Not exact matches
Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a
high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit
students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education
Achievement Authority in Michigan, which, as part
of the statewide turnaround authority is trying to
create a
student - centric system for
students in Detroit; Match Education in Massachusetts, which already operates
high - performing schools in Boston and will now focus on using technology to increase the effectiveness
of its one - on - one tutoring; Schools for the Future in Michigan, which will serve
students significantly below grade
level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation
of entrepreneurial leadership.
In our first article on the STAR School - Placing importance on relationships - Sorensen recalled that the goal was to
create a model that not only focused on culture, but also led to
high levels of student achievement.
Understand how to use an accelerated timeline to
create learning environments that support
high levels of achievement for all
students.
How do we
create higher levels of achievement and still keep the classroom a place that helps
students grow holistically?
Mission's school - wide outcomes include: (1) Utilizing
student work to drive instruction, inform teaching practices, and support
student achievement at the
highest level; (2) Emphasizing Post-Secondary Success at all grade
levels to ensure that
students are academically prepared, eligible, and have a deep awareness
of all post-secondary options upon graduation from
high school; (3) School - wide family engagement to
create meaningful partnerships, build strong relationships, and deepen avenues
of communication with all families in order to provde the
highest levels of support to its
students.
In the third one - day institute series, Using Formative Assessment to Meet the Demands
of the Common Core, educators will learn how to align the multiple measures
of assessment available with the CCSS and
create a system
of data collection and analysis to enable
higher levels of student achievement.
For these and other reasons, an extensive body
of research suggests that small schools and small learning communities have the following significant advantages: • Increased
student performance, along with a reduction in the
achievement gap and dropout rate • A more positive school climate, including safer schools, more active
student engagement, fewer disciplinary infractions, and less truancy • A more personalized learning environment in which
students have the opportunity to form meaningful relationships with both adults and peers • More opportunities for teachers to gather together in professional learning communities that enhance teaching and learning • Greater parent involvement and satisfaction • Cost - efficiency Ultimately,
creating successful small learning communities and small schools at the middle
level increases the chances for
students to be successful in
high school and beyond.
School - wide Positive Behavior Intervention and Supports is a comprehensive evidence - based approach that embraces
students, educators and staff, parents, and community members to
create the climate for
students to reach
high levels of social and academic
achievement.
Like when schools
create a safe and orderly environment, when they have ambitious instruction, when teachers get time to collaborate, when there's a lot
of parent - community outreach — there are a number
of factors that consistently relate to
higher levels of student achievement.
The federal government should
create a separate funding stream to improve
student achievement at the middle
level and
high school, reduce the number
of high school dropouts, and ensure that all
students graduate from
high school with the skills they need to succeed in college and the workforce.
Research suggests policies that
create incentives for the preparation and hiring
of principals
of color can lead to
higher levels of principal retention, greater hiring
of teachers
of color, and increased
student achievement in schools serving diverse
student populations.
Founded in 2013 as a non-profit by Co-Founders Rob DeHaas and Elizabeth Kastiel, Dallas Teacher Residency aims to
create both
high - quality educators, in addition to
creating support systems, which ensure educators have the opportunity to impact
levels of student academic
achievement through teaching.