Sentences with phrase «core skills area»

The introduction area uses a headline career focus with a summary and a core skills area.

Merit helps a wide range of students master a variety of core skill areas.

The aMath assessment includes items representing a broad spectrum of all math skills, including the core skill areas included in the Common Core State Standards.

The National Reading Panel Report (2000) summarized decades of research about reading instruction and identified five core skill areas that all effective reading instruction must include: phonemic awareness, alphabetic principle (phonics), fluency, vocabulary, and comprehension.

Core skill areas i...

Finally, Stahmer and Gist27 examined the effects of a parent education support group with a parent education program that focused on pivotal response training, a treatment program designed to enhance core skill areas in autism by using naturalistic interactions.

Not exact matches

They are organized around eight core competency areas: theoretical foundations; law, regulation, and agency policy; systems expertise; direct service skills; working with others; communicating; thinking; and reflection.

As well as working out the core muscles, hula - hooping improves flexibility, balance, motor skills and coordination, and is especially effective for toning the problematic stomach area and realigning the spine.

A few respondents reported insufficient skills in core research areas including numeracy, experimental design, research ethics, science communication, team work, and entrepreneurship.

Strong core skills in any area can still assist adults in providing and caring for their children.

While the transcript is still in its infancy, organizers say it will resemble a website that each school will be able customize by choosing from a menu of skills like critical thinking, creativity, and self - directed learning, along with core content areas such as algebraic reasoning.

Teacher practice is a core area to focus on, but without naming and valuing the structural conditions which support teachers to develop these pedagogical skills, the promise of deeper learning can't be realized.

Standardising practice in core academic areas also creates more space to systematically innovate where the evidence isn't strong, including how to help young Australians develop broader skills for a changing world.

They incorporate skills and concepts related to Common Core, SEL and 21st Century Skills areas, which creates opportunities for teachers to assess some otherwise difficult - to - assess sskills and concepts related to Common Core, SEL and 21st Century Skills areas, which creates opportunities for teachers to assess some otherwise difficult - to - assess sSkills areas, which creates opportunities for teachers to assess some otherwise difficult - to - assess skillsskills.

Although the Common Core ELA standards are comprehensive and address a broad range of communication skills, they place particular emphasis on five key areas: reading informational text, reading complex text, close reading and citing text evidence, writing arguments, and research.

The prime areas focus on the core knowledge and skills which are the foundations for children's school readiness and future progress.

The Scope of this project is to: - Provide seed funding and support pilot implementation of ideas resulting from the June 2014 design workshop on improving outcomes for babies in foster care; - Launch pilots of co-designed strategies for working collaboratively with parents in creating daily, regularized family routines in four sites and evaluate executive function skills, child development, child literacy and parental stress levels of participants pre -, during, and post-intervention; - Build a core group of leaders to help set the strategic direction for Frontiers of Innovation (FOI) and take on leadership for parts of the portfolio; - With Phil Fisher at the University of Oregon and Holly Schindler at the University of Washington develop a measurement and data collection framework and infrastructure in order to collect data from FOI - sponsored pilots and increase cross-site and cross-strategy learning; Organize Building Adult Capabilities Working Group to identify, measure and develop strategies related to executive function and emotional regulation for adults facing high levels of adversity and produce summary report in the fall of 2014 that reviews the knowledge base in this area and implications for intervention, including approaches that impact two generations.

These skills areas are core subjects and 21st - century themes; learning and innovation skills; information, media, and technology skills; and life and career skills.

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

To investigate the claim that course requirements and basic - skills tests may dampen the efforts of high - ability students, I analyzed whether higher graduation standards did indeed encourage students to take more courses in the core academic areas.

