Sentences with phrase «demonstrate academic progress»

Some teachers, for example, might prefer using a portfolio of student work to demonstrate academic progress rather than a standardized test score.

Candidate must be able to demonstrate the academic progress of students under his / her leadership and articulate the methods used to achieve those results

Even though K12, Inc. is notorious for churning students through its programs and failing to demonstrate academic progress, both of the companies» virtual charter programs are likely to get the green light since the legislation compels the State Board of Education to get the pilot program up and running this fall.

Renaissance Charter School at Poinciana is hosting an NWEA Challenge for students to demonstrate academic progress and growth on the assessment in the areas of...

The «A-F» grading system now places more worth in a school that demonstrates academic progress among students who are Minimally Proficient or Partially Proficient than it does in schools with students who are already Proficient or Highly Proficient.

Not exact matches

If, after three full academic years of implementing a restructuring plan, the school has not demonstrated progress as delineated by the commissioner in the warning pursuant to subparagraph (i) of this paragraph, the commissioner shall recommend to the Board of Regents that the registration be revoked and the school be declared an unsound educational environment, except that the commissioner may upon a finding of extenuating circumstances extend the period during which the school must demonstrate progress.

That report demonstrated that SSCs are markedly improving academic progress and graduation prospects, particularly for disadvantaged students.

Indeed, even if they made good academic progress, they wouldn't graduate unless they demonstrated good teamwork and willingness to exceed expectations.

For example, if the portfolio is being used to display a student's annual progress, does it clearly demonstrate that student's academic growth over the year?

This allows students to reflect on and adjust their weekly goals, demonstrating continuous improvement and taking ownership of academic progress, a method that is working.

The bill eliminates certain standards, one of which participating schools must achieve — either that 70 percent of voucher students advance one grade level, 80 percent demonstrate significant academic progress, average attendance rates among participants of 90 percent or 70 percent of voucher parents meet participation goals.

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

This training module demonstrates how academic progress monitoring fits into the Data - Based Individualization (DBI) process by (a) providing approaches and tools for academic progress monitoring and (b) showing how to use data to using progress monitoring data to set ambitious goals, make instructional decisions, and plan programs for individual students with intensive needs.

Competency - based learning: Seat time requirements are waived in full or in part; students progress through school as they demonstrate mastery of academic content areas.

Although the computer - adaptive Smarter Balanced Assessment remains unproven and developmentally - inappropriate, proponents of the controversial test have been unable to demonstrate that SBAC is a psychometrically valid or reliable measure of student academic progress, let alone college - and career - readiness.

On the standardized test of academic progress administered across all DC public schools, the PARCC, Latin students demonstrated high levels of achievement:

There is demonstrated support for an annual report card on how each school spends local, state and federal funding and what progress it has made on measures of student academic achievement.

In addition to student academic shifts the team intends to develop learners who will navigate their progress, demonstrate mastery, and lead change.

Elementary Learning and Academic Disabilities (LAD) serves students who previously received considerable amounts of special education in the general education environment but require additional services in order to demonstrate progress toward Individualized Education Program (IEP) goals and objectives.

Schools that are awarded a School Improvement Grant (SIG) must dramatically improve academic performance, demonstrate adequate yearly progress and boost test scores.

Our elementary scholars are demonstrating strong academic results as well, growing faster than their peers as demonstrated on the Northwest Evaluation Association's Measures of Academic Progress (NWEA MAP), a nationally normed growth assacademic results as well, growing faster than their peers as demonstrated on the Northwest Evaluation Association's Measures of Academic Progress (NWEA MAP), a nationally normed growth assAcademic Progress (NWEA MAP), a nationally normed growth assessment.

The evolution that transformed New Orleans» public schools into an entirely choice - based structure demands that many charter schools and other schools of choice that may have previously engaged in exclusionary practices toward special education students (Wolf, 2011) must now serve students across the spectrum of academic and developmental abilities while still facing the pressures of demonstrating progress in a struggling school system.

Recipient of the Title I Academic Achievement Award which is given to schools receiving federal Title I funds that demonstrate that all students are making significant progress toward proficiency on California's academic content stAcademic Achievement Award which is given to schools receiving federal Title I funds that demonstrate that all students are making significant progress toward proficiency on California's academic content stacademic content standards.

• Hands - on experience in providing assistance with individualized instruction through well - placed instructional strategies • Skilled in effectively applying methods for enhancing students» working knowledge of core concepts • Excellent skills in recognizing, describing and reporting student behavior and academic progress • Unmatched ability to impart instruction at the student's level of comprehension • Proficient in using a variety of technological tools to communicate with students and provide them with information on complex topics • Adept at recognizing patterns of human development and benchmarks that are typically achieved at different ages • Demonstrated expertise in designing and using age - appropriate materials for instructional enforcement • Documented success in establishing positive relationships with students to promote student self - esteem • Proven ability to mediate student conflicts and handle behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated instructional support • Able to effectively conduct small group and individualized instruction as part of the class instruction program • Special talent for assisting teachers with planning and organizing instructional activities and developing classroom procedures • Track record of demonstrating awareness of and respect for diversity amongst students • Proven record of applying disciplinary directives in an impartial and consistent manner

KEY QUALIFICATIONS • Over 4 years» progressive experience working as a teacher's aide • Demonstrated ability to work closely with both children and adults • Expert in interpreting and relaying information from books, periodicals and academic papers • Highly skilled in preparing lesson plans and implementing activities pertaining to the same • Proven ability to help students with preparing academic papers • Proficient in teaching mathematics, physics and Spanish • Able to prepare exam papers and student progress reports • Certificate holder in Teaching English as a Foreign language (TEFL)

Additionally, after participating in CCPT, the control group also demonstrated drops for overall impairment, teacher relationships, and academic progress.

Additionally, they demonstrated large levels for peer relationships and academic progress indicating a strong relationship between intervention and these variables.