Sentences with phrase «academic outcomes need»

Critics, in turn, say that Success Academy's academic outcomes need to be regarded skeptically: The network's «high expectations» can prevent certain students from enrolling and can push out weaker students who have enrolled.

Not exact matches

High needs place number allocations for the 2015 to 2016 academic year, broken down by institution and local authority location inclusive of the outcomes of the exceptional case process are published.

«From the beginning, our focus has been to achieve an outcome that will meet the university's academic space needs in a way that will keep NYU strong... while addressing the concerns of our neighbors,» Beckman said in a statement.

«MMCI significantly increased a teacher's odds of attaining the level of quality interactions needed for pre-k programs to most meaningfully contribute to children's social and academic outcomes,» said Kelly Maxwell, senior program area co-director for early childhood at Child Trends and co-author of the report.

In conjunction with academic advisers, students assess the skills needed to do the research and develop specific timelines and measurable outcomes to guide work in both the training program and the research.

However, more evidence is needed to draw causal inferences about the long - term impact of school breakfast on academic outcomes, according to the study background.

«Additional research is needed to examine impacts on academic achievement across different demographics and for longer periods and on outcomes in other domains, such as energy balance.

Arne Duncan, the new U.S. secretary of education, got this right in Chicago when he made «student connection» one of four outcomes that need to be measured in his school improvement plan efforts alongside student outcomes, academic progress, and school characteristics.

We believe that if schools and school systems clearly define their graduate outcomes for students to include not only the courses or subjects they need to pass but also Deeper Learning Outcomes — mastering academic content, thinking critically, communicating effectively, collaborating productively and learning to learn — we will create schools and school systems that ensure students are ready for success in college andoutcomes for students to include not only the courses or subjects they need to pass but also Deeper Learning Outcomes — mastering academic content, thinking critically, communicating effectively, collaborating productively and learning to learn — we will create schools and school systems that ensure students are ready for success in college andOutcomes — mastering academic content, thinking critically, communicating effectively, collaborating productively and learning to learn — we will create schools and school systems that ensure students are ready for success in college and career.

They are assessing data systems and trying to improve academic outcomes for students with special needs and English language learners.

The aims are to build a strong evidence base that will support four key Learning Away propositions, ie to demonstrate that high - quality residential learning: has a strong, positive impact on academic achievement and a wide range of pupil - level outcomes, including emotional well - being, learner engagement, behaviour and personal, social, employability and life skills; can transform the learning experience of pupils; can help to transform schools; does not need to be expensive.

«I think there needs to be authentic outcomes for what they're doing or it all becomes a little bit academic.

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.

There is extensive literature connecting greater involvement of families to positive academic outcomes in students, particularly those who are in the most need of academic intervention.

The Alliance for Excellent Education and the Johns Hopkins Institute for Education Policy released a new case study on how three school systems are using the OECD Test for Schools, an assessment developed by the Organisation for Economic Co-operation and Development (OECD), to monitor students» academic outcomes and inform shifts in policy and teacher practice to meet students» learning needs.

NEW New Case Study Examines How Three School Systems Use a Global Benchmark to Improve Teaching and Learning The Alliance for Excellent Education and the Johns Hopkins Institute for Education Policy released a new case study on how three school systems are using the OECD Test for Schools, an assessment developed by the Organisation for Economic Co-operation and Development (OECD), to monitor students» academic outcomes and inform shifts in policy and teacher practice to meet students» learning needs.

While some gains in students» academic outcomes have been achieved, no schools have budged much higher than the bottom five percent and the school takeovers have rankled parents who say that management has failed to get community support or take the time to truly understand the needs of their students.

These data can help guide planning to improve school and student outcomes by targeting the student groups most in need of additional early academic support.

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.

We determined that in order to assess school quality, and thus the academic performance of its programs, we would need to measure student outcomes.

Below are strategies for incorporating SEL into your MTSS and PBIS frameworks to better address and support students» needs and improve academic outcomes.

While it is reasonable that these schools would need more money, we now have a system where our «poorest» school districts are spending significantly more than others with little to show in positive academic outcomes.

In the Friedman Foundation for Educational Choice's latest research, The Achievement Checkup, I examined the long - term academic outcomes of one of the programs attempting to help low - income families beat the odds — The Children's Scholarship Fund Baltimore (CSFB), an organization that provides need - based K - 8 scholarships to low - income families.

These ratings combine measures of academic performance and student outcomes to distinguish between high and low performing schools and to identify those in need of extra help.

The Florida Master Teacher Initiative (FMTI), supported by a development grant from the U.S. Department of Education's Investing in Innovation (i3) program, is specifically intended to improve academic outcomes for 30,250 high - need children in Miami - Dade County Public Schools (M - DCPS) by elevating teacher effectiveness and school culture

Assist the district to redefine needs as a result of the FEA activity and establish a new level of change, including new changes in academic and other outcomes for the student population.

Good governance is the key to success — the school board needs to ensure that all of its decisions are rooted in academic outcomes.

She also leads special education data collection and analysis efforts to help strengthen the position of charter schools as well as identify and replicate successful special education models for improving academic outcomes of students with special needs in charter schools throughout the state.

Whether they are struggling or have advanced learning needs, MTSS is designed to improve academic, behavioral and social - emotional outcomes for all students.

