And despite the rigorous preparation provided by taking that test, we still felt unprepared for the actual reality of beginner and intermediate English learners in our classrooms. This year close to a million Texas students are classified as English Language Learners or ELLs, according to PEIMS data released by TEA. Teaching English Language Learners is certainly one of the biggest obstacles we encounter as high school teachers. Districts throughout Texas have been, with varying levels of speed and enthusiasm, accepting this new reality. More and more of our students are actively engaged in the process of learning the English language - even though that may be not be what we are actively engaged in teaching them. The bald fact is that nowhere in the high school standards does it call for us to teach phonics, verb conjugation or the thousands of high-frequency words that make up the structure - if not the content - of our subjects.This month we spoke with educational stakeholders at every level of ESL education - teachers, parents, and students - and we discovered a surprising truth. The secret to preparing your English Language Learners for success lies in … The accommodation sheet you get at the beginning of the year. Wait...Really?Accommodations, of course, are not our favorite thing. And we deal with them literally every single day with virtually every single student. Yet after speaking with our three podcast guests - listen to a teacher/parent here, a student here, and an ESL specialist here - one thing was clear. It is the accomodations - but it’s not about what you do but why you do them. Accommodations are not there to make the content “easier”.Let’s break down the most common, most helpful accommodations, and how we should be using them. Shortened Assignments/Extra time:How We Use It: On multiple choice tests, we strike out one answer. Instead of 20 vocabulary words, we assign 10. If an essay requires three examples, now they only need two. We give an extra day for reading the chapter.Why It’s There: You know that feeling you get every Friday of every week, where you think, “If I have to listen to one more ridiculous excuse for not turning in their work, I will move to Hawaii and never look back!” That deep soul tired that sends you, yet again, to the drive through line for dinner because that is just all the advanced planning you can take.Brain fatigue is an actual neurological issue that results in forgetfulness, uncontrollable falling asleep, difficulty retaining information, and emotional turmoil. That is the feeling our ELs are getting every time they do work in English. Kids who are working hard to learn a language must read an English text, mentally translate the words, string them into ideas in their native language, and then process their reactions back into English. This fatigue is exacerbated by background noise and side conversations (otherwise called high school classes). The cognitive work required to filter and process all the different sensory inputs drains the brain quicker than a last generation iPhone the week after release date.Your ELLs are using multiple brain “apps” to read, and they frankly can’t sustain it for very long. Their language centers have just not become background system processes yet. In the second part of our English Language Learner series, Ali - a brilliant refugee student who came to our schools speaking very limited English and graduated in two years - spoke candidly about the struggle of sustaining the mental energy needed for a five-hour English End of Course test. If you listened to Ali in that episode, you know that if he can hardly do it - it’s way too much. How We Should Be Using It:We certainly never connected the shortening of assignments accommodation to this reality of brain fatigue. Don’t shorten assignments to make them “easier”. Instead “chunk” them. English Language Learners need just as many repetitions and opportunities to interact with content as we all do. So if you have twenty necessary vocabulary words, then you have twenty necessary vocabulary words. Don’t shorten the assignment by removing those words. But chunk them together. Are some of the words related to each other by theme? Are they part of a word family? Can they be chunked together and studied as a group? Can you use a word bank on your tests, or sentence stems for writing assignments that will take some of the burden off of their minds?Another way to shorten assignments is actually to allow talking about it beforehand. Just giving your students talking time to process can help an ESL student feel more confident and comfortable with an assignment. And the repetition is a key variable in good learning practice. Reducing the Reading/Difficulty Level:How We Use It: We take advantage of Lexile-leveled texts when available. Difficult reading passages are not assigned. We show movies or use summaries of difficult texts. Instead of assigning passages with “big words”, we simplify the vocabulary using descriptive language.Why It’s There:You would be surprised at how many words an ESL student will try to translate in their readings. We once watched a kid meticulously go through a paragraph assigned by a teacher, translating roughly 70% of the words she encountered. Can you imagine the brain fatigue this creates? The toll on comprehension? According to research, students must know 98% of the words they read in order to have a shot at understanding a text, let alone analyze that text.How We Should Be Using It:When you’re reducing the reading level of text, what, exactly, are you reducing?Research shows that BICS develop quickly with ESL students. These are the basic 500 or so words that every kid knows in order to get their basic needs met. But CALP, the rigorous academic vocabulary needed to succeed in academic settings, comes much slower. When we reduce reading