Sentences with phrase «high school curriculum including»

The Common Core - aligned curriculum contains Math and ELA units and lesson plans for grades K - 8 and high school curriculum including content for ELA 9th - 12th grade and Algebra I, Algebra II, Geometry, and Pre-calculus.

The high school curriculum includes Family Activities embedded in introspective journaling assignments for three lessons, which continue to encourage dialogue between students and their parents and other caring adults.

Not exact matches

For the past two years, I've made up my high - school English curriculum for a class of homeschooled students which included my own teenager.

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.

Superintendent District Leadership - Technology District Leadership - Curriculum, Instruction, Assessment, PD District Leadership - Business, Communications, HR District Personnel - Other (Admin., Specialist, etc.) School - based Leadership (Principal, Asst. Principal) Teacher - Early Childhood / Elementary Teacher - Middle School Teacher - High School School - based Technology Coordinator School - based Personnel - Other (Admin., Specialist, etc.) Library Personnel / Media Specialist University or College Faculty / Administration Federal Government Personnel State Government Personnel Education Product / Service Provider (including Consultants) Investment Community Association / Advocacy Organization Philanthropy Education Research / Analysis Media Education Services Agency School Board Member Student Parent / Community Member

In addition to exploring the Waldorf curriculum from early childhood through high school, your workshop includes a discussion of Rudolf Steiner's insights in human development and a look into the anthroposophical underpinnings of the Waldorf impulse.

The senior high level school curriculum has core subjects and elective subjects of which students must take four the core subjects of English language, mathematics, integrated science (including science, agriculture and environmental studies) and social studies (economics, geography, history and government).

Educators involved in the assessment of student learning in science, including middle and high school science teachers, science specialists, assessment directors and coordinators in states and school districts, assessment and curriculum developers, university science education faculty, education researchers, and informal science educators.

To mark the centennial of the bird's extinction, From Billions to None was a key part of Project Passenger Pigeon, a group of over 160 cooperating institutions that mounted multi-media outreach initiatives throughout 2014, including the creation of a high school curriculum, down - loadable museum exhibits, and numerous activities across the United States and Canada.

Lovecraft, and grew into an extended literary in - joke T he Worth the Wait series includes curricula for grades six, seven, and eight, and high school.

Consider another example: the Progressive Education Association officially expired in 1955, yet 20 years later many schools were still providing the curriculum recommended by its Life Adjustment subsidiary - that 20 percent of high - school students should receive vocational training, 60 percent a «general» curriculum, including such courses as «marriage and the family,» and the remaining 20 percent academic instruction.

Help can include targeted, high - quality professional development; curriculum improvements; additional time for student learning after school or in the summers; establishment of wraparound services, including community school models; redesign of schools to support personalization and more authentic work in classrooms and internships; or pairing of struggling schools with successful ones serving similar students.

My experience includes teaching at the elementary and middle school levels, district level administration for curriculum, instruction, and after - school programs, and high school administration.

Chronic absenteeism; success in 9th grade courses; successful completion of a broad and challenging high school curriculum (including things like AP and IB course - taking); sustained engagement; science performance; dropout rate

The high school science Advanced Placement (AP) curriculum redesign includes changes in the breadth and depth of content, learning objectives that link content with science practices, and the introduction of inquiry - based laboratory investigations - all of which are aligned with related changes on the AP exams.

And so it goes with their future investment plans: networks to help schools identify and implement evidence - based practices; collaboratives to help improve teacher preparation programs; stronger curricula aligned to college - and - career ready standards; support for «pathways» to postsecondary success, including high - quality CTE; research on personalized learning.

The OECD folks offer some explanations, terming Shanghai a «leader in reform» and citing in particular its near - universal education system, its competitiveness (including admission both to universities and to the best secondary schools), a very high level of student engagement, a modernized assessment system, an ambitious new curriculum, and a program of intervention into weak schools.