The CALS construct is defined as a constellation of the high - utility language skills that correspond to linguistic features prevalent in oral and written academic discourse across school content areas and that are infrequent in colloquial conversations (e.g., knowledge of logical connectives, such as nevertheless, consequently; knowledge of structures that pack dense information, such as nominalizations or embedded clauses; knowledge of structures for organizing argumentative texts) Over the last years, as part of the Catalyzing Comprehension Through Discussion Debate project funded by IES to the Strategic Educational Research Partnership, Dr. Paola Uccelli and her research team have produced a research - based, theoretically - grounded, and psychometrically robust instrument to measure core academic language skills (CALS - I) for students in grades 4 - 8.

Likewise, PARCC describes writing as a «key area» and reflects shifts in the Common Core that call on students to show writing skills grounded in evidence from literary and informational texts.

How can secondary content area teachers successfully apply vocabulary and comprehension skills to their core material?

The background survey will include five core areas — grit, desire for learning, school climate, technology use, and socioeconomic status — of which the first two focus on a student's noncognitive skills, and the third looks at noncognitive factors in the school.

Its products improve students» basic skills in core subject areas.

An essential 21st Century skill set for all of our nation's students includes the information and communication technology skills to allow for participation as creative and informed citizens as well as critical thinkers well versed in core subject area knowledge.

In addition, we have adapted our work in strategic instruction to the specific challenges associated with teaching mathematics and developing students» literacy skills - RTI's two core academic areas.

For example, new educators might devote time to developing core pedagogical skills while also pursuing specialized concentrations in areas such as data analytics, natural assessment design, or multimedia experience production.

Upon identifying an area of need around supporting students in making meaning of math through instructional best practices, an extensive literature review occurred and was focused around understanding the shifts in the Common Core State Standards, identifying the skills and content knowledge needed to effectively teach mathematics, how students can make meaning of math, mathematical discourse, novice vs. expert teachers, and how to move teacher practice were reviewed.

English Language Arts, Balanced Literacy, Creative Writing, Writing - Expository, Reading, Grammar, Spelling, Vocabulary, Specialty, Math, Applied Math, Arithmetic, Basic Operations, Fractions, Geometry, Graphing, Measurement, Numbers, Order of Operations, Science, Earth Sciences, Environment, Social Studies - History, Ancient History, World Language, Spanish, Arts & Music, Graphic Arts, Special Education, EFL - ESL - ELD, Health, Other (Specialty), ELA Test Prep, Math Test Prep, Geography, Other (Social Studies - History), Other (ELA), Life Skills, Religion, Gifted and Talented, Critical Thinking, For All Subject Areas, Literature, Classroom Management, Professional Development, Business, School Counseling, Character Education, Word Problems, Cooking, Short Stories, Writing, Oral Communication, Child Care, Reading Strategies, Writing - Essays, Holidays / Seasonal, Back to School, Thanksgiving, Christmas / Chanukah / Kwanzaa, Poetry, Autumn, Mental Math, Halloween, Winter, The New Year, Valentine's Day, Presidents» Day, Decimals, St. Patrick's Day, Easter, Spring, Place Value, Tools for Common Core, For All Subjects, Summer, Informational Text, End of Year, Phonics, Close Reading, Classroom Community

The report says Welsh first language GCSE places more emphasis on the three core skills, but in both languages weaknesses in some areas can be compensated by strengths in others.

No one would disagree with a focus on the core skills of literacy and numeracy — it is clear that all young people need skills in these areas for them to go on and experience a successful and satisfying life.

The Formative Assessment System for Teachers (FAST ™) provides an earlyReading assessment suite that screens a young student's foundational skills in the core areas of phonemic awareness, phonics, and fluency.

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

The appeal around SEL is significant enough that now California's CORE districts, which serve over a million students in major urban areas like Los Angeles and San Francisco, now require social - emotional skills to make up 8 % of a school's evaluation.

The mathematics materials are aligned with the Common Core State Standards and cover a range of skill areas.

Teachers differentiate their assignments for each of their students so they may access the Common Core State Standards, interact with complex nonfiction texts, integrate rigorous literacy skills across the content areas, and contend with complex mathematical skills, procedures, and understandings.

