Sentences with phrase «higher model grades»

Not exact matches

While hospital - grade breastpumps can cost hundreds of dollars, you can find high - quality occasional - use models for well - under $ 100.

This luxurious and high quality model comes with HEAPS of fantastic features... * Suitable from birth to school age * Pneumatic - assist, easy - lift height adjustment * A unique shape that cocoons your baby in comfort * A sleek and modern design to complement your home * Made with food contact grade plastic, chrome and stainless steel * Multiple - position reclining seat * Enclosed castor wheels in base so the high chair will «lift and glide'UK

«This is exciting because it's the first animal model of pediatric high - grade gliomas, or malignant brain tumors,» says Maria Castro, Ph.D., senior author of the paper and a professor in the departments of Neurosurgery and Cell and Developmental Biology at U-M.

They used the model to determine how a point mutation in a family of DNA packaging proteins called histone H3 drives formation and the continued growth of DIPG and other high - grade gliomas that develop in and around the thalamus.

Suzanne Baker, PhD, Developmental Neurobiology, and her colleagues have developed the first mouse model of this high - grade glioma.

Karst AM, Levanon K, Drapkin R: Modeling high - grade serous ovarian carcinogenesis from the fallopian tube.

In a study which takes us back to the previously described work of Fenton Turck in 1916 [91, 92], a French group have recently reported that after one week of a high - fat diet, prior to full onset type 2 diabetes (or the animal model thereof), live commensal bacteria are found in the blood and adipose tissue where they are associated with low - grade inflammation [93].

Stay tuned to the grant winners: Academy 21 at Franklin Central Supervisory Union in Vermont, which is focused on a high - need, predominantly rural community; Cornerstone Charter Schools in Michigan, which seeks to prepare Detroit students for college and health - focused careers; Da Vinci Schools in California, which will integrate blended learning, early college, and real - world experiences with its existing project - based learning approach; Education Achievement Authority in Michigan, which, as part of the statewide turnaround authority is trying to create a student - centric system for students in Detroit; Match Education in Massachusetts, which already operates high - performing schools in Boston and will now focus on using technology to increase the effectiveness of its one - on - one tutoring; Schools for the Future in Michigan, which will serve students significantly below grade level; Summit Public Schools in California, which aims to build off its experiments in blended - learning models to launch a competency - based school; and Venture Academies in Minnesota, which is a new charter organization that will focus on accelerated college credit attainment and cultivation of entrepreneurial leadership.

The effectiveness of the model was clear from formal and informal student feedback, and from students» AP scores, which increased from twos to fives (two is not considered a passing grade and five is the highest score on an AP exam) by 12 per cent.

Over the past several years, the federal government has begun providing money directly to high - performing charter management organizations, those that can document strong results, to replicate their models or to expand existing schools to serve additional grades.

The instructional units are grouped by elementary, middle school, and high school level, and each grade cluster is categorized into topics such as: arithmetic, data analysis, fractions, geometry, and probability / patterns for elementary; pre-algebra, graphing / statistics, geometry, number theory, and interdisciplinary for middle school; and algebra, geometry, trigonometry, pre-calculus, Internet, science, and modeling for high school.

The junior at Woodstock Union High School in eastern Vermont managed to earn her class's highest grade on the dissection - lab report, even though she participated «virtually» through a CD - ROM and a model of a pig.

Within this model, text readability — specifically, its quantitative measure for relative difficulty — is set higher than the mark set by prior readability systems and reading comprehension assessments for each grade span.

The Common Core defines a three - part model for selecting texts in each grade span that will lead to college and career readiness by the end of high school.

Under the three - year grants, the researchers are expected to develop models for how children learn in subjects ranging from 1st - grade arithmetic to high - school history.

«Overall, across all grades, we found that implementing any SIG - funded model had no significant impacts on math or reading test scores, high school graduation, or college enrollment.»

Boyd, et al are not surprised by this finding because verbal SAT scores are highly correlated with other measures in their model, but this hardly proves the case that ed schools should be graded by establishing higher SAT requirements for admission.

Renaissance uses a «looping» model, in which most teachers remain with students for two years across all grades, including high school, so pre-K teachers generally follow their students into kindergarten.

But, as cited on the National Center for Education Statistics website, school districts began moving away from the junior high model in the 1960s and rapidly toward the creation of middle schools starting in grade six or even grade five.

Its model is now the basis for a network of international schools across the city, ranging from grade school to high school.

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.

Tenth - grade world history students interview Chinese immigrants and record their stories; ninth - grade physical science students design and strength - test mock airplane wings; junior English students research, write, and illustrate children's nonfiction picture books; algebra students of all grades investigate a public - transit problem and propose solutions to city officials; sophomore geometry students build scale models of museums they've designed; students across the grades in an environmental - stewardship class raise public awareness of a polluted river — all are examples of academically challenging projects that also manage to engage the minds, hands, and hearts of most high school students across a wide range of abilities and interests.

The academy or middle school model for ninth grade students is essential to providing them the best opportunity at high school success.

Seven P - TECH - model schools are part of ECI, following a 9 - 14 grade sequence where students follow a staged trajectory of high school, college, and work - based and technical learning experiences that result in graduation after six years with both a high school diploma and a 2 - year associate's degree.

In statistical modeling, public school parents who give higher grades to local schools are less likely to send a child to a nonpublic school when only half - tuition coverage is provided.

The studies [xi] of the Georgia and Oklahoma universal pre-k programs get the highest grade for external validity because the programs in these two states have been held up by President Obama and others as models to be replicated across the nation.

