Sentences with phrase «comprehensive high school model»

Instead of providing all kids with college - oriented learning (as Eliot supported), these educators pushed what would become the comprehensive high school model, with middle - class white kids (along with those few children of émigrés deemed worthy of such curricula) getting what was then considered high - quality learning, while poor and minority kids were relegated to shop classes and less - challenging coursework.

They experience firsthand what it means, when high schools transform from a traditional comprehensive high school model to a Linked Learning approach, to prepare all students for both college and career.

When we think about designing new school models centered on positive youth development, we begin to see how we might reimagine the traditional comprehensive high school model.

It isn't new at all: The Poor - Kids - Can't - Learn argument dates as far back as the Progressive Era of the last century, when another generation of educators declared that blacks and immigrants were also incapable of learning; it gave us the ability tracking and the comprehensive high school model that has helped foster the nation's education crisis.

Not exact matches

Modeled on the community - centric approach to improving youth sports safety highlighted in MomsTEAM's PBS documentary, «The Smartest Team: Making High School Football Safer», the program will award SmartTeam status to youth sports organizations which have demonstrated a commitment to minimizing the risk of physical, psychological and sexual injury to young athletes by implementing a comprehensive set of health and safety best practices, providing safety - conscious sports parents a level of assurance that they have made health and safety an important priority, not to be sacrificed at the altar of team or individual success.

Like other NYC Outward Bound network schools, WHEELS uses the organization's «To and Through College» model to help students prepare for higher education — a comprehensive approach that addresses everything from logistics and deadlines to soft skills development.

Implications of One Comprehensive School Reform Model for Secondary School Students Underrepresented in Higher Education (PDF).

If any place should serve as a model of what a comprehensive high school could be, Prior Lake is it.

Consequently, the models we think hold the most promise for achieving much larger scale are two that operate within comprehensive high schools: career academies and early - college high schools.

During his tenure in the district, the high school was described by the United States Department of Education as «the most recognized and celebrated school in America,» won four Blue Ribbon awards from the United States Department of Education, and was one of the first comprehensive schools designated by the DOE as a New America High School for being a model of successful school refhigh school was described by the United States Department of Education as «the most recognized and celebrated school in America,» won four Blue Ribbon awards from the United States Department of Education, and was one of the first comprehensive schools designated by the DOE as a New America High School for being a model of successful school rschool was described by the United States Department of Education as «the most recognized and celebrated school in America,» won four Blue Ribbon awards from the United States Department of Education, and was one of the first comprehensive schools designated by the DOE as a New America High School for being a model of successful school rschool in America,» won four Blue Ribbon awards from the United States Department of Education, and was one of the first comprehensive schools designated by the DOE as a New America High School for being a model of successful school refHigh School for being a model of successful school rSchool for being a model of successful school rschool reform.

It was also in line with the «comprehensive high school» model, promoted by former Harvard president James Conant, which sought to meet the needs of all students, from the «academically talented» to the «vocationally oriented.»

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

The bill also contained descriptions of program models and language learning opportunities that can be combined into comprehensive pathways, preschool through high school.

The promise of CSR models — such as Accelerated School Project, Core Knowledge, Direct Instruction, High Schools That Work, School Development Program, Success for All — and the comprehensive reform that they support is that they are research - based and provide the training and other supports needed to encourage a coordinated approach to improvement that addresses curriculum and instruction, professional development, leadership, parental and community involvement, and other components needed for student success.

Since the mid-1990s, one increasingly employed approach for raising student achievement — school - level adoption and effective implementation of externally developed, research - based comprehensive school reform models — has been tried in more than 8,000 schools nationwide, most of which are high poverty and low performing.

In their 2012 book, «Exam Schools: Inside America's Most Selective Public High - Schools,» Chester E. Finn Jr. and Jessica A. Hockett offer a comprehensive look at screened admissions secondary schools across the US by spotlighting a cross-section of educational Schools: Inside America's Most Selective Public High - Schools,» Chester E. Finn Jr. and Jessica A. Hockett offer a comprehensive look at screened admissions secondary schools across the US by spotlighting a cross-section of educational Schools,» Chester E. Finn Jr. and Jessica A. Hockett offer a comprehensive look at screened admissions secondary schools across the US by spotlighting a cross-section of educational schools across the US by spotlighting a cross-section of educational models.

In addition to the small learning communities, San Diego is also using other reform models, all with the intent of breaking down the larger comprehensive high school and ultimately offering students a choice among many different kinds of schools that would suit their needs.

«It's hard to find consistent, long - term, high - quality service learning,» says Sarah Pearson of the American Youth Policy Forum in Washington, D.C. Pearson's recent report, Finding Common Ground: Service Learning and Education Reform (2002), establishes the compatibility between the goals of comprehensive school reform models and those of service learning.

The Role of Teacher Preparation, Licensure, and Retention in Creating High - Performing Middle Schools, C. Kenneth McEwin, Thomas S. Dickinson, and Tracy W. Smith Lessons Learned from Comprehensive School Reform Models, Nancy Ames State - Level Policy Development, David A. Payton Creating Common Middle - Level Knowledge: A New York Story, Jeannette Stern and Sandra L. Stacki A New Vision for Professional Learning, Stephanie Hirsh.

