Sentences with phrase «developed by high school students»

The Westchester Eats app was developed by high school students to order food, make reservations and post reviews exclusively in Westchester

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The program will have seven stages, including a culinary arts competition in which teams of high school culinary arts students from throughout the country take on the challenge of creating a delicious, nutritious school meal for $ 1 per meal; a Healthy Eating Crockpot 8 - week cooking course for families, at the end of which participants and / or the individuals will receive a free crock pot; healthy recipe / healthy snack cook book and monthly newsletter by student chefs; and supporting student chefs in developing and growing their own home gardens.

Developed by a local high school culinary student in partnership with Medical City Children's Hospital in Dallas, El Fenix's Kids Fit Menu allows kids to build their own meals by choosing from an array of delicious, low - fat / calorie entrées and sides, along with a glass of apple juice.

This curriculum for middle and high school students includes classroom activities, identification sheets and a dichotomous key for identifying salt marsh plants, and data sheets for salt marsh field trips utilizing lessons developed by Kristen Grant and the salt marsh science protocols developed by Dr. Robert Buchsbaum and Dr. David Burdick.

program that lets kids and their adult caregivers learn about the park first hand by using fun, self - guided worksheets; the NewYork Historical Society, where she developed curriculum guides to help classroom teachers incorporate primary sources into their instruction; the American Museum of Natural History, where she developed a series of teacher guides for the Moveable Museum exhibits and several temporary museum exhibits; and MOUSE, a New York City based non-profit organization that works to train middle and high school students to initiate and manage technology help desks, where she developed curriculum and educational support materials for students, faculty advisors, and MOUSE trainers.

The term «Gifted» is defined by the Elementary and Secondary Education Act as Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.

Each school board in the state of Illinois shall adopt a policy regarding student athlete concussions and head injuries that is in compliance with the protocols, policies, and by - laws developed by the Illinois High School Associschool board in the state of Illinois shall adopt a policy regarding student athlete concussions and head injuries that is in compliance with the protocols, policies, and by - laws developed by the Illinois High School AssociSchool Association.

There was something for everyone on the menu: using Apple technology, developing research - based practices to teach students in the early grades, engaging students through digital instruction, understanding the new teacher evaluation system as set by state law, preventing high - risk student behaviors and how Community Learning Schools meet the needs of students and their families.

Behan Communications monitored a news conference organized by high school students, prepared a summary, reviewed media accounts, revised the website's FAQ, developed a media

Behan Communications monitored a news conference organized by high school students, prepared a summary, reviewed media accounts, revised the website's FAQ, developed a media statement and spoke to Mayor David Borge by phone.

Building on its work at the middle school level, Project 2061 has been funded by the U.S. Department of Education's Institute of Education Sciences to develop a six - week curriculum unit for high school biology students.

In addition to being an organizer and consultant for the Jumpstart Core Curriculum Institute (JCCI), a program founded by Leslie Brown that develops strategies for improving literacy, science, math, technology, and social - science skills among disadvantaged minority students in grades K - 12, I teach chemistry to high school students at the University of South Carolina?s Experimental Program to Stimulate Competitive Research (EPSCoR) Summer Program.

«Screening tools to detect lung, heart disease developed by two high school students.»

The group is developing a science curriculum for use in Malagasy high schools in which students learn about biology by exploring the rich environment right outside their school houses.

The Screen Queensland collaboration and the role it plays in fostering talent and production activity is taken very seriously by Fisher, who states, «For the local industry, we develop future film professionals through screen culture and screen education, (including) dedicated screenings, career forums and workshops for high - school students.

The Amazing Spider - Man 2 stars Andrew Garfield as the geeky high school student who develops amazing spider senses after being bitten by a genetically modified arachnid.

A comparison to three classes with students from the same schools showed that students participating in the gardening project had higher science test scores, as measured by pretest and posttest scores on a science test developed for the program.

In a ten - year study by the Wisconsin Center for Education Research on high school interdisciplinary teaching teams, researchers found that team teaching produced positive outcomes for students, and professionalism and morale improved when teams developed collective authority and accountability.