His most recent publications include «African - American Parents» Orientations towards Schools» (with K. Williams Gomez; in press) in Education and Urban Society; «High - Stakes Accountability in Urban Elemenatary Schools» (with J. Spillane; in press) in Teachers College Record; «Teachers» Expectations and Sense of Responsibility for Student Learning» (with A. Randolph and J. Spillane; in press) in Anthropology and Education Quarterly; and «Towards a Theory of School Leadership» (with J. Spillane and R. Halverson; in press) in Journal of Curriculum Studies.

Some of the gems here include a resource guide for environmental and marine science teachers, wetland activities, a resource guide for oceanography, and coastal processes: developed for elementary, middle, and high school teachers, The «marinated» classroom: a sourcebook of aquatic activities for the elementary classroom and another for the secondary classroom, water on the web: integrating real - time data into educational curricula over the internet and coastal capers: a marine education primer.

CCSSO's effort aims to «significantly increase» the percentage of school districts in targeted states in which curriculum and materials adoptions are of high quality and aligned to state standards; and to increase the percentage of professional - development and teacher - prep programs that include training on those curricula.

We need to provide flexible multi-pronged support options for high schools, including curriculum, to help teachers easily embed sustainability concepts.

All were geared toward a system in which «elementary students were provided with career awareness integrated into the regular curriculum; middle - school students explored technology anchored in career applications; and high - school students were provided with early career counseling and assessment, and with structured programs of study, including appropriate work experience and seamless postsecondary articulation.»

A third of high school graduates in 2005 did not complete a standard curriculum, which includes four credits of English and three credits each of social studies, math, and science.

Low - and high - poverty schools differ along many dimensions that likely influence what constitutes effective educational practice, including curriculum choice and implementation, instructional methods, personnel policies, and all the other day - to - day decisions that combine to create the educational environment.

They can try to do so indirectly, via initiatives to recruit and retain talented teachers, to implement high - quality curricula, or to include measures of student engagement in school accountability systems.

She has published numerous journal articles and book chapters on the topics of differentiation, formative assessment, student motivation, and curriculum design including the co-authored ASCD book, Differentiation in Middle and high School: Strategies to Engage All Learners (with Jessica Hockett), the AMLE book, Smart in the Middle: Classrooms that work for Bright Middle - Schoolers (with Carol Tomlinson), and the Corwin book The Differentiated Flipped Classroom (with Eric Carbaugh).

High course requirements were defined as a high - school curriculum that includes at least three years of English, two of social studies, one of science, and one of mHigh course requirements were defined as a high - school curriculum that includes at least three years of English, two of social studies, one of science, and one of mhigh - school curriculum that includes at least three years of English, two of social studies, one of science, and one of math.

The Commission will examine factors in raising student achievement from prekindergarten through high school including: state accountability and curriculum requirements; model programs to improve student achievement beginning in early learning programs and continuing throughout high school; strategies for every student to achieve at grade level such as intervention and support systems; and policies to improve student attendance and retention.

In addition, # 5.7 million will be invested into initiatives that boost literacy and numeracy skills, through the government's Strategic School Improvement Fund along with a # 7.7 million curriculum fund to encourage the development of high - quality teaching resources by organisations, including by leading cultural and scientific institutions.

«A co-op on steroids,» she says.The curriculum, which runs from prekindergarten through high school, includes classes in traditional subjects like chemistry and music theory.

We need to nurture the interest and engagement of young people from an early age — better linking the school curriculum with post-16 learning and skills opportunities, including apprenticeships and higher education.

Notwithstanding the requirements of clause (b) of this subparagraph, members of the professional development team employed in or representing a school under registration review, pursuant to subdivision (p) of this section, including but not limited to teachers, administrators, curriculum specialists and parents, shall not be designated for appointment as prescribed in clause (b) of this subparagraph but shall instead be recommended by the chancellor for appointment by the board of education of the community school district in the case of community school districts, and appointed by the chancellor without being designated by any other party in the case of high school divisions, special education divisions and the chancellor's district.

