Sentences with phrase «based on the academic level»

We will assign a writer to your paper based on the academic level that you have.

Our prices are based on the academic level of the order, number of pages which are required and urgency or delivery deadline.

Not exact matches

Based on a high - level audit of all reports of sexual harassment or violence for three academic years from 2012 - 2013 through 2014 - 2015, Pepper found that the University's student conduct processes were wholly inadequate to consistently provide a prompt and equitable response under Title IX, that Baylor failed to consistently support complainants through the provision of interim measures, and that in some cases, the University failed to take action to identify and eliminate a potential hostile environment, prevent its recurrence, or address its effects for individual complainants or the broader campus community.

By contrast, in the historiometric approach, a person's IQ is quantitatively estimated based on variables having known correlations with IQ, such as highest level of education, academic honors, scores on college admissions exams, occupation, and preferences.

I am a naturopathic doctor, based on my level of academic achievement.

We have shown that, despite their limitations, aggregate measures of non-cognitive skills based on student self - reports provide useful information about students» development, as both levels and year - to - year changes in students» self - ratings are associated with changes in related academic and behavioral outcomes.

The court emphasized that an IEP is not a one - size - fits - all document and that instruction should be «specifically designed to meet a child's unique needs with an individualized education plan,» based on close consideration of a child's present level of achievement, the nature of the disability, and his or her potential for academic and functional growth.

Retaining students based on reading proficiency can produce large improvements in academic performance when compared to grade - level peers.

They suggested that, rather than measuring academic achievement based on proficiency rates alone, states should either look at scale scores or some sort of an index providing partial credit for getting students to a basic level (and additional credit for getting students to an advanced one).

For example, Ohio adjusts value - added calculations for high mobility, and Arizona calculates the percentage of students enrolled for a full academic year and weighs measures of test score levels and growth differently based on student mobility and length of enrollment.

The Common Core State Standards did a good job of cumulating to college and (they said) career readiness by the end of high school, but that's only helpful if states use those or equally rigorous academic standards and if the assessments based on such standards are truly aligned with them, have rigorous scoring standards, and set their «cut scores» at levels that denote readiness for college - level work.

But our policies — especially school - level accountability and test - based teacher evaluations — focus on academic achievement alone.

The SunLit program is based on the work and research of Queensland academic Dr Carol Christensen and is designed to cater to students of all abilities, including those who are reading above the level expected for their age.

E-schools would be able to admit students best situated to take advantage of the unique elements of virtual schooling: flexible hours and pacing, a safe and familiar location for learning, a chance for individuals with social or behavioral problems to focus on academics, greater engagement from students who are able to choose electives based on their own interests, and the chance to develop high - level virtual communication skills.

In October 2012, it adopted a new Academic Performance Framework that subjects each of its schools to an annual review based primarily on student achievement levels and growth and clarifies that charters may be revoked well before the 15 - year contract expires.

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.

Recommendation: We recommend revising the proposed regulations to track closely to the statutory language around the academic indicator based on assessment and delete the extraneous words that require the academic achievement indicator to «equally measure grade - level proficiency on the reading / language arts and mathematics assessments.»

Schools such as Wilbur shine under the current measure of academic success — the all - important Academic Performance Index — based on students» achievement level on standardizeacademic success — the all - important Academic Performance Index — based on students» achievement level on standardizeAcademic Performance Index — based on students» achievement level on standardized tests.

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.

Accordingly, they place high value on priorities such as staffing their faculty with doctorate - level researchers, giving their professors academic freedom regarding how they structure their courses, expanding their course offerings, and awarding degrees based on students» completion of seat - time - based credit hours.

http://www.rti4success.org/ Implementing Response - To - Intervention at the School, District, and State Levels: Functional Assessment, Data - based Problem Solving, and Evidence - based Academic and Behavioral Interventions Howard M. Knoff, PhD This groundbreaking new resource from national expert Howard M. Knoff, PhD, represents the most comprehensive, up - to - date single - authored volume on RtI and published as an e-book to minimize cost and improve access.

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

Although the alternate assessment is based on alternate academic achievement standards, these achievement standards must be based on grade level academic content standards.

This system is the practice of systematically and systemically providing differing levels of intensity of support based on student responsiveness to instruction and intervention in academics and behavior.

