Sentences with phrase «for students in earlier grades»

For students in earlier grades this appears to be a very important step in increasing the efficiency of instruction.

Additionally, accessing materials online and utilizing email, while technically possible, is more difficult for students in the earliest grades.

Charter schools also tend to demonstrate greater learning gains for students in early grades than for students in high school.

Not exact matches

Games, movement, and creative ideas will abound as this workshop opens up the world of arithmetic in the early grades for your students.

«However, the survey findings also indicate that adjustments are necessary, particularly in the early grades, to ensure our standards make sense for our students and schools.»

There was something for everyone on the menu: using Apple technology, developing research - based practices to teach students in the early grades, engaging students through digital instruction, understanding the new teacher evaluation system as set by state law, preventing high - risk student behaviors and how Community Learning Schools meet the needs of students and their families.

For example, gang prevention programs targeting students in the 6th or 7th grade would be a good use of resources because most youth who join gangs begin in their early teenage years, and as early as ages 10 and 11.

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

The state also invested substantial support for early readers and focused on retaining 3rd graders who fail to read at grade level; state law allows for, but does not require, those students to be held back, which both Skandera and Martinez criticized as insufficient in a state with exceptionally low rates of adult literacy.

In the Loop: Students and Teachers Progressing Together Looping — when a teacher moves with his or her students to the next grade level rather than sending them to another teacher at the end of the school year — was initially advocated by early 20th - century Austrian educator Rudolf Steiner and since has been used successfully for years in EuropIn the Loop: Students and Teachers Progressing Together Looping — when a teacher moves with his or her students to the next grade level rather than sending them to another teacher at the end of the school year — was initially advocated by early 20th - century Austrian educator Rudolf Steiner and since has been used successfully for years inStudents and Teachers Progressing Together Looping — when a teacher moves with his or her students to the next grade level rather than sending them to another teacher at the end of the school year — was initially advocated by early 20th - century Austrian educator Rudolf Steiner and since has been used successfully for years instudents to the next grade level rather than sending them to another teacher at the end of the school year — was initially advocated by early 20th - century Austrian educator Rudolf Steiner and since has been used successfully for years in Europin Europe.

I refuse to pretend that it's caused no mischief in our schools — narrowing curriculum, encouraging large amounts of ill - conceived test prep, and making school a joyless grind for too many teachers and students alike — but neither can any fair - minded analyst deny that there have been real if modest gains in our present era of test - driven accountability, especially for low - income black and Hispanic children, particularly in the early grades.

In the end, unless a school, from the earliest grades to the latest, organizes around strengthening language and literacy for Hispanic students and all their classmates, we simply are never going to catch all of the students who may be struggling.

In Cali, Colombia, we're working with the Carvajal Foundation, a local NGO, on a pedagogy for students who are struggling with literacy and math in early gradeIn Cali, Colombia, we're working with the Carvajal Foundation, a local NGO, on a pedagogy for students who are struggling with literacy and math in early gradein early grades.

«A realistic estimate of exam - related costs must also take into account the costs of remediation for students who fail exit exams or crucial state tests in earlier grades, as well as the «hidden» costs of services needed to give students a substantial chance of passing these tests.»

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parentIn our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parentin the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parentin 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parentin middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parentin the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

They are admirably aligned with rigorous research (on early reading instruction, for example); explicit about the quality and complexity of reading and writing that should be expected of students every year; very solid on arithmetic as a clear priority in the elementary grades; ambitious in aiming for college and career readiness by the end of twelfth grade; and relatively jargon - free.

For those schools blessed with high - performing students (as a result of learning either at home or in earlier grades), the proficiency standard to which they are held accountable is often much too low.

And while the Advanced Placement Incentive Program is not a «pure cash incentive program» (it also involves teacher training and curricular changes in earlier grades intended to insure students are prepared for AP courses), the results suggest that thoughtfully designed programs that include cash incentives for students can promote college readiness.

The National Center for Education Statistics created the measure, which compares the number of graduates in a year to an average of student enrollment in eighth, ninth, and tenth grades four years earlier.

Class Size: Reducing class sizes in the early grades has emerged as a popular policy initiative across the country as states look for ways to improve student performance.

The game, which is being designed for students in grades 6 — 12, will let players traverse several historical events through increasingly difficult adventures to better understand the grievances of early Americans and draw connections to the real life impact of the declaration.

For each objective teachers are given detailed information about what content should be taught to meet the objective, the level of knowledge that has been developed in earlier grades, assessment ideas that can be used to determine if the student has mastered the objective, and ways the skills covered by the objective can be linked to other objectives.

They have also supplied models, and these do offer «college and career readiness information for students in eighth and eleventh grades,» but not in earlier grades.

We also need to hear much more about creating increased opportunities for students to learn other languages, starting in early grades, so they may have sufficient opportunities to reach high levels of communicative proficiency and intercultural competence.

Although our data do not allow us to address this issue directly while still accounting for the self - selection of students into charter schools, simple comparisons indicate that students who entered charter schools in the later grades made smaller gains in math (but not reading) than students who entered earlier.

Second Step - Program created by the Committee for Children to teach social skills to students in early childhood through grade 8

Reality: The evidence indicates that class sizes must be reduced dramatically — to 15 students or fewer — in order to get an impact, and even then it matters only for the very youngest students in the very earliest grades.