Gen i Revolution was developed for middle school and high school students and is managed by the Council for Economic Education.

The report by the Reston, Va. - based association — developed in collaboration with the Education Alliance at Brown University and a commission of middle school experts — is a follow - up to a 2004 NASSP report, «Breaking Ranks II,» which focused on student achievement in high school.

For example, they have pushed to reduce the size of public high schools, in the belief that small high schools, like families, can succeed by developing a strong, shared sense of mission among faculty and students.

In September 2013, I was recruited by then - principal Eric Sheninger to be the new library media specialist of New Milford (New Jersey) High School, and was tasked with seeking to improve student performance by developing an exciting and engaging learning environment for all.

The strong educational foundation provided by Beaumont Leys School, coupled with the many Leicestershire Cares Employability Projects and Nylacast's commitment to bridging the skills gap proves to continuously provide enthusiastic, dedicated students and apprentices with the hunger to succeed in developing their careers alongside gaining higher education.

By 1996 the virtual fire was beginning to blaze: an experimental WebSchool in Orange County, Florida (a precursor to the Florida Online High School), offered online courses to local students; Federal Way School District in Washington State founded the Cyber - School Academy with nearly 50 students (both elementary and secondary); the Concord Virtual High School (later to be called Virtual High School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called Class.comBy 1996 the virtual fire was beginning to blaze: an experimental WebSchool in Orange County, Florida (a precursor to the Florida Online High School), offered online courses to local students; Federal Way School District in Washington State founded the Cyber - School Academy with nearly 50 students (both elementary and secondary); the Concord Virtual High School (later to be called Virtual High School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called Class.cHigh School), offered online courses to local students; Federal Way School District in Washington State founded the Cyber - School Academy with nearly 50 students (both elementary and secondary); the Concord Virtual High School (later to be called Virtual High School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called ClassSchool), offered online courses to local students; Federal Way School District in Washington State founded the Cyber - School Academy with nearly 50 students (both elementary and secondary); the Concord Virtual High School (later to be called Virtual High School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called ClassSchool District in Washington State founded the Cyber - School Academy with nearly 50 students (both elementary and secondary); the Concord Virtual High School (later to be called Virtual High School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called ClassSchool Academy with nearly 50 students (both elementary and secondary); the Concord Virtual High School (later to be called Virtual High School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called Class.cHigh School (later to be called Virtual High School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called ClassSchool (later to be called Virtual High School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called Class.cHigh School) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called ClassSchool) was awarded a $ 7.5 million federal Technology Innovation Challenge Grant; and the University of Nebraska — Lincoln was awarded a combination of grants to research and develop Internet - based high - school courses (later marketed by a for - profit enterprise called Class.chigh - school courses (later marketed by a for - profit enterprise called Classschool courses (later marketed by a for - profit enterprise called Class.comby a for - profit enterprise called Class.com).

This randomized - controlled experiment examined the effects of project - based economics curriculum developed by the Buck Institute for Education on student learning and problem solving skills in a sample of 7,000 twelfth graders, taught by 76 teachers in 66 high schools.

For example, in 2012, Long Beach City College (LBCC) in California was one of the first to develop and pilot an alternative placement algorithm based on high school coursework and grades, which increased the proportion of students placing directly into college - level coursework by 21 percentage points in math and 56 percentage points in English, without significantly lowering the average performance of students in these courses.

Concerned that high - stakes testing was narrowing student assessment down to a few scores, teachers and administrators in one Illinois district developed a system to assess a range of skills — including critical thinking and social - emotional skills — they wanted students to master by the time they left school.

During the past decade, virtual K - 12 schools have developed from far - flung hatchlings to a full - fledged industry that has allowed high school students to make excellent use of their high school years by cherry picking among the best teachers in several states.

When students do not learn to read by third grade or develop reading difficulties after third grade, as is disproportionately the case for students living in poverty (Kieffer, 2010), it is critically important that an emphasis on learning to read remain an instructional priority in upper - elementary classrooms as well as in middle and high schools.

