«Our school carries out that mission
by meeting the academic needs of our students and actively encouraging them to apply their knowledge in meaningful ways, such as the Martin Luther King Jr., assembly,» Harris told Education World.
Establishing a school community
by meeting the academic needs of the students and the student's desire to create clubs and other student led experiences is one of the many keys to the success of a virtual academy.
Not exact matches
The final report of the Small Business Taskforce — a group of leading businessmen, entrepreneurs and
academics commissioned
by Labour to examine how to support small businesses to thrive — highlighted widespread dissatisfaction with the ability of the big banks to
meet the financing
needs of small businesses.
By partnering with Science Buddies to create Project Ideas based on your research, you can help inspire thousands of students, annually, while
meeting your own
academic outreach and research grant funding
needs.
The findings, which were released
by the discount online retailer just days before the start of the new
academic year, indicates that as many as 1.9 m students returning to higher education, or starting university for the first time, will
need additional support to make ends
meet.
Third, and most controversial, is the cost of ensuring that schools have enough resources to provide the high - quality educational opportunities that students
need to
meet the
academic standards required
by NCLB.
HCC and Spectrum qualification requirements were set to find the students whose
academic needs would not be
met by the program of study in the general education classrooms.
CSDC is focused on helping to «stand up» and stabilize those schools so that they become independently creditworthy, without the
need for CSDC's further assistance,
by virtue of their successful operating history and demonstrated ability to
meet their enrollment goals and produce good
academic and financial results.
A December 16, 2016 report
by DNAInfo.com outlined the difficulties encountered
by New York City high schoolers with disabilities when looking for schools that
meet their physical and
academic needs.
We're constantly astonished
by the schools that are «popular» but don't even come close to
meeting the core
academic needs of many students — parents think it's just their own child's issue, but really the school is letting down many students.
Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed
by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high
academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to
meet those targets (implementing), encourage students and teachers in
meeting the goals (supporting), challenge low expectations and low district funding for students with special
needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41
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.
Our teachers serve as facilitators of deep personal learning,
by focusing on students» interests and
by differentiating instruction to
meet students»
academic 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.
Charter schools are unique public schools granted some flexibility
by the state to be responsive to students»
needs and innovative in education, while
meeting stricter accountability than traditional ISDs, because charter schools can be closed if there are
academic and financial problems for three years running.
But where a state boarding school can
meet a vulnerable child's
needs by providing stability, strong pastoral care and an environment rich in
academic and extra-curricular opportunities, the results can be life - changing.
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
But my experience with the staff and students in this i3 Project just absolutely confirmed for me that, if your intention is to increase a student's
academic performance (at any age), you are best served
by beginning with a close inspection of the foundation you're building on — are their developmental
needs being
met?
By advocating for implementing higher academic standards such as the Common Core State Standards, students know that by meeting them, they will not need remediation in colleg
By advocating for implementing higher
academic standards such as the Common Core State Standards, students know that
by meeting them, they will not need remediation in colleg
by meeting them, they will not
need remediation in college.
By selecting a particular grade, such as kindergarten or first, districts can tailor the program's resources and materials to
meet the
needs and
academic abilities of the children in that grade.
This study uses budget simulations completed
by teachers, principals, and district superintendents to answer a central question: What resources do California schools
need to ensure that more students
meet the
academic standards set
by the state?
Teachers are being forced to teach a narrow,
academic curriculum which does not
meet the interests and
needs of the majority of children and young people, and which is compounded
by a vicious high - stakes testing regime, which is creating a crisis in children and young people's mental health.
By adopting policies that are sensitive to these connections, state boards of education can create pathways for schools and districts to better
meet children's physical, social, and emotional
needs and ensure their
academic success.
As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest
need for special assistance... Eligible children are children identified
by the school as failing, or most at risk of failing, to
meet the State's challenging student
academic achievement standards on the basis of multiple, educationally related, objective criteria established
by the local educational agency and supplemented
by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures».
General Responsibilities: + Develop & implement strategies to
meet the
needs of each individual student + Instruct students in
academic subjects according to school curriculum and daily classes using a variety of techniques (e.g., multi-sensory, repetition, etc.) to
meet the students varying
needs and interests as guided
by the Individualized Education Plan (IEP) + Instruct students in daily living skills required for independent maintenance and self - sufficiency, such as hygiene, safety, etc. + Modify the curriculum as
needed based upon techniques
needed for individual learning styles + Implement and include in lesson plans and opportunities for students to experience a variety of learning techniques and methods that are used with ASD + Work with other team members to create an inclusion plan between Merakey autism school and public school as
needed + Plan and schedule lessons according to the daily schedule and approved curriculum.
This position's primary roles are: to develop & implement strategies to
meet the
needs of each individual student, instruct students in
academic subjects according to school curriculum and daily classes using a variety of techniques to
meet the students varying
needs and interests as guided
by the Individualized Education Plan (IEP), and to plan and schedule lessons according to the daily schedule and approved curriculum.
Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use to
Meet the
Academic Needs of the Gifted and Talented
by Susan Winebrenner and Pamela Espeland.