The stated goal of the Inclusive Early Education Expansion Program is to «increase the availability of inclusive early education and care for children aged 0 to 5 years old» in order to boost school readiness and improve academic outcomes for children from low - income families and children with exceptional needs.

The National Association of State Boards of Education (NASBE) offers advice to its members: «The recognized need for public schools to support students in areas beyond academics is not new, but recent developments in social - emotional learning (SEL) go beyond what has come before — and are starting to show improvements in both student behavior and academic outcomes.»

We'll partner with you to provide specialized Colorado virtual learning solutions that improve academic outcomes and meet the needs of your students.

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.

Her research interests are in building and sustaining organizational systems to support academic outcomes for students in need of intensive intervention, leadership in special education, and the conditions in which multi-tiered systems of support can be successfully implemented within middle and secondary school settings.

Before diving into academic content with students and using the same teaching styles that have produced the current student outcomes, educators need to get to know black students and their families — their interests, goals, and past school experiences.

Empowering parents to choose a school that best meets their child's needs is critical to improving academic outcomes for all students and is a catalyst for necessary changes to the public education system.

British government leaders are embracing the ideas of American academics who argue that schools need to focus more on building knowledge to improve outcomes for low - income students.

This white paper summarizes the proceedings of a summit that was focused on integrating research knowledge on promising approaches into intensive intervention and implementation to improve academic outcomes for students with disabilities who have severe and persistent learning need.

Our public comments highlight specific provisions in ESSA for which New Leaders thinks that departmental regulations or guidance (including regulations or guidance specifically on the role of school leaders) will be needed if the new law is to deliver on its promise to strengthen teaching, especially in the highest - need schools, and accelerate academic achievement and other outcomes, particularly for our most vulnerable students.

In order to fully implement Multi-Tiered Systems of Support (MTSS) and improve students» academic and social / emotional outcomes we need to know all of the supports each student is receiving.

If the school isn't using an intelligent adaptive learning system that collects student data to achieve personalized learning outcomes, teachers will need to thoroughly research the academic history of each student and the ways he or she learns best.

A growing body of research points to the need to understand how childhood trauma (commonly referred to as Adverse Childhood Experiences or «ACE's») impact a student's academic outcomes, social - emotional well - being and predict their likelihood of developing future chronic diseases.

This unsupervised time puts children at risk for negative outcomes such as academic and behavioral problems, drug use and other types of risky behavior, yet schools with a need to slash costs in an era of constrained budgets often choose to scrap their afterschool programming.

Gifted E525: Blending Gifted Education and School Reform (1994) E492: Career Planning for Gifted and Talented Youth (1990) E359: Developing Individualized Education Programs (IEPs) for the Gifted and Talented (1985) E485: Developing Leadership in Gifted Youth (1990) E514: Developing Learner Outcomes for Gifted Students (1992) E510: Differentiating Curriculum for Gifted Students (1991) E484: Fostering Academic Creativity in Gifted Students (1990) E493: Fostering the Post Secondary Aspirations of Gifted Urban Minority Students (1990) E427: Giftedness and Learning Disabilities (1985) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E486: Mentor Relationships and Gifted Learners (1990) E483: Personal Computers Help Gifted Students Work Smart (1990) E494: Supporting Gifted Education Through Advocacy (1990) E478: Underachieving Gifted Students (1990)

In sketching out an agenda for future research and potential reforms, this Article closes with a call to action for all policy - makers and academics concerned with sentencing systems to focus needed attention on defense counsel's role and impact on sentencing outcomes.

Nicholls State University 08/2004 — 05/2006 Resident Assistant • Oversaw residential facilities ensuring safe, organized, and productive living conditions • Provided advice and guidance to students concerning academic, social, and personal issues • Developed and implemented educational programs in accordance with University goals • Documented and resolved conflicts between students ensuring positive outcomes • Maintained strong grade point average while completing duties and exceeding expectations • Performed administrative functions as needed including data processing, filing, and scheduling

Critically ill children hospitalized in intensive care units (ICUs) are especially vulnerable to a multitude of short - and long - term, negative emotional, behavioral, and academic outcomes, including a higher risk of posttraumatic stress disorder (PTSD) and a greater need for psychiatric treatment, compared with matched hospitalized children who do not require intensive care.3 In addition, the parents of these children are at risk for the development of PTSD, as well as other negative emotional outcomes (eg, depression and anxiety disorders).4 — 6

These children are especially vulnerable to a multitude of short - and long - term negative emotional, behavioral, and academic outcomes, including a higher risk of posttraumatic stress disorder (PTSD) and a greater need for psychiatric treatment, compared with matched hospitalized children who do not require intensive care.

An estimated 1,560 children died because of maltreatment, with the highest rates of victimization in the first year of life — 20.6 per 1,000 children.1 Research demonstrates that outcomes for children who survive child maltreatment (defined as neglect, abuse, or a combination of the two) are poor, with performance below national norms in a range of outcomes areas, including psychosocial and cognitive well - being and academic achievement.2, 3,4 The costs to society overall of these children not reaching their full potential and the lower than expected productivity of adult survivors of abuse are estimated at as much as $ 50 - 90 billion per year in the U.S. 5,6 These findings underscore the need for strategies to prevent child maltreatment in order to improve outcomes for children, families and communities.

Our various analyses suggest that Achievement for All has been extremely successful in improving academic and other outcomes for children with special educational needs.