The extra gains found for long - term attendance in small classes (in the early grades) continued to appear when students were returned to standard classes in the upper grades;

While presenting her story to students in the early elementary grades, Hawkins was asked by a principal to develop an etiquette program that would help sixth graders prepare for middle school.

«Conclusive evidence has shown the benefits of class sizes of 1:15, especially in the primary grades,» says Charles M. Achilles, a professor of educational administration at Eastern Michigan University, in Small Classes, Big Possibilities, an article he penned for The School Administrator: «Since the early, 1980s, a large - scale project in Indiana, a major experiment in Tennessee, numerous smaller studies and evaluations of projects that use low adult - to - student ratios have found that youngsters in small classes (1:15 or so) as compared to youngsters in larger classes

For one, it works: test scores for America's lowest - performing students, including many low - income and minority children, rose significantly, at least in the early grades, after the advent of the standards, testing, and accountability movemeFor one, it works: test scores for America's lowest - performing students, including many low - income and minority children, rose significantly, at least in the early grades, after the advent of the standards, testing, and accountability movemefor America's lowest - performing students, including many low - income and minority children, rose significantly, at least in the early grades, after the advent of the standards, testing, and accountability movement.

The amendment did not require implementation until 2005, and none of the students participating in the Florida early childhood program had reached the 4th grade by 2007, the most recent year for which NAEP data are available.

Since most students start in charter schools in early grades (kindergarten and 1st grade alone account for about 50 percent of new students), there are comparable groups for students who enter in kindergarten through grade 5.

With the exception of these early - grade private school students, students already attending private schools in Florida are not eligible for first - time scholarships.

Delaine Eastin, the superintendent of public instruction, reported that 851 districts applied for money to cut the number of students in the early elementary grades to 20, from as many as 30.

Subsequently, those initial measures were buttressed by additional innovations, including the curtailing of social promotion for students who failed to learn to read in the early elementary grades.

As noted earlier, special - education students who were receiving instruction at grade level were included in the state's testing system for the first time in 1999, and Houston imposed an even more inclusive policy.

The highest - performing charters are those that that have most fully embraced a «no excuses» approach to teaching and learning; have created strong school cultures based on explicit expectations for both academic achievement and behavior; have an intensive focus on literacy and numeracy as the first foundation for academic achievement; feature a relatively heavy reliance on direct instruction and differentiated grouping, especially in the early grades; and are increasingly focused on comprehensive student assessment systems.

A successful undergraduate teacher in, say, introductory biology, not only induces his or her students to take additional biology courses, but leads those students to do unexpectedly well in those additional classes (based on what we would have predicted based on their standardized test scores, other grades, grading standards in that field, etc.) In our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professoin, say, introductory biology, not only induces his or her students to take additional biology courses, but leads those students to do unexpectedly well in those additional classes (based on what we would have predicted based on their standardized test scores, other grades, grading standards in that field, etc.) In our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professoin those additional classes (based on what we would have predicted based on their standardized test scores, other grades, grading standards in that field, etc.) In our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professoin that field, etc.) In our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professoIn our earlier paper, we lay out the statistical techniques [xi] employed in controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professoin controlling for course and student impacts other than those linked directly to the teaching effectiveness of the original professor.

For several days in early January, Michaelis and support staff members met with classroom teachers in grades three to six charged with identifying students in different subgroups (Hispanic, African American, English language learners, special education) at levels 1 and 2 with the best chance of scoring at a higher level on the math, reading, or writing section of the CMTs, if they received intensive, targeted remediation.

The Commission will examine factors in raising student achievement from prekindergarten through high school including: state accountability and curriculum requirements; model programs to improve student achievement beginning in early learning programs and continuing throughout high school; strategies for every student to achieve at grade level such as intervention and support systems; and policies to improve student attendance and retention.

As the earlier grades provide the foundation for learning that is built upon for the rest of education (and life), changes in assessment earlier would have the most profound effects on students» lives.

Students who are chronically absent in early grades are at risk of not establishing a foundation for learning — for example, not reading on grade level — and setting out on a course that can lead to grade repetition, behavioral problems, and eventual dropout.

This might include early intervention for students who are at risk of failing Algebra I or any 9th - grade math class, credit recovery or targeting students with attention from graduation coaches in high school.

The National Association of Elementary School Principals has launched an initiative in preschool education that will include: a national survey of state standards for preschool education, efforts to lobby state lawmakers to reduce student - teacher ratios in the early grades, and plans to work with state...

They claim that value - added studies that measure gains from one point in time to the next fail to account for the fact that «two students can have pretest scores and similar schooling conditions during a grade and still emerge with different posttest scores influenced by different earlier schooling conditions.»

Waterford is designed for the earliest readers, students in grades K — 2.

For teachers in specialized areas, such as arts and physical education, as well as most teachers in the earliest grades and in high school, the SGOs will be the main measure of their students» growth.

First, many students do not earn passing grades in early courses that are thought to be prerequisites for more - advanced subjects.

But this welcome new emphasis on the early grades may not yield the hoped - for improvements in equity and overall achievement if, while correcting for an earlier neglect, we persist in ignoring the content taught in students» formative years.