Sentences with phrase «considered high needs students»

Almost 60 % of the student population came from economically disadvantaged homes and nearly 70 % were considered high needs students — an inequity...

In 2013 - 14, according to the United Way, «almost 60 percent of the student population came from economically disadvantaged homes, and nearly 70 percent were considered high needs students — an inequity that made it exceptionally difficult for many children to thrive.»

Not exact matches

Even though Pioneer is considered a «high - needs school» and enrolls a large number of English language learners and children of immigrants, every student gets a chance to learn in Jones» high - tech classroom.

Female high - school students, for example, need to be encouraged to consider their future earning potential when choosing their university programs.

The important thing to remember is, all other things being equal, a lower student loan interest rate is better than a higher one — but you need to consider all of the terms of the loan including whether the rate is fixed or variable and what your loan repayment options are to ensure you get the best overall deal.

If you need help getting a head start on repaying your student loans, consider a high paying summer job.

Where an institution has or is considering enrolling a student that meets this criteria, the institution should, as always, hold discussions with LAs as they are the commissioners of high needs places.

When the staff of Saint Michaels Middle / High School (Saint Michaels, Maryland) considered the impact of that requirement, they determined that they needed to adapt their block schedule to increase the amount of time students spent in subjects that were directly tested: Algebra / Data Analysis, English, Biology, and Government.

«The traditional assembly - line schedule has become inflexible and is virtually obsolete when you consider the academic needs of high - school students [today].»

To make these choices you must consider several factors: the information students are held accountable for on high - stakes tests, the minimal depth of conceptual understanding they need in order to continue deepening their understanding in a subsequent course or grade level, and the most significant ideas underlying the course content.

We recruit students at every high school campus, and students need to submit an application and be interviewed to be considered.

Because fewer students passed the test than passed the previous high school exam, the Maryland Board of Education is now considering whether to lower the score needed to pass the test or to issue two different diplomas, one for students who pass the PARCC exam and are ready for college and one for students who get a lower score on the test.

Through the programming process, other options were considered to accommodate the needs for high school students, long - term.

In particular, ESEA reauthorization provides an opportunity for Congress to consider fresh ideas that would support states and districts in increasing school funding equity so that students in low - income communities receive the resources they need to achieve at high levels.

Our data analysis so far, however, must be considered pre - liminary — we need to examine how ELC students from low performing high schools have fared at UC in order to more fully assess this approach.»

Limited to students with special needs, those diagnosed with autism spectrum disorder; cerebral palsy; Down syndrome; an intellectual disability; muscular dystrophy; Phelan - McDermid syndrome; Prader - Willi syndrome; spina - bifida; Williams syndrome; identified as deaf, visually impaired, or having a traumatic brain injury defined by the State Board of Education; those who are hospitalized or homebound with a medically diagnosed physical or psychiatric condition for more than six months; or students age 3, 4, or 5 who are considered «high - risk» due to developmental delays

The district is considering a plan to delay the 7:35 a.m. middle (grades 5 - 8) and high school start time to 8:15 a.m. Oyster River has spent two years considering options for later start times, aiming to balance sleep needs with busing schedules, after - school care, student jobs and extracurricular activities.

However, it is frequently considered by high school educators, (most notable Advanced Placement and Honors teachers) that we need to prepare our students, not for the world beyond the classroom, but for the university level.

In a letter dated May 3, dozens of advocacy groups asked Brown to recommit to closing the academic achievement gap for high - need students as he considers an opening on the State Board of Education and a new plan for measuring school performance later this year.

Furthermore, 70 percent of students in Algebra II needed college remediation, despite the fact that this class is widely considered to involve high - level math and is sufficient preparation for college - level Algebra.

In this lesson, high school students examine the demographics of fast food and other low - wage workers, learn more about minimum wage and consider different points of view about increasing it, and explore their own opinions about minimum wage and what low - wage employees need.

During these meetings, the team typically sets a criterion to determine which students are in most need of targeted services (i.e., students that were flagged for being High Risk on CBMreading should be considered for receiving small - group reading interventions).