level, if we’re not very targeted, we end up sacrificing the necessary academic language - the CALPs - in our quest to remove the stumbling block BICS. Simpler reading assignments run the risk of shortening or abridging academic vocabulary. The fact is that it is not helping your students to expose them to less vocabulary. All three of our guests used one word repeatedly - vocabulary. Taking vocabulary shortcuts, like calling the numerator and denominator “top and bottom” number, may help students in the moment, but all you’ve actually done is push the necessary learning off to another point of time. A poor application of the “reading level” accommodation leads to that common complaint - “Well my students really KNOW the content, they just can’t transfer that to the test.” Often they can’t transfer their knowledge to a test because they learned the content but not the language. Don’t shortchange one goal to meet another.If you’re reading a long, complex text - chunk it. What are the “must haves” in that reading? Assign those and provide vocabulary-rich summaries for the rest. Texts are more comprehensible when they include shorter sentences, with fewer clauses, and a lot of context clues. As teachers, we can and should write up our lessons and lectures using grammatically simpler language and sentence structures, while utilizing academic vocabulary and context clues and pictures. Creating our own expository texts can be a great way to make sure the kids practice reading, follow up on the information you gave them, and have a study sheet for vocabulary in context.Individual/Small Group Instruction:How We Use It:“Sheltered” classes with ESL students working together on specialized curriculum that is accommodated and modified. Pairing an ESL students with a classroom mentor student.Why It’s There:Sheltered instruction is more of a mindset than a class - a set of guiding instructional principles that ensure ELLs have access to lessons with explicit language support and academic task instruction. We teach students what to learn, how to understand it, and how to retain it. By its very nature, it requires a flexible and individualized approach to student learning and a pacing that is both academically challenging and that adapts to their burgeoning proficiencies.How We Should Be Using It:There is a significant difference between language competency and cognition. Just because two students are at the same English language proficiency level, does not mean they are going to experience equal levels of frustration or success in a class. A very bright student who would excel in a Pre AP class if they were just linguistically capable needs to have the accommodations that will enable him or her to learn the more universal content language as quickly and completely as a regular student. Rather than using sheltered classes as an opportunity to slow down the pace of curriculum and instruction, these classes should be providing instruction at an accelerated pace and focus on the must have standards in the foreground, while keeping the nice to know standards to enhance or deepen understanding and skill in the background as needed. Many teachers say they cannot differentiate for so many variables, but you don’t always have to. Your gifted ESL students have burning questions and curiosities that they want to know more about. Give them an opportunity to create their own learning goals.  Some kids need a coach rather than a teacher, and adopting a sheltered individualized plan to address content goals can be done with conferences and and action plans can be the key to quickening student progress in content and language goals.Linguistic Accommodations:How We Use ItKids get a Longman’s dictionary from the shelf as needed, or we allow them to use Google translate on their phones. If they raise their hand and ask, we come over and re-word directions for them. We make sure we use gestures, and we put pictures in our powerpoint slides.Why It’s There:According to research, it takes four to ten years to be able to own a new language. A high school freshman who started speaking English in elementary school is still well within that gap.How We Should Be Using It:Language acquisition is overwhelming. Students by necessity will make inferences and draw conclusions about the meaning of individual words in order to make it through complex texts without looking every single word up in the dictionary. In Love’s Labor Lost, Shakespeare said, “They have been at a great feast of languages, and stol’n the scraps.” Unfortunately these scraps oftentimes lead to erroneous, or less than ideal, conclusions that can dilute or completely destroy the meaning of the content.All ESL students (and most intervention students generally!) should be directly taught high frequency academic vocabulary that will assist them in any content in addition to your contents’ vocabulary. For linguistic accommodations, providing an easily accessible copy of your content’s high frequency words that they can use with their assignments is much more relevant and user-friendly than simply providing a dictionary. For a place to start here’s Jim Burke’s list. While Google Translate is undeniably great, don’t underestimate the power of the human voice - specifically your human voice. Then need to hear you pronounce words and use inflection that varies based on word context. (Are you entering a CONtest, or do you conTEST the police officer’s ticket?)What it all comes down to is...It’s not what you’re doing - it’s why you are doing it.Accommodations can be frustrating at the high school level, where you’re overwhelmed with the sheer number of them, and they often feel like they are not actually doing anything at all. But with just a slight shift in perspective of how you view these accommodations you will suddenly find them making a huge impact in your students’ success.