Sentences with phrase «at individual school achievement»

The new test provides a finer - grained look at individual school achievement.

Not exact matches

Family Support Specialists, who identify individual barriers to student achievement and then connect students with services to overcome those barriers, will be in 29 Buffalo public schools at the beginning of the 2015 - 16 school year, expanding to 43 on January 1, 2016.

Mr. Mikita has achieved numerous milestones for individuals with disabilities as the first admitted student in a wheelchair in the history of Duke University, where he graduated magna cum laude; the first student in a wheelchair at Brigham Young University's Law School and the first recipient of the Muscular Dystrophy Association's National Personal Achievement Award for his advocacy on behalf of people with disabilities.

In this direction lie proposals for building schools around learners, gearing instruction to individual goals and learning styles, pointing education toward developing an ever - broader range of human capacities, and phasing in assessment tools that get at ever - subtler nuances of achievement.

Meeting this fifth challenge depends on better ways of: identifying children at risk of being locked into trajectories of low achievement at the earliest possible ages; enhancing levels of school readiness; diagnosing learning difficulties upon entry to school; and intervening intensively during the early years of school to address individual learning needs to give as many students as possible the chance of successful ongoing learning.

Perhaps most importantly, in today's schools, students typically learn individually and at the end of the school year, we certify their individual achievements.

This year's recipients are Marisa Bober, a mathematics teacher at Charlestown High School for grades 9 - 12; Elise Cucchi, a seventh grade humanities and French teacher at the Mary Lyon K - 8 in Brighton; Xavier Rozas, who has built an integrated media program to support and highlight staff and student achievements at The English High School in Jamaica Plain; Christopher Tsang, a sixth, seventh, and eighth grade humanities teacher at The Harbor School; and Tanya Milner, an eleventh grade United States history and freshman Advancement Via Individual Determination teacher at Cambridge Rindge and Latin School.

• Tuition or fees at a qualified school or an eligible postsecondary institution • Textbooks • Educational therapies or services from a licensed or accredited practitioner or provider • Tutoring or teaching services • Curricula and related materials • Tuition or fees for an online learning program • Fees for a nationally standardized norm - referenced achievement test, an advanced placement examination, or any exams related to college or university admission • Contributions to a college savings account • Services provided by a public school, including individual classes and extracurricular programs • Any fees for the management of the ESA

New Teacher Placement, Retention Can Exacerbate Achievement Gaps Education Week, July 18, 2012 «Marty West, an assistant professor at Harvard Graduate School of Education, said the results point to the need for districts to take a closer look at who they keep and lose both in individual schools and the district as a whole.

The promise of the Common Core included not just multi-state standards but also multi-state assessments, assessments in more - or-less every grade with results at every level of the K - 12 system: The child (though not by name, except to parents and teachers), the school (and, if desired, individual classrooms and, by implication, teachers), the district, the state, and the nation, with crosswalks (in pertinent grades) to international measures as well as to NAEP, the primary external «auditor» of state and national achievement.

At the Saracens High School we will combine our sporting beliefs to create a unique school environment where every individual student matters, academic achievement is important and a real emphasis is placed on teamwork and the creation of great memSchool we will combine our sporting beliefs to create a unique school environment where every individual student matters, academic achievement is important and a real emphasis is placed on teamwork and the creation of great memschool environment where every individual student matters, academic achievement is important and a real emphasis is placed on teamwork and the creation of great memories.

Kwame Millar, the Partnership's C.O.O., who oversees all six schools» individual operations managers, was the founding operations director at the Achievement First charter network.

The bill replaces AYP standards with a requirement for states to annually measure all students and individual subgroups by: (1) academic achievement as measured by state assessments; (2) for high schools, graduation rates; (3) for schools that are not high schools, a measure of student growth or another valid and reliable statewide indicator; (4) if applicable, progress in achieving English proficiency by English learners; and (5) at least one additional valid and reliable statewide indicator that allows for meaningful differentiation in school performance.

The board, a nonprofit consulting organization funded by individual state membership fees and corporate gifts, aired those views in a 30 - page report citing «widespread erosion» of student achievement and academic standards throughout the region's 260 colleges and universities and suggesting that such problems at both the school and college levels threaten the stability of the New England...

A related issue, first raised by Durkheim and now at the center of critical pedagogy, is: How much emphasis should schools place on promoting individual achievement vis - Ã - vis collective well - being?

It is clear from this study that a combination of sound building decisions and collaborative efforts as well as effective practices within individual classrooms are needed if schools are to succeed at beating the odds in terms of primary grade students» reading achievement.

That skepticism should grow after looking closely at the individual state targets set for districts and schools to improve student achievement, especially for poor and minority children.

While Georgia's Department of Education takes aim at closing the achievement gap under Every Student Succeeds Act (ESSA) regulations, implementing measures to do so has been left to individual schools and districts.