To address this goal, the schoolwide approach is designed to
meet the
needs of all students
by providing them with instruction specifically designed to help them comprehend the complex vocabulary and content of
academic text and to increase their motivation to read.
The Student Support and
Academic Enrichment Grants program, more than any other ESSA program, embodies this shift
by serving as a flexible funding source for
meeting an array of locally identified
needs.
By focusing on the
need to simultaneously reinforce basic skills while developing higher - order thinking, our
academic program
meets the
needs of our student population and helps them achieve at the highest levels.
Our
academic programs grounded in basic skills
meet the varied
needs of each school community
by incorporating technology, advanced math, hands - on science, and foreign language coupled with the various forms of art study.
(e) The board shall establish the information
needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school
by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the
academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular
needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that
meets the criteria established
by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special
need, proficiency in the English language or
academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable
academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.
Adam is a humble, assertive leader who lights the path for students
by meeting their individual
academic and personal
needs each day.
«Learners are excited and motivated
by the autonomy of flexible learning environments, but teachers and administrators are often overwhelmed
by trying to
meet each learner's
need while completing
academic requirements,» states Laura Henderson, founder and CEO of Epiphany Learning.
By requiring parents to forfeit their rights, voucher programs leave families with no assurance or guarantee that their children will receive the services and supports they
need to
meet grade - level
academic standards.
So,
meet your
academic needs by hiring StudentsAssignmentHelp and availing our services in NZ now.
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The Bancroft Institute for Studies on Workers» Compensation and Work Injury (established originally in 1997 as the Injured Workers» Institute) was formed
by injured workers, advocates and
academics to
meet a
need for education and research that focused on topics important to Ontario's workers.
Employment criteria for
Academic Coordinators that
need to be
met by candidate resumes often include a Master's degree.
How do I handle requests for such references?Thank you so much for your help!CherylCHERYL M. EARLE3407 Old Dobbin Road, Montgomery, Alabama 36116 - 1903Home Phone: 334-215-3706 Cell Phone: 334-233-2631 Fax: 334-273-0477 E-mail:
[email protected] position managing legal discovery and document review with opportunity to assist attorneys with civil litigationBAR ADMISSIONAlabama State Bar, 1999LAW - RELATED EXPERIENCELaw Firm, AlabamaResearch Attorney for Special Projects, Mass Torts Department, November 2001 — February 2008 • Managed Multi-District Litigation (MDL) Document Depository (September 2002 to February 2008) o Reviewed more than 1 million pages of evidentiary documents for litigation purposes and for inclusion in electronic databaseso Coordinated document review assignments with attorneys at local depository and at other sites across the USo Retrieved, reviewed and coded documents in Concordance and Summation legal databaseso Prepared memoranda and spreadsheets providing detailed analysis of discovery materials • Aided attorneys and support staff with processing and preparation of personal injury claims and litigationo Conducted legal research and drafted pleadingso Conducted supplementary online research for additional documents and information pertinent to litigationo Assisted with preparation of correspondence to clients and referring attorneyso Contacted clients for additional information
needed in case preparation, litigation, and potential settlementso Prepared and input case intakes and referrals into databaseLaw School, AlabamaStudent Intern, Alabama Disabilities Advocacy Program (ADAP), August 1996 — June 1997 • Participated in law school clinical program under third - year law student practice rule (as authorized
by Alabama Supreme Court) o Assisted attorneys and advocates in cases involving mentally ill patients confined to state mental health facilitieso Interviewed clients in person (at state facilities) and over the phoneo Worked with clients, attorneys, and social workers to investigate and resolve issues concerning involuntary confinement and treatmento Aided in legal research on an appellate brief submitted to the U. S. Court of Appeals for the Eleventh Circuit (ruling granted in favor of our client) Faculty Research Assistant for Library Services, Bounds Law Library, March 1996 — June 1997 • Prepared research and teaching materials for law school faculty; worked 20 hours per week while matriculating 10 - 15 hours per semester) o Investigated copyright issues related to procuring and reproducing texts for
academic useo Conducted legal research using WESTLAW, LEXIS and the InternetADDITIONAL RELEVANT EXPERIENCEManufacturing Company (MC), Montgomery, AlabamaAdministrative Assistant and Cost Analyst, Materials Purchasing Department, April 1999 — September 2001 • Assisted materials buyers in negotiating and preparing commodities contracts between raw materials suppliers and MC for manufacturing plants in the US and Mexicoo Assisted Legal Department at MC's corporate headquarters with coordination and preparation of documents for litigationo Notified and educated suppliers about MC's freight - on - board policy and its corresponding Uniform Commercial Code (UCC) provisions; result was the reduction of freight claims for both the company and its supplierso Prepared contracts and purchase orders for raw materials and capital projects involving plant maintenanceo Solicited price quotations from current vendors and established Excel spreadsheet format which simplified quote submission process and allowed MC to track and compare usage volumes and costs over timeo Prepared and analyzed cost reports used
