Sentences with phrase «increased academic focus»

The change is necessary, according to Maryland State Superintendent of Schools Nancy S. Grasmick, in part because of the increased academic focus in today's kindergartens.

Not exact matches

Sally wondered if the exclusive focus on Max's dose of medication and his ability to get his homework done - they had added an evening dose when he got in to middle school and the academic challenges increased - had distracted them from seeing Max's true nature.

The «Research Funding» working group focused on defining a sustainable funding level and aligning the academic community with industry and patient advocacy groups in support of increased and stable funding.

Other targets of the initiative have focused on instituting ways to build collaboration among academic, nonprofit and private sector efforts, including international groups and to increase federal funding, an effort that spurred Congress to pass in December 2016 the 21st Century Cures Act that authorized $ 1.8 billion for the National Cancer Institute.

«Despite budget cuts and increasing emphasis on academic skills, schools are choosing to focus on improving student health, which ultimately can support improved academic performance.»

Increasing emphasis on «translation» in academic life science focuses more research on applications and encourages universities to hire faculty members with a practical bent — and, often, industrial experience.

Its explicit goal is increasing college enrollment by combining an emphasis on factors proven to bolster academic success (high expectations, parental involvement, time spent on instruction) with a novel focus on developing seven character strengths — zest, grit, self - control, optimism, curiosity, gratitude, and social intelligence.

«The combination of funding increases and changes will enable schools to sharpen their focus on catering for the specific academic and wellbeing needs of their individual students,» Mr Stokes said.

The role of local authorities is changing dramatically, increasing pressure on school based teams, and the free school programme (an off shoot of the academies programme) has introduced competition between schools which focuses attention not just on academic performance but on the image a school wants to project.

A human investment strategy for education would have an explicit strategic focus: to increase access of all students, particularly low - income, minority students, to high - level academic work, and to invest in the human capital infrastructure for schools that will promote this access.

Such interventions focus not on improving academic skills or knowledge, but on changing students» mindsets about learning — combating negative feelings, or increasing a sense of belonging, or reframing failure as an opportunity for improvement.

For these reasons, Word Generation focuses on all - purpose academic words and attempts to increase content area teachers» willingness to teach them.

Increasing the stakes attached to the MEAP assessment also improved the academic environment by focusing the efforts of teachers and students on a good test.

For the most part, he says, the past decade of research on the accountability movement in education has focused on two things: whether or not the tests increased academic achievement, and how high - stakes testing has led to certain behaviors such as teaching to the test or manipulating the data.

There are several policies (proposed, underway, or in place) by the Obama administration that broaden the focus on reading and academic development, increasing attention to knowledge building and language growth, from early childhood through adolescence — and those expansive policies may be especially beneficial for EL learners.

Rather, their deep - seated incentive structures focus them on either increasing their prestige by doing more academic research or on serving as cash cows for their parent institutions by enrolling large numbers of teachers and then serving them at a very low cost.

Under her leadership, scorecard data increased steadily especially in academic achievement and mission focus.

Across the board, experts and educators agree that with an increased focus on academic achievement comes an inadvertent decreased focus on social - emotional learning — the process for recognizing and managing emotion and how to develop concern for others.

Responsive Classroom - An approach for elementary classroom management that focuses on increasing academic achievement, decreasing problem behaviors, improving social skills, and developing higher - quality instruction.

For instance, sometimes middle school teachers, in the name of increasing rigor, focus all our attention on content and academics.

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?

In addition, the Promise triggered efforts by the school district to increase overall academic standards and college focus among all students.

As a principal of an elementary school with steadily increasing numbers of economically disadvantaged students, I have seen a shift in focus on academic as well as systemic strategies in our approach to student success.

The policies that were criticized were those that increased attention to academic outcomes at the expense of children's exploration, discovery, and play; methods that focused on large group activities and completion of one - dimensional worksheets and workbooks in place of actual engagement with concrete objects and naturally occurring experiences of the world; and directives that emphasized the use of group - administered, computer - scored, multiple - choice achievement tests in order to determine a child's starting place in school rather than assessments that rely on active child engagement, teacher judgment, and clinical opinion.

