Sentences with phrase «academic information needs»

Not exact matches

The long - term vision is a country in which citizens, specialists, professionals, academics, community groups and even businesses can work together, developing innovative information access and visualization tools, better decision - making models, and more tools responsive to the needs of the citizens.

As for the academics thing, that's the kind of information that should be ingrained in the athletic department rather than just one football coach, because I doubt football is the only sport that may need to figure out how to get premiere athletes admitted to the school.

Here you will find articles about information on the latest research about the long - term effects of concussion on an athlete's cognitive function, articles on whether the new state concussion safety laws are increasing concussion safety, advice on the academic accomodations concussed student - athletes often need when they return to the classroom, and about the latest in concussion research.

Information on the funding and contracting principles for post-16 high needs students in the academic year 2015 to 2016.

The purpose of this guide is to provide up - to - date information on academic Science, Engineering, and Public Policy (SEPP) programs to assist prospective students, researchers, administrators, and funding agencies in obtaining a picture of the field and identifying programs whose offerings meet their individual needs and interests.

One hopes that when — or, more likely, if — the academic community finally comes around to providing such needed information as a matter of course, institutions can agree on a standard set of career categories — either this taxonomy or some other — that will allow clear comparisons among universities.

Professors need academic freedom, access to all sources of information and analysis, and the latitude to publish their work.

AAAS and several academic researchers are joining forces to collect information to guide scientists on how best to engage with policymakers, filling a much - needed fact - finding gap, experts gathered at a National Academy of Sciences event agreed.

For the majority of scientists who won't get tenure - track positions — and may not want them — Research Universities states that the great need is to «better position new PhDs for the careers they will have by providing more information about career options and by providing opportunities to acquire, in addition to the knowledge of one's field, skills that are useful for academic positions (teaching, grant writing, publishing, presentations) and positions in government, business and non-profits (oral and written communication, project management, regulatory compliance, business ethics and innovation.)»

Ever since, biological scientists have debated whether, one day, the need to keep sensitive information from aspiring bioterrorists would force them to impose new limits on the academic openness they had long taken for granted.

In this way, we seek to avoid the two - sided performer - user pitfall that we have observed in earlier and related federal agency endeavors to promote research / knowledge utilization: on the one hand, requiring or inducing academic grantees to torque or overstate their research findings in order to connect to immediate policy issues; on the other hand, creating unrealistic or premature expectations on the part of users that early stage fundamental research will be directly relevant to their immediate needs, leading them to be disappointed or disenchanted when well conceived and implemented academic studies fail to produce such information.

The focus of this session will be on the important elements of a resumé, the differences between a resumé and the standard academic curriculum vitae, and the information needed to make a good impression.

As during previous panels, speakers Moon Duchin, Rafael Luna, Joan Reede, Alberto Roca, and Jessica Tytell made it was obvious that more data is needed for us to fully understand the precise makeup of academic researchers and, in fact, one of the projects developed during the Saturday Hack Day Session focused on finding this information and making it more easily digestible / available.

Students need good judgment to successfully navigate the sea of information in their academic lives, as well as for the social and emotional choices and decisions that they will inevitably face.

Traditionally, knowledge has been diffused, which is defined by the Canadian Institutes of Health Research as «passive, unplanned, uncontrolled dissemination; primarily horizontal or mediated by peers (e.g. publishing in peer reviewed journals, presenting research results to peers at academic conferences); potential user needs to seek out the information» (2).

One of the biggest takeaways for me is that, because a family's choice of school is a function of lots of factors (e.g., academics, extracurriculars, distance), we need to double down on efforts to publicize a wide variety of information on schools of choice.

Reading and talking about nonfiction — not just storybooks — helps younger children learn information and skills that they need for academic success in upper grades.

We are also the «go to» office for a wide range of information such as how to find information about housing or where to turn if you need academic support.

The profiles included sketches of the user and detailed information about the user's habits, hobbies, academics, interests, and needs.

The academics found that teachers working with Down syndrome students need professional learning at the outset, including syndrome - specific information, followed by an ongoing, staged program looking at teaching specifics as their professional development needs evolve.

While affordability and academic preparation are both important issues, Long said these factors are compounded by the complexity of the processes involved, with parents and students faced with too little information, bad information, misperceptions about what aid is available, and often not getting the information they need when they need it.

Academic Standards (PDF) Academic and Career Plan (PDF) ADA 504 Notice (PDF) Asbestos Management Plan (PDF) Assessment Information (PDF) ATOD (PDF) Attendance Policy (PDF) Bullying (PDF) Child Nutrition (PDF) Directory and Yearbook Information (PDF) District Wellness Policy (PDF) Education for Employment — Career Counseling (PDF) Education Options Available to Resident Children (PDF) Homeless Education Program (PDF) Human Growth and Development (webpage) Indoor Air Quality (PDF) Limited English Proficiency (PDF) Meal Charge Policy (PDF) Participation (PDF) Public Use of School Facilities (PDF) Possession or Use of Cell Phones (PDF) Program and Curriculum Modifications — Programs for Children At Risk (PDF) School Accountability Report (webpage) Special Education (PDF) Special Needs Scholarship Program (PDF) Student Locker Searches (PDF) Student Non-Discrimination and Complaint Procedures (PDF) Student Records (PDF) Suicide Prevention Resources (PDF) Student Privacy — Pupil Records (PDF) Student Privacy — Directory and Yearbook Information (PDF) Title I Family Engagement Policy (PDF) Title I Professional Qualifications — Teacher (PDF) Title I Professional Qualifications — Teacher Assistant Youth Options Courses (PDF)

It must provide learners with the necessary information that they need to be able to make instructional decisions to support academic gains.