Noting the lack of rigorous analysis of the role principals play in determining student outcomes, the study's authors measure how average gains in achievement, adjusted for individual student and school characteristics, differ across principals - both in different schools and in the same school at different points in time.

Transformational Leader nominees are those individuals that have served a minimum of three years in a leadership position at their current school, and have a documented history of improved student achievement and student academic growth.

This first domain is all about ensuring that school leaders establish goals focused on improving student achievement at the school level, as well as the individual student level.

He said the way schools are measured at the moment is «too narrow» with too much emphasis on the «narrow achievements» of individual schools.

Nigel Youngman, headteacher at Beccles Free School, added: «Whilst we are disappointed with the overall results, a number of students have received outstanding results and each individual should be congratulated for their hard work and achievement.»

This article examines the role of student demographic characteristics in standardized achievement test scores at both the individual level and aggregated at the state, district, school levels.

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, bowlingschool 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, bowlingschool 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, bowlingschool 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, bowlingSchool 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, bowlingschool 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, bowlingschool community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowlingschool extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

The Hewett Academy fully embraces inclusion at the core of its practise and fully recognises that a whole - school co-ordinated approach is the key to providing opportunities for each student to develop, academically and socially, to ensure achievement at an individual level, in order to reach full potential.

But critics find fault with the examples, arguing the link between New Orleans» revival and its rapid transition to greater individual autonomy is shaky at best and charter schools unfairly inflate achievement by covering up high student turnover and serving less demanding populations.

Recommendation 1: Embed a focus on individual student achievement through continuous learning progress in the policies and practices of all schools and systems, with the expectation that each student should achieve at least one year's growth throughout each year of schooling.

High - quality tutoring can meet each student at his or her individual level, 22 a level of differentiation that is impossible for even the most dedicated of teachers to provide.23 Essentially, every student with an educated, engaged parent has access to one - on - one tutoring at home, which is perhaps one of the reasons why homework compounds the advantages enjoyed by middle - class children.24 For students who, for a variety of reasons, may not have access to that kind of academic assistance at home, receiving more tailored instruction from their schools can help to level the playing field and close achievement gaps.25

The program, only active in Connecticut, trains and mentors individuals with a Connecticut teaching certificate and at least four years teaching experience who «are interested in serving as the next generation of principals for the New Haven Public Schools» (Achievement First, 2012).

(2) signed by an individual, or his parent, to the effect that he has been denied admission to or not permitted to continue in attendance at a public college by reason of race, color, religion, or national origin, and the Attorney General believes the complaint is meritorious and certifies that the signer or signers of such complaint are unable, in his judgment, to initiate and maintain appropriate legal proceedings for relief and that the institution of an action will materially further the orderly achievement of desegregation in public education, the Attorney General is authorized, after giving notice of such complaint to the appropriate school board or college authority and after certifying that he is satisfied that such board or authority has had a reasonable time to adjust the conditions alleged in such complaint, to institute for or in the name of the United States a civil action in any appropriate district court of the United States against such parties and for such relief as may be appropriate, and such court shall have and shall exercise jurisdiction of proceedings instituted pursuant to this section, provided that nothing herein shall empower any official or court of the United States to issue any order seeking to achieve a racial balance in any school by requiring the transportation of pupils or students from one school to another or one school district to another in order to achieve such racial balance, or otherwise enlarge the existing power of the court to insure compliance with constitutional standards.

THE NEW SCHOOL, Huntington, WV May 2005 — July 2008 Teacher • Created and implemented core curriculum according to the procedures and protocols set by the school and the state • Imparted lessons to students and assisted them in grasping new concepts • Designed, developed and used resources to teach difficult concepts • Monitored and observed students to ensure that they are at par with what is being taught in class • Assessed each student according to his or her individual capabilities and provided individual assistance where required • Marked assignments and exams and made reports • Met parents to provide them with insight into their children's achievements or issues and provided solutions for the SCHOOL, Huntington, WV May 2005 — July 2008 Teacher • Created and implemented core curriculum according to the procedures and protocols set by the school and the state • Imparted lessons to students and assisted them in grasping new concepts • Designed, developed and used resources to teach difficult concepts • Monitored and observed students to ensure that they are at par with what is being taught in class • Assessed each student according to his or her individual capabilities and provided individual assistance where required • Marked assignments and exams and made reports • Met parents to provide them with insight into their children's achievements or issues and provided solutions for the school and the state • Imparted lessons to students and assisted them in grasping new concepts • Designed, developed and used resources to teach difficult concepts • Monitored and observed students to ensure that they are at par with what is being taught in class • Assessed each student according to his or her individual capabilities and provided individual assistance where required • Marked assignments and exams and made reports • Met parents to provide them with insight into their children's achievements or issues and provided solutions for the latter