Not exact matches
If teachers treat all
students in the same year of school as equally ready for the same curriculum, then some lower -
achieving students are likely to be left behind and some
higher -
achieving students are unlikely to be challenged and
extended.
At the other extreme, more advanced
students often
achieve high grades on what, for them, are middling year - level expectations and are not challenged or
extended in their mathematics learning.
Even then, however, teachers work to «differentiate instruction,» which often means separating the kids back into homogeneous groups again, and offering more challenging,
extended assignments to the
higher -
achieving students.
Annually measures, for all
students and separately for each subgroup of
students, the following indicators: Academic achievement (which, for
high schools, may include a measure of
student growth, at the State's discretion); for elementary and middle schools, a measure of
student growth, if determined appropriate by the State, or another valid and reliable statewide academic indicator; for
high schools, the four - year adjusted cohort graduation rate and, at the State's discretion, the
extended - year adjusted cohort graduation rate; progress in
achieving English language proficiency for English learners; and at least one valid, reliable, comparable, statewide indicator of school quality or
student success; and
Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead &
Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers
Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada
Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017
Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to
Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of
Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016
High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to
Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing
High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?
DeBerry's bill would have lowered the threshold of petition support from 60 to 51 percent, and
extended the outcome beyond charter conversions, to include options such as replacing the principal or closing the school and sending its
students to a
higher -
achieving one.
All of this study paved the way for the implementation of
extended classes for gifted and
high achieving students in 2005.
PS7 (grades K - 8) and Sacramento Charter
High School (grades 9 - 12) provide personalized attention to their
students, committing more time with an
extended school day to
achieve academic results.
The
Extended Wyoming Content and Performance Standards define the essential knowledge and skills that allow
students with the most significant cognitive disabilities to
achieve high academic expectations and to access the general academic curriculum.