Sentences with phrase «including academic improvement»

Not exact matches

Recommendations for improvement included restructuring the math activities to be more rigorous, earlier training in how to critique academic work, and gaining more regular feedback from teachers.

The improvements are raising academic standards (including better assessments for limited - English - speaking and special education students), more transparent data collection and reporting, better distribution of good teachers to low - performing schools, and investments to turn around the worst - performing schools.

Given that many mental disorders including ADHD and anxiety started early in life and could persist for many years, early childhood interventions needed improvement to close initial gaps in academic performance, he said.

Other initiatives in their school improvement plan (PDF) included Positive Behavioral Interventions and Supports (PBIS), an operational framework for implementing practices and interventions to improve academic and behavioral outcomes, and Advancement Via Individual Determination (AVID), a college readiness system with research - based methods for elementary through postsecondary students.

They have recruited around 75 notable business leaders willing to put their reputations forward in favor of more rigorous standards in schools (including the Kentucky Core Academic Standards, which are aligned to the Common Core) and general educational improvement in the state.

The districts must explain why the child's school is «in need of improvement» in the first place, including «how the school compares in terms of academic achievement to other elementary schools or secondary schools served by the local educational agency and the State educational agency.»

Successful Learners: School trips have the potential to lay strong foundations for encouraging successful learning and building positive attitudes which subsequently lead to improvements in achievement and motivation in all areas — including academic.

He was returning to a theme he and the governors had sounded in Charlottesville last September at the education summit, where their list of suggested goals included «the reduction of the dropout rate and the improvement of academic performance, especially among at - risk students.»

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Now, BLOCS is focused on understanding how program quality improvement yields positive impact on youth outcomes including academic, behavioral, and college and career readiness outcomes.

State accountability systems must expect the «continuous improvement» of all public schools in «the academic achievement and academic growth of all students,» including subgroups.

Topics discussed include a study that found that SEL led to a reduction in conduct problems, increased pro-social behaviors and resulted in an 11 - percentile improvement in academic performance.

Under the Every Student Succeeds Act (ESSA), states now have the opportunity to support and encourage increased attention to SEL and the development of a positive school climate by including measures of students» social - emotional, as well as academic, development in their accountability and improvement systems.

The nine categories include: goals, standards and assessments, accountability indicators, academic progress, all students, identifying schools, supporting schools, exiting improvement status, and continuous improvement.

Other areas scored in the rubric include: prior academic track record, transparency (including funding levels and decisions), a strategy for continuous improvement, sustainability and a «vision» for reform.

Activities also include: the use of new or existing technologies to improve academic achievement; the acquisition of curricula that integrate technology and are designed to meet challenging state academic standards; the use of technology to increase parent involvement in schools; and the use of technology to collect, manage, and analyze data to enhance teaching and school improvement.

The EOCEP encourages instruction in the specific academic standards for the courses, encourages student achievement, and documents the level of students» mastery of the academic standards.To meet federal accountability requirements, the EOCEP in mathematics, English / language arts and science will be administered to all public school students by the third year of high school, including those students as required by the federal Individuals with Disabilities Education Improvement Act (IDEA) and by Title 1 of the Elementary and Secondary Education Act (ESEA).

The proposed investment in Title I, including the increased amount directed to interventions and support for schools in need of improvement, is welcome, as our states and school districts develop new plans to advance academic achievement under the Every Student Succeeds Act (ESSA).

The Individuals with Disabilities Education Improvement Act of 2004 requires schools to include students with disabilities in the general education curriculum to the greatest extent possible, and the No Child Left Behind Act requires educators to hold these students to the same academic standards as their classmates.

Responding to research from Stanford University's John W. Gardner Center linking student opinions and perceptions to their own academic outcomes, the Center for Effective Philanthropy — funded by a host of donors, including the Gates, Hewlett and Wallace foundations — created YouthTruth «to better understand from students what was and was not working in their high schools in order to give school and district leaders, as well as education funders, better information to inform improvement efforts.»

In using ARRA funds, states and school divisions must advance core reforms identified in the legislation, including: implementation of college - and career - ready standards and assessments for all students; establishment of preschool to postsecondary and career longitudinal data systems; improvement in teacher quality — especially for students most at risk of academic failure; and improvement of low - performing schools through effective interventions.

Related resources: The Healthy School Communities Model: Aligning Health & Education in the School Setting (PDF), Healthier Students Are Better Learners: A Missing Link in School Reforms to Close the Achievement Gap, The Association Between School - Based Physical Activity, Including Physical Education, and Academic Performance, and the ASCD School Improvement Tool

He is recognized nationwide as an expert in the areas of: (a) School improvement (ESEA) and special education (IDEA) policy and practice; (b) School discipline (including disproportionality), classroom management, student engagement, and interventions with behaviorally challenging students; and (c) Multi-tiered academic and behavioral services and supports with at - risk, struggling, non-responsive, and unsuccessful students.

The school board's list of required qualifications likely include: • Able to drive and execute on an academic improvement vision for more than 640,000 students.

Despite these hardships and gaps, U.S. youth have benefitted from significant academic and health improvements over the past seven years, including a 20 percent decrease in the number of kids without health insurance and an 11 percent reduction in the high school dropout rate.