Glindmeier's district in Phoenix, Arizona, has a wellness policy that was developed by a «team» made up of a teacher, parents, a nurse, a physical education teacher, a high school student, and three dietitians.

He said the plan had been developed by a higher education sector working group in conjunction with government to ensure students, parents and schools have better access to consistent and comparable information from universities.

Twenty - five American school districts, including New York, Philadelphia, Chicago, and Detroit, possess the size — more than 100,000 students each — and the resources to build the kinds of organizations that might effectively support the schools, by recruiting and training high - caliber teachers, developing a demanding curriculum, and building an assessment system that accurately tracks student progress.

It provides free, open - source teaching and learning materials, including video lecture clips, lecture notes, practice problems, exams, and other resources from MITs introductory Physics, Biology, and Calculus courses, in addition to high school mini-courses that were developed by MIT students.

(i) Ensure the equitable distribution of teachers and principals by developing a plan, informed by reviews of prior actions and data, to ensure that students in high - poverty and / or high - minority schools (both as defined in this notice) have equitable access to highly effective teachers and principals (both as defined in

Phineas Banning High School students (PBHS) are effective communicators who have read widely across the academic disciplines and evaluated and interpreted written and media materials throughout a rigorous, comprehensive curriculum by developing the ability to respond appropriately in speaking and writing.

This work has been guided by an unwavering belief that student learning will not increase until the quality of teaching improves, and that the quality of teaching will not improve until our school leaders develop a clear vision, understanding, and common language for high - quality teaching and learning.

The mission of El Camino Real Charter High School is to educate our diverse student body by developing students» talents and skills so they will succeed in a changing world, value and respect themselves and others, and make a positive contribution to our global society.

The initiative, launched in 2016 - 17, was developed by the College Bound Foundation, which places College Access Professionals (CAPs) in high schools where they support students as they prepare for college.

Our work to develop the leadership skills of experienced educators to impact student achievement across a school, to retain great educators in high poverty schools, and to increase student learning is made possible by their generous investments and belief in the potential of teacher leadership.

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

The English High School, Boston This project aims to build a school - wide culture of literacy by developing a sustainable model of supplemental literacy instruction, engaging students as co-teachers and co-designers in the development of that model, and creating a professional learning community to support ELA teachers in building literacy communities in their own classSchool, Boston This project aims to build a school - wide culture of literacy by developing a sustainable model of supplemental literacy instruction, engaging students as co-teachers and co-designers in the development of that model, and creating a professional learning community to support ELA teachers in building literacy communities in their own classschool - wide culture of literacy by developing a sustainable model of supplemental literacy instruction, engaging students as co-teachers and co-designers in the development of that model, and creating a professional learning community to support ELA teachers in building literacy communities in their own classrooms.

As a component of the school - level parental involvement policy mandated by federal law Title I, each school served under this part shall jointly develop with parents for all children served under this part a school - parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State's high standards.

The school states its mission is «to develop innovative leaders by providing a diverse student body a world - class middle and high school education with a science focus within the core academic courses through emphasizing science, technology, engineering and mathematics (STEM)».

Raising students» skills for high - level work: As a college preparatory school, ACC has high standards for student work; however, the school continues to develop ways to get all students ready for college by graduation.

Students learn in many different ways, and by the time they're in high school, teenagers are developing their own passions and interests that will shape how they view school and how they prepare for life.

Learning to Work: Learning to Work (LTW) is designed to help students stay engaged in school by developing the skills they need to complete high school, gain employment, and succeed in postsecondary education.

To build institutional persistence at the state level, we must develop a seamless state database stratified by regions and counties to follow students from high school through college.

The four «guiding principles» for the march are: equitable funding for all public school communities; an end to high - stakes testing used for the purpose of student, teacher, and school evaluation; curriculum developed for and by local school communities; and teacher, family, and community leadership in forming public education policies.

Developed by GradNation, this tool provides a sample survey that could be used with middle or high school students to find out why they are not coming to school, cutting one class, or are simply tardy.

This study tour provided participants an opportunity to learn about the use of high - quality student and teacher surveys which have been developed by the University of Chicago and used in the Chicago Public Schools and the state of Illinois.