The regulations prohibit discrimination in enrollment and can not limit the number of applications that it accepts from students based on ethnicity, national origin, religion, sex, income level, disabling condition, proficiency in the English language, or academic or athletic ability.

Under a contract with the Oregon Department of Education (ODE), Schneider manages a technical assistance project called the Network that provides coaching support to principals at Oregon's lowest performing schools — all designated as Title I based on the poverty level within their boundaries — with the aim of improving academic success for all students.

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

Unfortunately, at least for the Academic Indicator, the state education agency developed a convoluted and inappropriate process for assigning colors for academic performance in ELA and Math on the state SBA tests by redistributing individual scale scores based on the low end of the Level 3 scale score band — Meets StAcademic Indicator, the state education agency developed a convoluted and inappropriate process for assigning colors for academic performance in ELA and Math on the state SBA tests by redistributing individual scale scores based on the low end of the Level 3 scale score band — Meets Stacademic performance in ELA and Math on the state SBA tests by redistributing individual scale scores based on the low end of the Level 3 scale score band — Meets Standards.

The report is based on indicators that measure a child's success from birth to adulthood, such as birth weight, academic performance, teen pregnancy and family income level.

U.S. Secretary of Education Arne Duncan today recognized 269 schools as 2012 National Blue Ribbon Schools based on their overall academic excellence, or for making progress in improving student academic achievement levels.

-- Restore the nearly $ 1 billion in state funding cuts (made in each of the last two years) over a three year timetable, getting PA back on track to supporting schools based on the level needed to meet state academic standards

The award honors public and private elementary, middle, and high schools based on their overall academic excellence or for their progress toward significantly improving student academic achievement levels.

The GoNoodle Plus core - aligned activities tie in key academic material that is differentiated based on grade level to make spelling, vocabulary, and math concepts more memorable to students.

In these states, we instead provide an Academic Progress Rating, which is a growth proxy rating based on a model using unmatched cohorts, or school - level data instead of student - level data.

«CT must base the academic indicator on grade - level proficiency on state assessments,» they wrote.

The report found that «a more positive school climate is related to improved academic achievement, beyond the expected level of achievement based on student and school socioeconomic status backgrounds,» and can mitigate the negative effects of poverty on academic achievement.

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.

Cynthia M. Lardner sits on the Michigan Alliance for Gifted Education's Board of Directors, is an officer of the Macomb County - based Advocates for Developing Academic Potentiall and is a Master's level counseling student at Wayne State University.

Evaluating teacher quality based on the level of their students» end - of - year test scores has been one method of assessing teacher quality, but this approach favors those teachers of students who begin the year already at a high academic level.

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

Downer and his team point out that while many studies have pointed to increased levels of engagement and learning related to teacher - student racial and ethnic match, notably,» no studies of ethnic match / mismatch effects in preschoolers have examined academic achievement outcomes,» and most of the work done in this area has been based on interviews with teachers or classroom observations, Downer said.

Student - based budgeting provides a base amount for each child, boosted for factors such as poverty levels, academic achievement, whether they are learning English, and certain disabilities, on a scale set by the school board.

A base amount of funding is determined for every student in the district and this is then boosted depending on factors such as grade and poverty levels, academic achievement, whether they are learning English, and certain disabilities, on a scale set by the school board.

ESEA, Title I, Improving the Academic Achievement of the Disadvantaged $ 14.4 Billion Funding based on the population of children living below the federal poverty level (FPL) and the state expenditure per pupil.

Accordingly, USDE authorized states to develop assessments based on modified academic achievement standards that cover grade - level content.

USDE further elaborated that at that time, the only choice for special education students was to either take a grade - level assessment or an alternate assessment based on alternate academic achievement standards and that neither of these options provided an accurate assessment of what these students know and can do.

-- Restore the nearly $ 1 billion in state funding level cuts (made in each of the last two years) over a three year timetable, getting PA back on track to supporting schools based on the level needed to meet state academic standards.

Schools will be evaluated based on both academic and the level of their school's quality.

I am not sure how such as culture shift will be possible when the law promotes performance - based compensation for teachers and school leaders that «differentiates levels of compensation based in part on measurable increases in student academic achievement.»

The student growth trend rating of high, expected or low will be based on professional judgment and three years of data — student growth percentiles on state K - PREP tests (how much a class improves from one grade level to the next comparing students in the class to their academic peers statewide) or rigorous, locally determined student growth goals, developed collaboratively between the teacher and evaluator.