You can use Study Island to run a completely virtual summer learning program consisting of skills practice in all core content areas, as well as additional activities in writing and reading.

As schools are looking to incorporate new literacy programs that align more closely with the Common Core State Standards, educators will find support in these resources for improving students» reading, writing, and comprehension skills in all content areas.

Beyond that, these five resources help educators integrate SEL into teaching practice in elementary English Language ARts, high school English Language Arts, elementary Mathematics, middle school Social Studies, and general strategies that may be used across all subject areas to support the five SEL core competencies (self - awareness, self - management, social awareness, relationship skills, and responsible decision - making.

Importantly, TeenBiz closely aligns with the objectives of the Common Core State Standards to give students the content area literacy skills they need to succeed on the standards and prepare for college and career.

The self - evaluation instrument divides the work of a school board into 10 areas called Standards, which are broad categories of knowledge and skills that describe the core actions of effective school boards.

Qualifications 7 - 10 years or more teaching experience required 2 - 3 years minimum experience as a lead / master teacher, instructional coach or head of grade - level or subject - area department required Formal management, supervisory or administrative experience required Demonstrated commitment to MWA's mission and core values Strong ability to analyze data and utilizing it to drive instruction Experience facilitating observation and feedback cycles with teachers Experience coaching or supporting teachers in Common Core standards align planning Strong organization skills and attention to detail Highly effective communication skills Ability to work effectively in a fast - paced, results focused environment Ability to laterally manage a diverse group of constituents Bachelor's Degree required; Mcore values Strong ability to analyze data and utilizing it to drive instruction Experience facilitating observation and feedback cycles with teachers Experience coaching or supporting teachers in Common Core standards align planning Strong organization skills and attention to detail Highly effective communication skills Ability to work effectively in a fast - paced, results focused environment Ability to laterally manage a diverse group of constituents Bachelor's Degree required; MCore standards align planning Strong organization skills and attention to detail Highly effective communication skills Ability to work effectively in a fast - paced, results focused environment Ability to laterally manage a diverse group of constituents Bachelor's Degree required; M.Ed.

The core middle school advisory curriculum is comprised of five foundation skill areas: Self - Awareness, Self - Management, Social Awareness, Relationship Skills and Responsible Decision Making.

Instructional practices for reducing anxiety will focus on three core areas: (1) recognizing feelings and understanding how thoughts, feelings, and behaviors are related; (2) practicing various relaxation and stress - management skills; and (3) recognizing anxious and unhelpful thoughts and changing them.

Neither course requirements nor teacher preparation standards address the incorporation of literacy skills into the core content areas.

The Tennessee Department of Education requires that all teaching applicants successfully complete the Praxis Core Academic Skills for Educators tests and all of the relevant Praxis tests for their Specific Licensure Areas.

To qualify for initial teaching certification in New Hampshire, you will need to demonstrate basic academic skills by passing the Praxis Core Academic Skills for Educators test, as well as subject area competence by passing the Praxis II Subject Assessment Test for your specific licensureskills by passing the Praxis Core Academic Skills for Educators test, as well as subject area competence by passing the Praxis II Subject Assessment Test for your specific licensureSkills for Educators test, as well as subject area competence by passing the Praxis II Subject Assessment Test for your specific licensure area.

You can download an overview of major areas of skills and knowledge addressed in the Core Knowledge Preschool Sequence.

Nevada requires the Praxis Core Academic Skills for Educators tests for basic skills, the Praxis II: Subject Tests in your specialty area, and the Praxis II PLT (Principles of Learning and Teaching) Grades K — 6 or 7 — 12 for teaching those grade lSkills for Educators tests for basic skills, the Praxis II: Subject Tests in your specialty area, and the Praxis II PLT (Principles of Learning and Teaching) Grades K — 6 or 7 — 12 for teaching those grade lskills, the Praxis II: Subject Tests in your specialty area, and the Praxis II PLT (Principles of Learning and Teaching) Grades K — 6 or 7 — 12 for teaching those grade levels.