Sentences with phrase «achieving advanced levels»

The district has seen more teachers achieving advanced levels of proficiency under this system, proving that instructional improvement is possible once we begin defining and measuring excellence.

students in their schools do not achieve an advanced level of competence.

«The «Four Pillars of World Cuisine» as Deep Nutrition explains them, are four dietary principles found in traditional and primitive cultures that manage to achieve this advanced level of health.

Not exact matches

«Becoming the first club to achieve the Premier League Equality Standard Advanced Level since the Standard transferred to the Premier League in 2015 underlined our commitment to this ambition and also highlighted the values that underpin our work.

But a better understanding of the gut environment will be necessary to achieve the next level of advances in comprehending the disease and fashioning better interventions, researchers said last Wednesday at the annual Conference on Retroviruses and Opportunistic Infections in Boston.

If this project can not be achieved without a science fiction - level advance, then no responsible journalist would report that results are realistic in two years.

The researchers were able to achieve a controllable self - assembly of peptoids on a flat surface by manipulating molecular - level interactions through advanced chemistry and microscopy techniques.

Researchers at CaloriCool ® have designed and built an advanced model system that successfully achieves refrigeration level cooling using magnetocaloric materials.

Whether you are a complete Pilates beginner or want to further your practice to a more advanced level, this course is for anyone who wants to achieve the benefits outlined above.

Advanced movements can only be achieved with a deep mind - body connection and the preparation that the previous levels provide.

The lovely, meandering synthesis of fiction and nonfiction techniques she achieved in that movie has advanced here to new levels of artistic refinement, not least because her formal explorations have been tethered to a uniquely harrowing real - life story.

On a slightly less negative note, fourteen states and D.C. rate or plan to rate schools» achievement using a model, such as a performance index, that gives additional credit for students achieving at an «advanced» level.

Much like the 10,000 hours theory advanced by Malcolm Gladwell in his book Outliers — that it takes roughly 10,000 hours of practice to achieve mastery in a field — the idea of grit is a simple concept to understand for parents and teachers worried about raising achievement levels among students.

To achieve an A * at GCSE students have to demonstrate original thinking and for those students who are considering studying English Literature at Advanced Level and beyond, or students applying for Oxbridge or medical school, an A * in English is essential.

Meanwhile, within the United States, modest advances in the number of students achieving proficiency have not been accompanied by similar increases in the number of students from all backgrounds achieving at advanced levels.

The promising news is that we know the potential to achieve at the most advanced levels is distributed widely.

In fact, a 2011 Fordham Institute study found that somewhere between 30 percent and 50 percent of early - grade «high - flyers» descend and no longer achieve at the most advanced levels.

At the other extreme, more advanced students often achieve high grades on what, for them, are middling year - level expectations and are not challenged or extended in their mathematics learning.

Some less advanced Year 9 students, in conjunction with their teachers, set a goal to achieve a Level 1 certificate and celebrated their success.

The challenge to the U.S. is clearest when one looks at the proportion of students achieving at the advanced level in math.

In order to achieve this growth the U.S. will have to perform substantially better at the advanced level.

Another grave concern for educators is the academic gap that would be left by teacher assistants that are primarily tasked with making sure students read on grade level by the third grade — presumably still a significant goal for Senator Berger who was a key driver in the state's Read to Achieve legislation that mandates all third graders read on grade level or be held back from advancing to the fourth grade.

The real Achievement Gap is the percentage of students that achieve At Advanced levels in real standardized tests.

Scholars must achieve mastery and advanced mastery of grade - level Common Core State Standards to succeed through college.

At River View — and a similar school that serves K — 6 grades called Summer Heights — more students are now achieving at grade level in math and at a proficient or advanced level in reading than was the case before these schools rolled out a schoolwide intervention.

California English Language Development test results also show a sharp increase in the number of intermediate - level students, from 59 percent to 79 percent; and a few students have achieved advanced status.

The bill eliminates certain standards, one of which participating schools must achieve — either that 70 percent of voucher students advance one grade level, 80 percent demonstrate significant academic progress, average attendance rates among participants of 90 percent or 70 percent of voucher parents meet participation goals.