TDS» services to schools, districts, and states span the continuum of comprehensive transformation models, to key reform components, to high impact tools and supports.

Built on the same principles that guide schools like Betsy Layne High School and districts like Daviess County, there are also research - based, comprehensive models that provide roadmaps to teacher autonomy, leadership and collaboration.

Previously, Jay was the former chief academic officer for the Metropolitan Nashville Public Schools, where he was responsible for the education of 86,000 + students in 150 schools, and his comprehensive redesign of Nashville's high school became a nationalSchools, where he was responsible for the education of 86,000 + students in 150 schools, and his comprehensive redesign of Nashville's high school became a nationalschools, and his comprehensive redesign of Nashville's high school became a national model.

NeuroLab M3 is a comprehensive research education program that carefully guides high school students through a series of in - depth, interdisciplinary, and discovery - based explorations of scientific models, model organisms, and model systems in developmental neuroscience.

This bill would also require the State Board of Education to develop, and each local board of education to adopt, a comprehensive model policy for the supervision and monitoring of low risk juvenile sex offender students attending school with the general student population and would require alternative educational placement for any juvenile sex offender who is a moderate or high risk for re-offense.

However, the NTN acknowledges that one size does not fit all, as the two schools are approaching the Corridor of Innovation project differently: Cougar New Tech is a school within Colleton County High School (a large comprehensive high school) and Scott's Branch is a whole - school converted to the New Tech school within Colleton County High School (a large comprehensive high school) and Scott's Branch is a whole - school converted to the New Tech moHigh School (a large comprehensive high school) and Scott's Branch is a whole - school converted to the New Tech School (a large comprehensive high school) and Scott's Branch is a whole - school converted to the New Tech mohigh school) and Scott's Branch is a whole - school converted to the New Tech school) and Scott's Branch is a whole - school converted to the New Tech school converted to the New Tech model.

That is also true of the Comer Process, which is a more comprehensive elementary and middle school reform model, developed and derived especially for low - income neighborhoods and schools, with high components of minority students.

Response This CSRQ Center Report on Middle and High School CSR Models provides a scientifically based, consumer - friendly review of the effectiveness and quality of 18 widely adopted middle and high school comprehensive school reform (CSR) modHigh School CSR Models provides a scientifically based, consumer - friendly review of the effectiveness and quality of 18 widely adopted middle and high school comprehensive school reform (CSR) mSchool CSR Models provides a scientifically based, consumer - friendly review of the effectiveness and quality of 18 widely adopted middle and high school comprehensive school reform (CSR) mModels provides a scientifically based, consumer - friendly review of the effectiveness and quality of 18 widely adopted middle and high school comprehensive school reform (CSR) modhigh school comprehensive school reform (CSR) mschool comprehensive school reform (CSR) mschool reform (CSR) modelsmodels.

South Carolina In South Carolina, accountability redesign has focused on adopting a comprehensive vision for high school graduates and creating opportunities for innovative approaches to learning that will support students in meeting these expectations, including career - based learning experiences, personalized learning, proficiency - based learning models, and other novel programs and courses.

What high school leaders and leadership teams wishing to significantly improve their schools need is a comprehensive and practical researched - based model to guide them to those strategies and initiatives that have a proven track record of increasing student achievement.

The CSESA comprehensive model includes five components --(1) Foundations; (2) Academics; (3) Social Competence; (4) Transition and Families; and (5) Personal Responsibility, Independence, and Self - Management (PRISM)-- that focus on developing, adapting, and studying a comprehensive school - and community - based education program for high school students with ASD.

TISS is a comprehensive support model designed to sustain the successful turnaround of chronically low - performing New York City (NYC) public schools through the cultivation of effective leadership practice, focused on the development of high - functioning teams of school leaders.

Joseph Martineau joined the Center as a Senior Associate in January 2014, and has led and contributed to work on growth models, prepared for and analyzed the effects of interruptions of online testing, developed and improved testing and accountability systems, measured achievement gaps, conducted standard setting, evaluated test security, designed comprehensive assessment systems, conceptualized high school assessment under ESSA, designed educator certification testing, and implemented educator evaluation systems.

The following leaders are helping to guide the work of our Collaborating States Initiative, a group of selected states that are creating: (1) a comprehensive set of free - standing standards and learning goals for SEL with developmental benchmarks for preschool through high school; (2) model policies, including consistent language and terminology that can be used to help embed SEL standards and learning goals throughout the education system; and (3) practice guidelines and other tools to support implementation of social and emotional learning for preschool through high school.

This pathway is characterized by three elements: the onset of conduct problems (such as developmentally excessive levels of aggression, noncompliance, and other oppositional behaviour) in the preschool and early school - age years; a high degree of continuity throughout childhood and into adolescence and adulthood; and a poor prognosis.1, 2 The most comprehensive family - based formulation for the early - starter pathway has been the coercion model developed by Patterson and his colleagues.3, 4 The model describes a process of «basic training» in conduct - problem behaviours that occurs in the context of an escalating cycle of coercive parent - child interactions in the home, beginning prior to school entry.