We offer a wide range of dissertation and thesis writing services that are flexible enough to fit the diverse
academic needs of students at any level.
Not exact matches
The Chad Leat
Student Scholarship fund is specifically for undergrads
at the University
of Kansas, Lawrence campus who can demonstrate
academic success, financial
need and a commitment to fostering multiculturalism on campus.
You will
need to bring your
student card
at the beginning
of the
academic year, to register or renew for access to the track or for sports club use.
Moser brings to the subject matter a unique background: As a clinician who has treated hundreds if not thousands
of concussed
student - athletes
at the Sports Concussion Center
of New Jersey, she brings real world experience to the subject, not just as a neuropsychologist with specialized expertise on baseline and post-concussion neurocognitive testing but in the management and treatment
of concussions, including the
academic accommodations that are often
needed during the sometimes long road to recovery.
EFA is currently looking
at ways
of allocating place funding in the
academic year 2016 to 2017 and encouraging institutions to focus on recording accurate data on high
needs students in 2014 to 2015.
«What this simply meant was that
at least an amount
of GHc3.6 billion would be provided for in the budget to cater for the
needs of an estimated 840,000 SHS
students due to be in school in the 2016/2017
Academic year.Paragraph 575
of the Budget Statement however paints a completely different picture and tells a tale
of total deception.
Running for nearly 20 years, English School
of Canada has educated over 30,000
students from more than 50 countries.
Students appreciate and are engaged with the multicultural
student body they study with
at our fully accredited school.Finally, the third class will illuminate how to write various
academic, business, professional, and functional compositions.In addition to these practical objectives, this class will show
students how to put themselves in the correct mindset to write, how to plan to write as well as how to implement editing and revision strategies.The program also teaches
students the specific language skills and vocabulary
needed in a health care workplace.It covers speaking, listening, and reading on a wide range
of topics from technical skills to ethical concerns, from communicating with patients to discussing issues with colleagues.
On a recent Saturday in May, 36
students from the Boston Public Schools (BPS) and their families came to the Ed School to be recognized for their participation in BPS» 10 Boys Initiative, a program aimed
at «providing boys
of color with the encouragement and support they
need to achieve personal and
academic success.»
Reality: While it's true that younger
students, whether they be elementary school
students or freshmen
at your high school,
need a more fundamental set
of skills for both
academics and behavior,
students of all ages can work to know themselves better, relate better to others, and make responsible choices.
And
of the
students who score well on the PSAT / NMSQT, indicating a 70 percent likelihood
of thriving in an AP course,
of those
students, six out
of ten Asians will take an AP course, [compared with] four out
of ten white
students and two out
of ten African American
students... In other words there is a racial break among kids who could achieve
at a high level and are being propelled into more challenging
academic experiences; that data
needs to be understood.
At P.K. Yonge, a Multi-Tiered System
of Supports (MTSS) is used to meet every
student's
academic and behavioral
needs.
At Mount Desert Elementary, SEL, coupled with an approach to
academic instruction that is responsive to each
student's
needs, helps to create a school community where
students gain not only a strong
academic education but also the self - confidence, emotional maturity, and social skills
needed to succeed beyond the walls
of the classroom.
This means all forms
of safety and security while
at school — food if hungry, clean clothes if
needed, medical attention when necessary, counseling and other family services as required, and most
of all, caring adults who create an atmosphere
of sincere support for the
students» well - being and
academic success.
The real culprit is not a lack
of academic preparation, but instead the actions
of state legislatures, colleges, and universities that hike up the costs
of attendance, underinvest in
need - based financial grant aid, and spend the least on support services
at the schools where
students possess the greatest economic and
academic needs.
Academic Gains, Double the #
of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You
Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differ
Need Now — March 1, 2018 Brookings - AIR Study Finds Large
Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work
of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You
Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differ
Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence
at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada
Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds
of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High -
need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differ
need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth
of Opportunity Culture Voices — May 26, 2016 Increase the Success
of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?
Fair
Student Funding: Fair
Student Funding (FSF) dollars — approximately $ 6.1 billion in the 2017 - 18 school year — are used by schools to cover basic instructional
needs and are allocated to each school based on the grade level and
academic needs of students enrolled
at that school.
Our mission
at Meadowview Middle School continues to be one that delivers a challenging core
academic curriculum aligned to ACT College and Career Readiness Skills for the diverse
needs of each
student, while providing opportunities for the adolescent learner to participate and explore in a wide range
of exploratory courses and to participate in extra-curricular activities.
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)
In addition, a dedicated team
of counselors, intervention specialists and administrators takes a deeper look
at data for
students that are struggling and creates support plans and a culture
of high behavioral and
academic expectations tailored to their
needs.
Just as an emphasis on the whole child consistently yields higher
academic outcomes, happier
students, and increased positive behaviors, we have seen that attention to the social - emotional
needs of adults leads to productive, happier teachers who enjoy their colleagues and their time
at work.
At my school, we've found that understanding and including the social - emotional
needs of our
students in our teaching makes for excellent
academic gains.