Those results show that 45.7 percent of juniors who took the ACT were proficient or advanced in English / language arts and 35.9 percent achieved at those levels in math.

To earn the Governor's Award for Educational Excellence, schools and school divisions must meet all state and federal achievement benchmarks and achieve all applicable excellence goals for elementary reading, enrollment in Algebra I by the eighth grade, enrollment in college - level courses, high school graduation, attainment of advanced diplomas, increased attainment of career and industry certifications, and, if applicable, participation in the Virginia Preschool Initiative.

As funding for the special needs of low achieving scholars hits the highest level in the history of educational funding, the percentage allocated for the special needs of highly advanced scholars is at its lowest.

Decision makers at both the local and state level who are concerned about access to math courses must meaningfully address this challenge if the goal of equitable access to advanced math courses is to be achieved.

FCPS is committed to developing excellence and recognizes that children identified for advanced academic services have the potential to achieve at high levels in one or more academic areas.

The teacher of such a class might be inclined to pitch the instructional level to the larger set of lower - achieving students, preventing those who had benefited from prior good teaching to advance quickly.

Read to Achieve: Several fixes to the Read to Achieve program, which keeps students from advancing to the fourth grade if they can not read on grade level, were included in the House budget.

And regardless of how appealing «differentiated instruction» sounds, in reality it means that most teachers (the mere mortals among them, anyway) will be teaching toward the middle — far below the level that our advanced students need to achieve their full potential.

In 2009, 98 % of Brockton's seniors passed the mathematics and English exam by graduation; 78 % of its 10th - grade students achieved either advanced or proficient levels in English Language Arts (matching the state percentage); and 60 % of 10th - graders achieved similar levels in mathematics.

Its primary goal is to ensure that all students, particularly those who are low - achieving, demonstrate proficient and advanced levels of achievement of the Maine Learning Results.

In an «all together» classroom, instructors will end up teaching toward the middle — far below the level that our advanced students need to achieve their full potential.

In mathematics, 47 percent of Virginia fourth graders achieved at or above the proficient level, with 10 percent earning advanced scores.

The percentage of eighth graders achieving at the advanced level in mathematics rose three points, to 11 percent, which also represents a statistically significant improvement in performance since 2009.

Nationally, 34 percent of eighth graders earned proficient or advanced scores; eight percent achieved at the advanced level.

Thirty - six percent of Virginia eighth - grade students achieved at or above the proficient level in reading, with three percent achieving advanced scores.

Thirty - nine percent of the nation's grade - 4 public school students demonstrated achievement at or above the proficient level in mathematics, with seven percent achieving advanced scores.

The percentage of fourth graders achieving at the advanced level in mathematics rose from seven percent in 2009, to nine percent.

Nationwide, 35 percent of fourth - grade public school students demonstrated reading skills at or above the proficient level, with eight percent achieving advanced scores.

The six indicators of college and career readiness currently utilized are achieving a benchmark score on the ACT, scoring a 3, 4, or 5 on an Advanced Placement exam / scoring a 4, 5, 6, or 7 on an International Baccalaureate exam, scoring silver level or above on ACT Work Keys, earning a transcripted college credit while still in high school, earning an Industry Credential, or being accepted for enlistement into any branch of the military.

But inspectors warned that GCSE teaching focused on achieving good exam results and that this did not always prepare pupils for study at a more advanced level.

For the first time in the history of the state - level NAEP, a majority of Virginia's white fourth graders — 51 percent — achieved proficient or advanced reading scores.

Nationwide, only 40 percent of public school fourth - grade students achieved at or above the proficient level in mathematics, with eight percent achieving advanced scores.

To qualify for the Governor's Award for Educational Excellence, schools and school divisions must meet all state and federal achievement benchmarks for at least two consecutive years and achieve applicable excellence goals for elementary reading, enrollment in Algebra I by the eighth grade, enrollment in college - level courses, high school graduation, attainment of advanced diplomas, increased attainment of career and industry certifications, and participation in the Virginia Preschool Initiative.