Our experienced consultants have helped schools and districts, including First Nation schools, create culturally relevant, engaging, standards - based curricula that motivates learning, boosts academic achievement, and increases student efficacy, creating a foundation for a high - quality education for all students.

We would ask all schools, including those with a high percentage of poor students, to identify at least 10 percent of their students for special programs, and then allow these kids the opportunity to spend part of their day learning with other high - achieving peers, and to go faster or deeper into the curriculum.

Proposed changes to improve teaching practices, including implementation of content - rich curriculum and effective use of assessment data, and proposed changes to professional development are central to our effort to ensure every child in Head Start receives high quality early learning experiences that will build the skills they need to succeed in school and beyond.

The team, a majority of which shall be teachers, shall include the superintendent of the district for which the team was formed or his or her designee; school administrators upon designation by the administrators» collective bargaining organization; teachers upon designation by the teachers» collective bargaining organization; at least one parent upon designation by the established parent groups in the district, or, in their absence, by the chancellor in the case of a high school division, a special education division or a chancellor's district, or by the board of education of the community school district in the case of a community school district; one or more curriculum specialists, meaning a teacher or administrator whose primary job responsibility involves the development or evaluation of curricula, upon designation by either or both the teachers» collective bargaining organization, or by the chancellor in the case of a high school division, a special education division or a chancellor's district, or by the board of education of the community school district in the case of a community school district.

Progressive educators believed that in order to make high schools more «democratic» they needed to provide most students a different curriculum, one that included a multitude of practical, problem - solving courses that were supposedly «relevant.»

Ally Week is a perfect time to include our lesson plans for elementary, middle, and high school in your curriculum.

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.

Although a majority of school administrators say the arts are a vital part of the public school curriculum, fewer than half the nation's high schools include them in graduation requirements, a federal survey has found.

Those high - performing schools did things like «set measurable goals on standards based tests and benchmark tests across all proficiency levels, grades, and subjects»; create school missions that were «future oriented,» with curricula and instruction designed to prepare students to succeed in a rigorous high - school curriculum; include improvement of student outcomes «as part of the evaluation of the superintendent, the principal, and the teachers»; and communicate to parents and students «their responsibility as well for student learning, including parent contracts, turning in homework, attending class, and asking for help when needed.»

The Comprehensive Assessment Committee has representatives including curriculum coordinators; program directors; special education administrators; school administrators from elementary, middle school, and high school levels; representative teachers from each grade span; and union representatives.

A package of financial and non-financial incentives for principals to work in high needs schools including more autonomy around hiring, curriculum and professional development.

The Foundation for Excellence also embraces nearly every portion of the Core Curriculum State Standards initiative (including the onerous and very 1984 idea of collecting lots and lots of data on school children all in the name of getting them to graduate high school) excepting that of school choice.

Reviewed strategies for enhancing students» high school and college outcomes include: 1) participation in rigorous curriculum; 2) small learning communities / small schools of choice; 3) career academies; 4) dual enrollment; 5) early college high schools; and 6) college and career counseling.

In addition to the standards, curriculum frameworks, enhanced scope and sequence guides, test blueprints and released tests, other high school instructional resources include:

Major school improvement law, including mentor teachers, longer school day / year, higher beginning teachers» salaries, more rigorous graduation requirements, and statewide curriculum standards.

We know the fundamental needs of our families include greater access to high - quality early childhood education, sustained resources and support, stable school communities, rigorous curriculum led by strong instructional leaders and having a voice in the decisions that impact their children.

Among other goals, it would increase high school course and credit requirements, raise student accountability and assessment standards, and include a model curricula for districts.

During her tenure as Director of Curriculum and Instruction, Jenny maintained highly collaborative relationships with stakeholders resulting in the design and administration of common end - of - course assessments in all high school classes as well as successful district - wide implementation of PERA including student growth.