The DCPS funding formula does differentiate public funding based on the number
of students at each grade level and in different special
needs categories, including special education, English language learners, and those «
at risk» for
academic failure.38 DCPS would not disclose how or if it factors in parental donations when determining school budgets or allocations.39 However, it did report not having a policy to equitably redistribute parent donations or to prohibit these additional dollars from being put toward staffing.40
Research behind VAL - ED (the Vanderbilt Assessment
of Leadership in Education tool to assess principal performance, developed by researchers
at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high
academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage
students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for
students with special
needs (advocating), make sure families are aware
of the learning goals (communicating), and keep on top
of test results (monitoring).41
The program focuses on recovery and reengagement, identification
of and outreach to
at - risk
students, assessments
of their
needs, identification
of available resources, referrals to identified community partnerships,
academic support, and alternative options case management and... Read more»
I hope this recognition validates that our district is
at the frontier
of this pioneering work and solidifies our momentum towards meeting our
students»
academic needs indirectly through practices that support their personal resiliency.»
A greater emphasis
needs to be placed on ensuring that all
students achieve
at least one year
of academic growth each year, rather than on what the average test score for a class or grade is on an assessment.
The staff
at Franklin Elementary is committed to facilitating the
academic and social success
of each
student by addressing their distinct, personalized learning
needs.
When you look
at this project in the context
of the inner city school, where
students need hope and confidence just as much as they
need academic skills, readers» theater seems to be much more than just a little play.
The intent
of California's Local Control Funding Formula (LCFF) is to give districts more flexibility with their state funding but
at the same time to create a new school finance system that recognizes that
students with specific demographic factors
need greater support to address their
academic needs and improve educational outcomes: English Learners, low income
students and foster youth.
Strong technical skills, particularly in integrating technology in the classroom to drive
academic achievement Demonstrated volunteer or community service
At least one (or more)
of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo
At least two years
of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas
of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops
student critical thinking and problem solving skills Prepare
students for strong
academic achievement and passing
of all required assessments Communicate regularly with parents Continually assess
student progress toward mastery
of standards and keep
students and parents well informed
of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special
needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside
of school hours Establish and enforce rules for behavior and procedures for maintaining order among the
students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies
The majority would be reserved for those that focus on disadvantaged
students, including those with limited English proficiency, special
needs, and those who are economically disadvantaged or
at risk
of failing federal and state
academic standards, including the WASL.
Taken together, these indicators would communicate the level
of attendance that gives
students the best chance
of success and would ensure that
students at high risk
of academic failure due to their attendance receive the attention they
need.
He raised his differentiation practices to a higher level by gaining intimate knowledge
of each
student's strengths, learning style,
academic needs, affective
needs, and the
student's readiness for the tasks
at hand.
But my experience with the staff and
students in this i3 Project just absolutely confirmed for me that, if your intention is to increase a
student's
academic performance (
at any age), you are best served by beginning with a close inspection
of the foundation you're building on — are their developmental
needs being met?
Eskolta has been working with schools and the NYC Department
of Education to look
at how, alongside basic
academic skills, we can help
students and their teachers focus on the behaviors and abilities
needed to succeed in college and career.
Teachers also
need not fear a bad review simply because they are assigned more struggling
students at the beginning
of an
academic year.
«What we found is that if you (promote a
student), you also
needed to provide support, additional
academic support, so that you could fill in those gaps,» Galvez said
of the district's renewed focus on intervening when
students aren't performing
at grade level.
At the same time, the report identifies areas
of focus as the sector has further to go in meeting the
academic needs of all
students, because there are still too many under performing charter schools in the state.
and Expeditionary Learning, for example), all
at the expense
of offering
students an authentic and inspiring education that truly meets their social, emotional and
academic needs.
As we strive to create an education system that is responsive to the
needs of all, we must foster pathways that afford
students the opportunity to move through secondary and postsecondary education
at an individualized pace that meets their
academic needs.
At all three
of these campuses,
students» social, emotional, and
academic needs are a priority, and they directly inform programming.
As documented under Section 1115
of Title I, Part A
of the Every
Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest
need for special assistance... Eligible children are children identified by the school as failing, or most
at risk
of failing, to meet the State's challenging
student academic achievement standards on the basis
of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis
of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures».
Early warning indicators and data systems can identify
students at risk
of dropping out and in
need of support to improve
academic performance.
Any data collected should be used for the sole purpose
of tracking the
academic progress and
needs of students by education officials
at the local and state level.
Paul Tough, author
of a book about the Harlem Children's Zone, describes the philosophy behind «no excuses» secondary schools that target
at - risk
students: «The schools reject the notion that all that these struggling
students need are high expectations; they do
need those,
of course, but they also
need specific types and amounts
of instruction, both in
academics and attitude, to compensate for everything they did not receive in their first decade
of life.»
Teachers cite a lack
of high - quality instructional materials that support
students» language and
academic needs, while
at the same time providing the rigor to stay on grade - level.
The shift to adequacy has made ensuring there are adequate resources for all
students - especially those with special
needs such as
students in special education, those
at - risk
of academic failure, and English Language Learners - is the focus
of state funding systems.
They are a North Carolina - based not - for - profit organization committed to working with the Innovative School District (ISD) to implement a comprehensive system
of support to serve the
needs of all
students at Southside Ashpole, improve
academic outcomes and engage in a partnership with the local community.
The approximately 50 teachers who belong to PGCEA
at Gholson are involved in all activities and interdisciplinary teams, which are groups
of teachers responsible for the
academic, social, and emotional
needs of its 940
students.
In return, fellows commit to teaching for three years in a high -
needs school (schools with a significant percentage
of students at risk
of academic failure).