Sentences with phrase «academic improvement if»

Not exact matches

If your child has been diagnosed and you are looking for improvement in your child's social development, as well has academic achievement, please consider giving Total Focus a try.

It's not clear if Carranza saw the letter before he told Chalkbeat last week that the Renewal program lacks a single clear «theory of action» and noted that simply providing a package of social services (as the city does by making each Renewal a «community school») «doesn't cause academic improvement.»

But if the assessments of Cao and Miller are correct — if UC postdocs will indeed rank among the nation's top postdoc earners, if the new workplace protections really are without precedent in so elite an academic system, and if the pact in fact heralds serious economic improvement — these facts say more about the generally dismal circumstances of young academic researchers than they do about the prosperity and security in store for those employed at UC.

Under this new system, teachers are evaluated on student academic growth and classroom practice and receive a rating of Highly Effective, Effective, Needs Improvement (called «Developing» if they are in their first three years of teaching), or Unsatisfactory.

If this is the case, even strong incentives for higher academic performance may not produce notable improvements in key outcomes.

By rejecting any partnerships, Houston risks triggering a 2015 law that requires the TEA to close schools or replace the school board if any of a district's schools receive five straight «improvement required» ratings for poor academic performance.

But basically, if you do not see tremendous improvement in your child's academic, social, emotional, physical, or behavioral development every single year in the elementary grades, then either school or family life needs to change.

The erratic nature of professional development and school improvement is all too real, and I knew that if I wanted to get the most out of our staff and professional development, it needed to have a through line that mapped onto what it takes for an organization to learn — not some artificial period of time like a semester or an academic year.

Our impact as educational leaders can vary, but our core business as educators is to serve students by influencing substantive academic, socio - emotional, and civil improvement, at least one year, if not more, for

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

* If a state department of education requires a District and / or School Improvement / Strategic Plan each year, a specific section of that plan must address how the district and / or school will plan, resource, and address the academic and social, emotional, and behavioral needs of its different students with disabilities.

If a student appears to be having difficulty maintaining progress in any course (s), and faculty have already alerted them to the situation without improvement, Academic Advisors will address the issue directly with the student at their mid-term evaluation.