If this is a request for information about our special education program or need for academic records for a special education student, then please contact the Executive Director of Special Education and Student Services, Ayana Malone: [email protected]

Written by an experienced school psychologist, this unique resource gives classroom teachers and specialists at all levels the key information and practical strategies they need to recognize and respond effectively to 30 of the most common problems encountered in today's classrooms, including: academic problems, behavioral problems, and physical problems.

A more appropriate way to capture accurate information about students» academic growth and needs, he said, is to measure students» growth from September to June.

Check for academic understanding and respond appropriately during the lesson: Highly effective teachers consistently check for understanding and use that information to reshape lessons as needed.

Addressing members of the General Assembly's Education Committee during an information forum on the state's RTTT grant application process held April 16, State Education Commissioner Mark McQuillan said Connecticut needs RTTT funds to help build «a bold support system of emotional and academic support» for students.

Present Levels of Educational Performance This section of the IEP summarizes a student's performance in academic and behavioral areas and provides information about the student's strengths, his or her needs, and how the disability is impacting his or her performance.

If you need additional information or have questions about the guidelines, please contact John W. «Billy» Haun, Ed.D., chief academic officer, Division of Instruction, by e-mail at [email protected] or by telephone at [phone].

(e) Gifted multidisciplinary evaluations shall be sufficient in scope and depth to investigate information relevant to the student's suspected giftedness, including academic functioning, learning strengths and educational needs.

Students understand that teachers and education leaders need different kinds of information about their academic (and school?)

«Districts and unions also need to work together to provide parents with more and better information about teacher effectiveness — if not individual ratings, then at least school - level statistics, as teachers are the most powerful school - based factor in student academic success or failure,» he said.

With the Success Highways Elementary Resiliency Assessment, educators get the root cause information they need and can take action before signs of academic or behavioral trouble even appear.

This information can fill the need cited by many of the most vociferous critics of accountability schemes in education, who have railed against reliance on students» academic test performance as the sole criterion for judging school quality.

As documented under Section 1114 (b)(1)(A) of Title I, Part A the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds must conduct «[a] comprehensive needs assessment of the entire school (including taking into account the needs of migratory children as defined in section 1309 (2)-RRB- that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards described in section 1111 (b)(1)».

Therefore, even though GreatSchools attempts to provide parents with information regarding the academic achievement of schools, the picture it provides is a very incomplete one, and once again leaves parents lacking the information they need to make a fully informed decision.

Vision: The Montgomery County Public School Library Media Programs provide innovative, learner - centered services to nurture and challenge the academic and personal information needs of students and staff.

«The learner profile is everything that makes that student who they are — strengths, areas of improvement, desires, achievements, needs, goals, and some historical academic information,» Sorensen explains.

This is problematic, said the researchers, because, «If parents and the general public receive little information on what is going on in the education process, it is hard for them to gauge what steps are needed to improve academic performance.

In conjunction with raw achievement data scores, TVAAS provides educators with valuable information to drive innovative teaching approaches and ensure they are meeting the academic needs of students.

The Chapter will assist Michigan educational and corporate entities in understanding how to plan for the use and successful implementation of academic and information technology to improve student learning, advocate for educational technology needs and to promote the development of leadership skills for educational technology professionals.

The enrollment process and documents are additional information and steps that allow MAPCS to gather residency and academic information for compliance and programming needs.

To that end, the Early Childhood Consultancy Group has met over the last four months to: 1) determine the most important information early childhood parents need to know about children's academic progress; 2) review the current structure of APTT and recommend changes to the substance of meetings so they better serve parents of young children; and 3) create tools, videos, and tip sheets about developmentally appropriate activities families can do at home with their young children.

«This grant competition is the next step as part of that plan, and will help states and districts improve tests to allow for better depiction of student and school progress so that parents, teachers and communities have the vital information they need on academic achievement.»

In terms of lessons learned, Ms. Walker added that to improve upon this tactic in future meetings, she would plan individualized handouts for parents with more academic information, including strategies targeted to individual students» needs.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

While meeting the social, emotional, and academic needs of students is challenging enough, districts also must respond to and comply with federal and state Department of Education initiatives and requests for information, which can shift as unpredictably as the legislative winds.

Ongoing family and educational support together with updated assessment information is needed to meet increased academic demands and to provide required documentation in academic settings and in the workplace.

Before identifying who professional academic editors are, there is a need of providing brief information this topic of editing.