I strongly agree with the district regarding a focus on socio - economic integration and increasing academic rigor, but share parents» concerns about whether this will actually improve outcomes.

As increasing focus is put on college and career readiness, we're working hard to better understand the evolving landscape and adapt to ensure that we are providing students with the opportunity to learn academic and fundamental skills like teamwork, critical thinking, and problem - solving in order to achieve success in credit - bearing two - or four - year colleges or workforce training programs.

At East High School, Anibal has instilled a focus on increasing academic outcomes for students.

With a focus on accelerated academics, habits of success, excellence in enrichment and expeditions, and an awesomely powerful community, the Greenfield model includes increased ownership and personalized learning for students.

We used to have a strong emphasis on character education, but when did the tide tip with increased external pressures that forced our schools to focus too narrowly on academics at the expense of the whole child and their character?

After experiencing success in improving student behavior and attitudes about learning, staff at Totem turned their focus to increasing academic rigor.

The P - 16 is also focusing on ways to improve academic achievement for students performing two or more grades behind and increase public awareness of the link between education and a healthy economy.

The study, which brought together insights from teachers, universities and academics, also found that schools focus too much on increasing pupils» attainment and not enough on preparing them for interviews, personal statements, and other university admissions tests.

When teacher teams believe that they can positively impact student learning, it results in a number of productive patterns of behavior: deeper implementation of high - yield strategies, increased teacher leadership, high expectations, and a strong focus on academic pursuits.

Although past professional development in Bayside has focused on increasing the quantity of student - talk, the teachers of Bayside have struggled to provide structures promoting quality academic discourse.

When teachers believe that, together, they can positively impact student learning, it results in a number of productive patterns of behavior: deeper implementation of high - yield strategies, increased teacher leadership, high expectations, and a strong focus on academic pursuits.

The focus of the paper is to increase services and supports for special education populations within a pilot group of schools with the intent of increasing academic outcomes for all special education students.

As a member of the task force, I am excited for the opportunity to join my colleagues in making recommendations to craft a new structure to improve California's education system focused on inclusive education practices, high expectations for students and education leaders, and providing evidence - based instruction and learning supports so that all students have an opportunity to learn the standards in all core subject areas, which will ultimately lead to increased accountability and academic success for all.

Subcommittee Chairman Duncan Hunter (R - CA) linked the positive effects of parental engagement — including increased student achievement and academic focus as well as better attendance and behavior — to state efforts to «ensure parents have additional opportunities to make decisions not only about where their children attend school, but also about what happens during the school day.»

A new science - themed D.C. charter school plans to open its doors this fall across the street from a traditional school that serves the same grade levels and has the same academic focus, highlighting a lack of coordination that has drawn increasing scrutiny in recent months.

One is that programs without an academic component can nevertheless demonstrate increases in student achievement, whereas many programs focused on achievement fail to do so.

Research also supports an explicit focus on building social and behavioral skills; increased task persistence and self - control often translate into improved academic performance.

Further cross-referencing with teacher and special educator standards, a focus group, a stakeholder group and research in the field increased the opportunity for academics and special educators to critically reflect on the emerging demands placed on special educators and the attributes that are needed to be professionally effective.

However, representatives never discussed how their school's curricular focus enriched and increased the academic performance of their students.

Restorative Practices are relationship - focused, student - centered, and emphasize changing social norms with the goal of creating a positive school climate that increases student engagement & academic achievement.

Research has shown that physical activity can increase academic performance, student focus and classroom behavior, Bobe said.

The student family curriculum is heavily focused on developing positive social skills, self - esteem, and increased student - agency, thereby overcoming risks of isolation and negative behaviors that can impact the academic growth of a child.

But in recent years, there has been increasing focus on test based performance by third grade that has created pressure to ensure children are «ready» by increasing academics in earlier and earlier grades.

The focus on the program's year - round component is to increase academic skills and improve developmental assets in order to instill academic confidence and a love of learning among motivated students.

It showed that adding extra recess can improve student discipline, focus and academic success without increasing the length of the school day or taking time away from classroom activities.

Teachers» focus is on cultivating academic identity, increasing family engagement, and ensuring that all students are on track to achieve.