Facilitating the implementation of a common, rigorous preK - 8th grade curricula as well as the Partnership instructional model to ensure that all teachers have the tools they need to help students achieve at the highest levels

The studies of the Georgia and Oklahoma universal pre-k programs get the highest grade for external validity because the programs in these two states have been held up by President Obama and others as models to be replicated across the nation.

i. Lahaderne, «Attitudinal and Intellectual Correlates of Attention: A Study of Four Sixth - grade Classrooms,» Journal of Educational Psychology 59, no. 5 (October 1968), 320 — 324; E. Skinner et al., «What It Takes to Do Well in School and Whether I've Got It: A Process Model of Perceived Control and Children's Engagement and Achievement in School,» Journal of Educational Psychology 82, no. 1 (1990), 22 — 32; J. Finn and D. Rock, «Academic Success among Students at Risk for School Failure,» Journal of Applied Psychology 82, no. 2 (1997), 221 — 234; and J. Bridgeland et al., The Silent Epidemic: Perspectives of High School Dropouts (Washington, D.C.: Civic Enterprises, LLC, March 2006), https://docs.gatesfoundation.org/documents/thesilentepidemic3-06final.pdf.

Former principal Stephen Jackson credited the school's ninth - grade academies — started four years ago to provide intensive support for a cohort of incoming freshmen — a model that has since spread to other high schools.

Our AppleTee @ model means that we provide a high - quality preschool and pre-K at Rocketship, a pre-K to 2nd grade public charter school.

For example, according to MDRC's Making Progress Toward Graduation, Evidence from the Talent Development High School Model, «TD schools nearly doubled the percentage of students earning credits in Algebra 1, a primary gatekeeper course for grade promotion and graduation.»

So far, the flipped model has gained traction in the upper high school grades and in college - level classes.

The descriptive analysis of the data reveal that GE Model Schools maintain the higher mean pass rates in third grade math and reading despite higher student to teachers ratios, teacher to administrator ratios, and special education populations as well as lower rates of spending on instructional supports.

Because student selection of arts courses in the high school can occur at any grade, the standards and the model cornerstone assessments to support them are written at three levels of proficiency rather than by grade.

Our model's foundation is based on groundbreaking research conducted by the Johns Hopkins University School of Education's Center for Social Organization of Schools showing that up to 75 % of America's high school dropouts can be identified between sixth and ninth grades by the presence of one or more indicators: poor attendance, poor behavior, and course failure in English or math.

The Forum's signature program, Schools to Watch (STW), is a national, state - operated model - school identification and school - improvement initiative focused on recognizing high - achieving schools serving grades five through eight.

Sixty - seven percent of North Carolina high schools would still receive a D or F — not a huge improvement over the 73 percent with the initial grading model.

Our AppleTee @ model means that we provide a high quality preschool and pre-K at Perry Street Prep public charter school that goes to 8th grade.

To connect different tests and measure student growth, designers of value - added models commonly assume that the curriculum in higher grades is nothing more than a harder version of that in the previous grade; in other words, 8th grade math is the same as 7th grade math, just more difficult.

Taken as a whole, UEI represents a model for how higher education institutions can engage systematically in the improvement of pre-K — 12th grade schooling.

Her professional development interests include improving special education teacher preparation, inclusion models, differentiation, Response to Intervention, behavioral interventions and support (FBA / BIP, PBIS), special education law, effective practices for students with high functioning ASD and gifted, and supporting mathematics instruction for below grade level learners.

The model begins with a high - quality reporting system for all students that bases grades on clearly articulated standards for student learning and that provides separate grades for three types of learning criteria: products, processes, and progress.

The original affidavit of Professor Linda Darling - Hammond of Stanford University, sworn to February 28, 2015, that the assessment being used in Respondents» Growth Model does not allow measurement of growth for high - achieving and low achieving students: the learning of both high - achieving and low - achieving students is mis - measured because of the fact that the state tests pegged to grade - level standards do not include items that can measure growth for students who are already above grade level in their skills or who fall considerably below.

-- Matt Trask, a secondary senior physics teacher is having students make musical instruments to learn about wavelength — Kelly Skehill using design and software for students to apply calculus models to create new pop bottle designs — teachers are using technology to capture assessment information during the learning process — one particular good example at PJ Elementary — Kindergarten teacher (Sonia Southam) using iPads to engage parents and transform communication by capturing daily learning and sharing immediately via email with parents — the creation of Gleneagles Learning Lab Open House to showcase the process of learning — a teacher created Social Dynamics course for students with high functioning autism — the creation of an outdoor learning program for grades 6/7 students at Bowen Island Community School (Scott Slater created) that has students blending in - class and outdoor learning experiences

This high level of imprecision would explain why teachers like Sheri Lederman of Long Island, who is apparently a terrific fourth grade educator based on all kinds of data besides her most recent VAM scores, received an «ineffective» rating based on this flawed growth model (see prior posts here and here).

A high - level student support stance (e.g. modeling, coaching, watching / giving feedback) was not found to be beneficial to students» writing growth in grade 1.

Eight models as Zero (Accelerated Schools - PLUS, ATLAS Communities, Coalition of Essential Schools, High Schools that Work, Making Middle Grades Work, Modern Red SchoolHouse, Onward to Excellence II, and Turning Points).

Five models as Moderate (America's Choice, First Things First, School Development Program, Success for All - Middle Grades, and Talent Development High School),

The school uses a bilingual education model for its Cantonese - speakers in grades K to 3, as well as Gifted And Talented Education (GATE) curriculum for all students to teach higher - level thinking.