Yet, such an approach is considered largely inefficient for many schools, particularly high needs schools that are likely to identify a large number of students who are at risk.

In considering the addition of a graduation plan, the Board felt that planning courses and experiences needed to meet graduation requirements needs to be determined is implicit in the development of GIEP's for high school students.

Representing 40 transfer schools that together serve more than 8,000 high school students who were once considered at risk of dropping out, educators participated in 70 workshops, panels, and lectures exploring a wide array of topics uniquely chosen to meet the needs of the transfer school community.

This includes one where I consider my philosophical shift from not worrying about my student's standardized test scores to deciding that I need to play the high stakes testing game and focus on preparing my students for their standardized tests.

When we consider any student identified as having a disability in kindergarten as a special needs student, these students remained at their charter schools through the 2012 - 2013 school year at a higher rate than similar students at nearby traditional public schools.

Teaching to the middle has been considered a poor practice for decades; however, the diversity of the population and the need to hold high expectations for individual students makes small group instruction a significant priority in an increasingly low - income community.

Establishing college and career readiness standards are a great start for describing what students need to know and be able to do to be successful after high school, but we need to closely consider how we are teaching those skills in meaningful ways.

That may, for example, attract a great math teacher — as measured by student performance — to a high - need school who might not otherwise consider teaching there as an attractive option.

Recommendations include the need to: 1) consider school closure in the context of a larger reform effort; 2) develop a supply of higher - performing school options; 3) clearly explain to the public how current students will benefit; 4) provide support to families and students during the transition; and 5) provide staff members with clear information about next steps.

With the list of unique student needs only growing and a «use it or lose it» funding stream available, here are three online programs with a low price tag and high value that you should consider giving a closer look at before those remaining dollars dry up.

While some charter schools serve some of the students in highest need, analysis of TEA data for 2016 - 17 statewide reveals that there is very little difference in the percentage of students served who are considered at risk of dropping out: 50 percent in traditional schools compared to 52 percent in charter schools.

Policymakers and practitioners are considering a number of strategies to widen the teacher pipeline, but too few of the policies focus specifically on attracting teachers to high - need schools who share the racial and cultural backgrounds of those schools» students.

The implication is that differing circumstances of students within the learning context need to be considered and, where possible, accommodated in order to support learners» psychological needs and the expression of high quality (i.e., more self - determined) motivation among learners.

The recommendation is based on aggregate evaluation data generated during the application process, considering the following key elements: (1) the quality of the proposed program as measured against the criteria contained in the charter school application; (2) the substantive issues surrounding the overall feasibility and reasonableness of the application in terms of the likelihood of the opening and operation of a successful, high quality public school; (3) the degree of public support for the proposed school; and (4) the CSDE's recommendation that the SBE give preference to the applicant due to its commitment to: (a) serving students who receive free or reduced price lunch; (b) partnering with FamilyUrban Schools of Excellence, Inc., an organization with a record of operating high - quality public schools in Connecticut; (c) serving students from the Dixwell / Newhallville community, an underserved, high - need area of New Haven; and (d) operating in New Haven, a Priority School District.

Considering the broad field and variety of elements creative writing includes, we can conclude a student needs a developed language, vast lexicon, artistic sense, rich imagination, creativity, and plenty of other personal characteristics to produce high - quality work.

• There are many important issues prospective college students need to consider — such as expected occupational earnings, the value of a particular college brand - name in a given field, the market value of a major field of study, the prospect of graduate or professional school, and the like — that must be considered in evaluating the costs and benefits of higher education and the level of student - loan debt that is reasonable in any particular circumstance.

We are also considering taking out a higher loan than we need against the house due to lower interest rate and pay that towards the student loan, especially since we bought a foreclosure and have been paying it down faster than min payments and therefore owe quite less than what it is worth.

Over 50 % of the area student population is considered low income, so the need for this organization and those that can contribute to it is very high.