Sentences with phrase «access the curriculum at»

Virtual classrooms and online learning platforms offer a safe space outside of the mainstream environment to access the curriculum at the student's own time and pace, for example lesson times can be adjusted so the child can attend when they feel the most energised and able to learn.

One in five pupils are at risk of leaving their primary school unable to read well enough to access the curriculum at secondary level.

Not exact matches

We offer students online access to the curriculum, affording them the opportunity to digest the materials at their own pace.

«Wake Tech does not modify curriculum, but we provide accommodations for accessing the material,» says Regina Willis, director of disability services at Wake Tech Community College.

This technology will help students to learn at their own pace, expand access to advanced courses and interactive curriculum, and enhance communication between parents and teachers.

Australian Education Union Federal President Correna Haythorpe said it's important for teachers to have access to broad curriculum expertise, which is very important for a child's development as a whole, but you can't implement provisions around having specialist teachers in place without looking at the resources that will need to be in place to support that.

Michael Petrilli called the Department's recent warning that it would take a closer look at these within - district allocations «meddling,» but it's shameful that our public policies disproportionately place students of color in schools with poor lighting, unsafe or temporary structures, and unequal access to technology and curriculum.

As we enter the world of high - powered notebook computers, broadband internet connections, 3 - dimensional curricula, open - source product development, and internet - based games, both co-operative and competitive, students will learn by accessing dynamic, interactive instructional materials that provide information to each student at the level of accomplishment he or she has reached.

For K — 12 education, he proposes programs to «recruit math and science degree graduates» to teaching and «ensure that all children have access to a strong science curriculum at all grade levels,» more funding for «intervention strategies in middle school» for «teaching teams, parent involvement, mentoring, intensive reading and math instruction, and extended learning time» — all to address the «dropout crisis.»

But the students chosen to receive the new curriculum might differ in a way that influences their academic progress - they might, for instance, have had better reading teachers in the past, be more motivated, or have access to more educational resources at home.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

... If a kid is being bullied at school, then they may not [be] attending school and accessing the curriculum, and [they are] not going to succeed academically.

Educators can access the curriculum online at no cost.

Every child needs access to the curriculum, wherever they are at.»

The Curriculum connections can be accessed at: resources.australiancurriculum.edu.au / curriculum - cCurriculum connections can be accessed at: resources.australiancurriculum.edu.au / curriculum - ccurriculum - connections

The core belief of the PLC at Work model — that all students should have access to the most rigorous curriculum and that all students should learn, was counter to common practices in the era when DuFour taught.

«Students with disabilities served in urban settings, in which minorities predominate, have higher likelihood of being placed in segregated settings, and lower likelihood of accessing challenging curricula,» said Tom Hehir, lecturer at Harvard Graduate School of Education.

It just makes sense that a school committed to helping all students learn at high levels would focus on learning rather than teaching, would have educators work collaboratively, would ensure students had access to the same curriculum, would assess each student's learning on a timely basis using consistent standards for proficiency, and would create systematic interventions and extensions that provide students with additional time and support for learning.

The report recommended that: policy makers ensure curriculum and assessments are aligned at state, district and local levels; districts survey teachers on test prep activities and keep those that are highly rated, while dropping those that aren't; districts expand access to technology so students can develop skills before taking tests and teachers can support them; and districts only use interim tests aimed at predicting performance on end - of - the - year tests, if teachers believe they are high - quality.

«The teachers in our study confirmed what we at Teach Plus have learned from previous research and from speaking with thousands of teachers over the past five years: that alignment between assessments and curriculum, access to highly valued activities, and the autonomy to choose what's right for students all contribute to how teachers perceive the value of activities they use to prepare their students for tests, and are all factors that can be changed to reduce wasted time and increase valued instructional time.»

«At national conferences I have seen that some teachers and administrators are beginning to see that segregating students with disabilities in classes without access to the general curriculum or highly qualified — content trained — teachers is partly to blame for the achievement gap,» she said.

Considered a seasoned collaborator and evidence - based strategist, Dr. McGlawn served as the Senior Associate for Linked Learning at The Education Trust - West, where she led assessments of Linked Learning implementation, with a strong focus on the quality of curriculum and instruction delivered through Linked Learning pathways, as well as equitable systemic access and improved outcomes for students.

The intervention both schools used is inclusive school reform: At River View and Summer Heights, all students — including the approximately 23 percent of the student body at both schools formally identified as disabled — now have full access to the general education curriculuAt River View and Summer Heights, all students — including the approximately 23 percent of the student body at both schools formally identified as disabled — now have full access to the general education curriculuat both schools formally identified as disabled — now have full access to the general education curriculum.

Agile Mind Statistics puts authoritative resources at teachers» fingertips, and helps all students access a rigorous college preparatory curriculum that engages, motivates, and equips students for success in advanced mathematics and higher education.