by materials buyers and production planners in purchasing decisions, including cost reductions, materials consolidation, and selection of vendorso Acted as liaison between vendors and the Purchasing, Transportation and Accounting Departments on issues concerning inbound freight, commercial carriers, and payment terms for commodities, resulting in reductions in freight costs and greater payment discounts for raw materialso Established online databases and printed directories for the Purchasing Department, allowing buyers to have easier and faster access to current vendor informationo Completed Year 2000 (Y2K) compliance project, which involved data collection and communication with MC's past, present, and potential materials suppliers and service providersNot - For - Profit Organization, AlabamaAdministrative Assistant, Combined Federal Campaign, September 1998 — January 1999 • Aided Campaign Director with 1998 Federal Campaigns (CFCs) in City 1 and City 2, which together generated nearly $ 700,000 for more than 1,000 local, national and international charitieso Prepared weekly reports on donations using WordPerfect, Microsoft Word, Excel and dBase IVo Wrote script for Talent Showcase at City 1's 1998 CFC Kickoffo Assisted Director with merger of the City 1 and City 2 CFCs in 1999Regional Bank, AlabamaAdministrative Assistant, Year 2000 (Y2K) Department, March — June 1998 • Worked with Vice President of Corporate Projects on short - term project for the bank's Y2K Departmento Analyzed and processed data on Y2K readiness for all branches of Bank throughout the southeastern USo Organized
meetings for personnel of Banko Communicated with vendors of computer hardware, software, and office equipment to request information on Y2K complianceo Prepared compliance files for Federal Reserve auditso Prepared in - house memoranda and reports using Microsoft Word and ExcelRecord / Music Promotion Company, AlabamaRecord Pool Co-Founder; Office Manager, September 1990 — December 1991 • Co-founded record pool to enhance promotion of music in Alabama and the southeastern USo Procured and distributed records from major and independent labels for club, radio and mobile disc jockeyso Coordinated jointly sponsored promotional events with record companies, radio stations and clubso Designed, wrote, and published bi-weekly reports and brochures to inform the music industry of the progress and popularity of music and performers in the region, with specific focus on the Alabama music sceneMajor University, AlabamaGraduate Research Assistant, AUM Department of Marketing, June 1989 — August 1990 • Worked 13 - 20 hours per week as a research assistant to Marketing faculty while carrying a full course load in the MBA programo Analyzed consumer surveys used in
academic researcho Assisted Conference Chairperson with coordination for Atlantic Marketing Association (AMA) annual
meeting (October 1989) o Co-authored five - year index and classification of AMA Proceedings (published Fall 1991) EDUCATIONLaw School, AlabamaJuris Doctor (JD), 1997 • Scholarshipso Seybourn H. Lynne Scholarship, 1996 - 97o Dexter C. Hobbs Memorial Scholarship, 1995 - 96o E. W. Godbey Memorial Scholarship, 1994 - 95 • Honorso Who's Who Among American Law School Students, 1996 - 94o Arthur Davis Shores Award, 1997 • Activitieso Frederick Douglass Moot Court Team Manager, 1996 - 97 Southern Regional Competition, Second Place National Competition, Eighth Placeo John A. Campbell Moot Court Competition, Spring 1996o Black Law Students Association Delegate, BLSA National Convention, 1997 Co-Chairperson, Public Relations Committee, 1996 - 97 Chairperson, Public Relations Committee, 1995 - 96 BLSA President's Award, 1996 and 1997o American Bar Association, 1996 - 97 Entertainment and Sports Industries Forum Intellectual Property Section Law Student Divisiono LAWS Student Group Leader, 1995 - 96Major University, AlabamaMaster of Business Administration (MBA), 1990Bachelor of Science in Business Administration (B.S.B.A.), 1988 (Major: Marketing — Advertising and Promotion Track) • Honorso Dean's List • Activitieso National Student Advertising Competition Team, 1988 - 90 Seventh District Competition: Third Place, 1990o Marketing Club, 1987 - 90 Vice President — Career Development, 1988 - 89o Public Relations / Advertising (PR / AD) Club, 1988 - 90 Charter Member, 1988 Active in fund - raising and membership driveso Theater Guild, 1988 - 90 Screening Committee, 1989REFERENCESAvailable upon request
The Professional School Counselor Consultation Guide developed
by Missouri Professional School Counselors and Counselor Educators outlines collaboration within the responsive services domain of school counseling programs, highlighting the school counselor role in consultation to
meet the personal / social,
academic, and career developmental
needs of students.
Balancing the
needs of these children against the mandate to educate and now to
meet academic standards set
by state agencies is a formidable task, and schools are finding their curricula bulging with special units on what are sometimes seen as nonacademic and irrelevant frills — social skills training, anger management, conflict resolution, and safe sex, to name a few.
By Sameer Hinduja and Justin W. Patchin As increasing numbers of youth embrace computer - mediated communication to
meet academic and social
needs, interpersonal violence directly and indirectly related to the Internet is occurring more often.
Rosarii brings her
academic skills to bear in the real estate field
by researching the various projects on offer and assessing which best
meet the
needs of a discerning international investment clientele.