(a) School improvement (ESEA) and special education (IDEA) policy and practice; (b) School discipline (including disproportionality), classroom management, student engagement, and interventions with behaviorally challenging students; and (c) Multi-tiered academic and behavioral services and supports with at - risk, struggling, non-responsive, and unsuccessful students.

• Use of multiple forms of evidence of student learning, not just test scores; • Extensive professional development that enables teachers to better assess and assist their students; • Incorporation of ongoing feedback to students about their performance to improve learning outcomes; • Public reporting on school progress in academic and non-academic areas, using a variety of information sources and including improvement plans; and • Sparing use of external interventions, such as school reorganization, to give reform programs the opportunity to succeed.

Studies of students who attend high - quality programs for a significant period of time show improvements in academic performance and social competence, including better grades, improved homework completion, higher scores on achievement tests, lower levels of grade retention, improved behavior in school, increased competence and sense of self as a learner, better work habits, fewer absences from school, better emotional adjustment and relationships with parents, and a greater sense of belonging in the community.

Her focus as principal of Twain includes continuous academic improvement, expanding opportunities in the arts, and maintaining a positive school climate that helps children reach their full potential.

The School Improvement Plan and School LAND Trust Plan outline the student's greatest academic needs and include an action plan to address them.

Resources and Structures are he institutional assets needed to implement successful academic programming and school improvement initiatives — including college and career readiness and success programs and beyond.

When teachers have the necessary time to engage in high quality professional learning — coupled with the supports to use that time well — such professional learning can result in marked improvements in student academic growth.40 This is why the National Education Association's Foundation for the Improvement of Education includes «adequate time for inquiry, reflection, and mentoring» as one of the components of high - quality professional development.41 When teachers have time to plan, practice, collaborate, and learn, both teachers and students benefit.

She has spent her career actively involved in instructional improvement, chairing many committees including Response to Intervention, Academic Accountability, and Professional Development Committees.

District statistics were collected during the second year of program implementation and demonstrate academic success, including substantial percentage gains through state assessment scores, state accountability ratings, and improvement gains.»

Reach has as its core mission the improvement of student achievement outcomes as predictors of success in college or career in the 21st century, bringing attention to high - leverage instructional practices, including LDC, that empower teachers with effective practices, and a focus on a set of core habits (student engagement, academic learning behaviors, differentiation, intentionality, data analysis, and language and thinking development).

The academic initiatives during the 2016 - 17 school year included the selection and planned roll - out of a new math curriculum in Lower School to support «real tasks» pedagogy and the improvement of creative and critical thinking in mathematics.

The academics not only include test scores, but also graduation rates and growth of improvement.

At least one other measure of academic improvement, like graduation rates and, for nonnative speakers, proficiency in English, must be included.

For example, one school saw a dramatic improvement in five high - priority metrics included in the culture plan, including a 59 % reduction in the amount of out - of - school suspensions between the 2012 - 13 and 2013 - 14 school years, a 56 % reduction in classroom off - task / disruptive behaviors across nine grade levels, and an increase from 57.2 % to 59 % in Academic Performance Index in just one school year, with a Value Added grade of C for the first time in more than five years.

«While academic outcome indicators are important, it is equally important to include indicators of student and school conditions that predict outcomes, so that educators have information to use for diagnostic purposes and improvement decisions,» she wrote.

The approach, outlined by the author along with concrete examples of how these elements operate in schools, includes 1) a coherently integrated curriculum of related academic and technical coursework, 2) relevant project - based instruction, 3) career - and learning - oriented workplace experiences, and 4) continuous improvement through planning, implementation, and certification.

These supports will include evidence - based improvement strategies and models; addressing human capital capacity through professional learning and development; school and district audits with action planning to address priority needs; matching schools and districts with vetted external partners to address specific needs; and technical assistance by a cadre of OSIT staff that includes academic content experts, school improvement and strategy personnel, in addition to climate, culture, and mental health specialists.

The bill revises numerous provisions related to charter schools and adds new academic accountability requirements for charter schools graded D or F, including the development and implementation of school improvement plans.

For example, you can include keywords related to discipline, academic goals, parent interaction, extracurricular activities, and process improvement.

Supports the general administrative functions of a wide variety of academic or administrative units including... improvement activities.

Depressive and posttraumatic stress symptoms have been linked with impaired academic performance and attendance.37, 38 By providing high - quality mindfulness instruction during childhood, improvements in psychological symptoms, coping, and posttraumatic symptoms have the potential to shift life trajectories in meaningful ways, including academic performance, mental and physical health, and quality of life.

These include improvements in working memory, attention, academic skills, social skills, emotional regulation, and self - esteem, as well as self - reported improvements in mood and decreases in anxiety, stress, and fatigue.

The positive youth outcomes from high - quality, evidence - based SEL programs include improvements in behavior, attitudes, and academic outcomes.

Such short - term benefits include decreased classroom disruptions, improvement in teacher ratings of the child's ADHD behavior, improvement in compliance with adult requests, improvement in peer interactions, and increase in on - task behavior and academic productivity.