Agile Mind Algebra II puts authoritative resources at teachers» fingertips, and helps all students access a rigorous college preparatory curriculum that engages, motivates, and equips students for success in advanced mathematics.

Teachers and administrators at each school will join forces to share professional development and mentoring, including access to ASU faculty, a self - paced digital curriculum for students, and other resources in an effort to boost student achievement, graduation rates and college attendance.

5.1 Access to the academic core curriculum is ensured at the nontraditional or alternative schools.

Students who need additional support and may not have technology access at home can benefit from afterschool programs leveraging digital media and curricula

With this prestigious accolade, Pinecrest Preparatory Academy Charter High School continues to expand its partnership with the CollegeBoard «Incorporating the Pre-AP curriculum at our school continues to support our mission of giving all of our students, regarding of ability level, equal access to a challenging, college - bound curriculum», stated Maria Beatriz Nuñez, Principal.

Students of all entering ability levels experience the same rigorous, standards - based curriculum with modifications to access content at various levels.

«Among the group's other recommendations in its two reports released in January are that new teachers should be given access to teaching mentors in navigating the challenges of working with students who have experienced trauma or are considered at - risk, as well as developing effective curriculum.

These students are suspended, expelled, and drop out at higher rates, and are less likely to have access to strong teachers and challenging curricula,» according to the U.S. Department of Education.

At the heart of our system is a secure data warehouse that electronically stores unlimited curriculum and assessment data for 24/7 access that can be tailored to educators, parents, and students.

The school is having great success mainstreaming students who at other schools might «be relegated to classrooms where they do not have access to the core curriculum.»

In this report, the authors, members of the Teachers Learning Collaborative, present the results of a three - year collaborative effort to create an innovative literacy curriculum framework that would support teachers» dual — and often competing — commitments in literacy instruction: (a) to make sure that all students have the opportunity to learn literacy skills and strategies with texts that are at their instructional level, and (b) to make sure that all students have access to, and instruction with, texts that are appropriate to their age level, even if the students are unable to read such materials without support.

As the technology and curriculum team see improved student outcomes with technology at school and at home via the AP Blended Learning program, they are looking to expand the take - home learning program within other classrooms to provide similar filtered Internet access at home.

Grade - Level and Instructional Resources for Parents Click HERE to access Parent Guides to the New Standards, online textbook and curriculum resources as well as instructional videos for you to use at home.

Students who enroll in VLAC will be provided, at no cost, the equipment (including computer and internet access) and materials needed to participate in virtual learning using the Calvert curriculum.

One of the next pieces, in addition to looking at behavior, is to review our results for Tier III students and review results not only against the Tier III interventions, but evaluate the results of those students against our State assessments because one of the challenges that come up is if you are really serious about making gains with intensive students at Tier III, you need to evaluate them and their ability to access the typical or the core curriculum and that's been a concern.

Students and staff at both institutions will have access to the aquaponics lab for academic lessons, projects, and field trips, and will also have access to college courses while in high school, trainings, and curriculum related to the system.

At OHDELA, students are able to review live class recording archives and can access curriculum 24 hours a day, 7 days a week in combination with attending live classes and live help sessions.

A focus on student engagement at the systems level is one lens through which we can view the issue of access to a quality curriculum.

For example, Bob Wise, a former governor of West Virginia who is now president of the Alliance for Excellent Education, said at a national leadership summit in February 2012 that online learning is an «imperative for meeting those challenges such as providing sufficient opportunities for students to gain the knowledge and skills they need to succeed in the global economy; dealing with budget deficits that are forcing program cuts; and ensuring students» access to high - quality teachers, curricula, and learning experiences.

Although schools can access and use gratitude curriculum, parents and teachers can model showing gratitude at home and in the classroom by noticing when others — adults or kids — intentionally help others.

Student engagement that promotes access to curriculum is at the core of educational equity.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

Practices at the institutional level (like placement, regrouping, and tracking) sometimes deny certain subgroups equitable access to the district's most interesting, challenging curriculum.

The assurance that all education stakeholders accept responsibility and hold themselves and each other responsible for every learner having full access to quality education, qualified teachers, challenging curriculum, full opportunity to learn, and appropriate, sufficient support for learning so they can achieve at excellent levels in academic and other student outcomes.

First published in 1995 as How to Differentiate Instruction in Mixed - Ability Classrooms, this new edition reflects evolving best practices in education, the experiences of practitioners throughout the United States and around the world, and Tomlinson's continuing thinking about how to help each and every student access challenging, high - quality curriculum; engage in meaning - rich learning experiences; and feel at home in a school environment that «fits.»

In this framework, accountability is defined as: the assurance that all education stakeholders accept responsibility and hold themselves and each other responsible for every learner having full access to quality education, qualified teachers, challenging curriculum, full opportunity to learn, and appropriate, sufficient support for learning so they can achieve at excellent levels in academic and other student outcomes.