Sentences with phrase «emerging needs of districts»
The ICF was developed exclusively by Insight to meet the emerging needs of districts and schools transitioning to College - and Career - Ready Standards.
http://www.insighteducationgroup.com/ Not exact matches
Democrats need a net gain of 30 seats to regain control of the House, and the DCCC believes the 31 districts and candidates included in its «Red to Blue» or its «Emerging Races» program represent some of the party's best shots at winning control of the lower chamber.
Talent Development Secondary, a comprehensive school reform effort, has emerged after over 20 years of research, applications and practices, well equipped to respond effectively to the needs of schools and districts seeking the strategies, tools, materials, supports and personnel needed to dramatically improve middle and high schools marked by low achievement and low graduation rates.
Preparing to Serve English Language Learner Students: School Districts with Emerging English Language Learner Communities, by the Regional Educational Laboratory Appalachia, looks at how school districts in Appalachia are meeting the needs of their growing populations of English language Districts with Emerging English Language Learner Communities, by the Regional Educational Laboratory Appalachia, looks at how school districts in Appalachia are meeting the needs of their growing populations of English language districts in Appalachia are meeting the needs of their growing populations of English language learners.
The state's struggle to find the money needed to fund the Quality Education Investment Act program has provoked an emerging dispute among Democrats that could lead to an immediate cut of $ 153 million to some participating districts.
It provides a summary of research and emerging practices in other states and districts designed to provide state lawmakers, legislative staff, State Board of Education members, Department of Education officials, and other key stakeholders information they need to ensure the effectiveness of their reform efforts in Pennsylvania.
Research shows that career pathways can improve teacher evaluation procedures and improve student achievement.13 For example, research from the Emerging Leaders Program — a job - embedded teacher leadership development program — shows that with high - quality training, teacher leaders can quickly improve achievement among students in high - need school districts in places such as New York City, the District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter scDistrict of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter scdistrict and charter schools.15
For each issue raised, I will recommend actions that school counselors, as leaders and advocates, can take to help school districts meet the needs of students already identified as gifted and, equally important, students who, with appropriate educational opportunities, might emerge as gifted.
As schools and districts across the country struggled to find high - quality, well - prepared leadership capable of improving learning, a need emerged to identify and support home - grown, innovative ideas generated by local nonprofit and community organizations, and to create new learning networks through which knowledge about improving leadership could spread to others in the field.
Components of the program address the needs of emerging school leaders engaged in formal educational leadership programs, approved district principal preparation programs (PDF) and district professional development programs for current school leaders.
Functions The teacher leader: a) Collaborates with colleagues and school administrators to plan professional learning that is team - based, job - embedded, sustained over time, aligned with content standards, and linked to school / district improvement goals; b) Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.
(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?