Sentences with phrase «individual reading achievement»

Not exact matches

You can read through the sporting achievements of the last year, including a roundup of the BUCS performances, individual club reports, and more.

It is well worth reading if one likes gossip, bitching and behind the scenes insights into a diverse group of highly ambitious individuals, all inevitably bound to fail in realising their ultimate ambition because they were unfortunate enough to seek to achieve it in a year when the press had turned one of them, with few achievements to his name, into a saint who could do nothing wrong.

To evaluate the claim that No Child Left Behind and other test - based accountability policies are making teaching less attractive to academically talented individuals, the researchers compare the SAT scores of new teachers entering classrooms that typically face accountability - based test achievement pressures (grade 4 — 8 reading and math) and classrooms in those grades that do not involve high - stakes testing.

Curriculum isn't what it ought to be partly because, as Merrow argues, our fixation on reading and math achievement has squeezed it, but also because it's been decentralized to individual districts and schools and because (as Hirsch has explained so often and well) the belief structure of most educators resists well - sequenced, knowledge - centric curricula.

It appears as «Calibration of reading self - concept and reading achievement among 15 - year - olds: Cultural differences in 34 countries» in the September issue of Learning and Individual Differences (volume 19, issue 3, pages 372 - 386).

«Reading enables achievement in every dimension of life, and we have an extraordinary opportunity to combine knowledge of how individuals learn with technologies that will put remarkable interventions within reach for students across the country,» Harvard President Drew Faust said.

To provide a more rigorous evaluation of the program's impact, we compare the reading and English performance of individual students attending NLP and comparison schools in 1997 and 1998, while taking into account a wide variety of school characteristics that could also influence student achievement.

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

JENSEN LEARNING («Teaching and Engaging with Poverty in Mind» 3 Days) • Reading First State Grants (Title I, Part B1) • Improving Teacher Quality (Title II, Part A) • Improving the Academic Achievement of the Disadvantaged (Title I, Part A) • Rural and Low - Income Schools Program (Title VI, Part B2) • Alaska Native Education (Title VII, Part C) • Individuals with Disabilities Education Act (IDEA) / Special Education State Grants

It is clear from this study that a combination of sound building decisions and collaborative efforts as well as effective practices within individual classrooms are needed if schools are to succeed at beating the odds in terms of primary grade students» reading achievement.

These readings highlight the role of individual (Gay, 2002) and organizational cultural competency (Bustamante, 2009) on ELL achievement.

Individual achievement test scores can be misleading at the pre-school and kindergarten levels, if the child is already reading and doing arithmetic — these abilities are not expected in this age group, so precocious readers or mathies will score significantly above their age level, just because they are precocious readers or mathies.

There is also the daunting challenge of separating out individual teachers» effect on their students» reading and math scores from the myriad of other influences on student achievement.

Students can track their progress against individual reading goals, check their Lexile scores and the number of texts they've completed and show off their achievement badges — all via their personal data dashboard.

Prior to the work of the individual PLCs, the entire staff read articles on differentiated instruction and closing the achievement gap so that they could have some basic shared ideas.

There are tests to measure short - term and long - term progress, tests to observe behavior, I.Q. testing, speech and language testing, reading checklists and individual achievement tests, like the Woodcock - Johnson, and I could go on.

We believe that the most robust evidence about children's reading reveals developing skills that can be compared to individual standards of progress, as well as normative standards of achievement.

Chapter 28, Sections 28.002 (Required Curriculum, 28.0021 (Personal Financial Literacy), 28.0023 (Cardiopulmonary Resuscitation and Automated External Defibrillator Instruction), 28.005 (Language of Instruction), 28.0051 (Dual Language Immersion Program), 28.006 (Reading Diagnosis), 28.016 (Instruction in High School, College, and Career Preparation), 28.0211 (Satisfactory Performance on Assessment Instruments Required; Accelerated Instruction), 28.0213 (Intensive Program of Instruction), 28.0217 (Accelerated Instruction for High School Students), 28.025 (High School Diploma and Certificate; Academic Achievement Record) 28.0254 (Posthumous High School Diploma for Certain Students), 28.0255) Three - Year High School Diploma Pilot Program), 28.0258 (High School Diploma Awarded on Basis of Individual Graduation Committee Review), 28.0259 (Reporting Requirements for Students Graduating Based on Individual Graduation Committee Review Process) and 28.026 (Notice of Requirements for Automatic College Admission and Financial Aide);

We also analyzed trends in individual student reading and mathematics achievement during this same time period to assess the value that each school was adding to student learning and the extent to which this «value - added» measure was improving over time.

SFSF indicator (b)(3) requires Virginia to provide teachers of reading / language arts and mathematics in which the State administers assessments with reports of individual reports of individual teacher impact on student achievement on those assessments.

The scores are based on student proficiency on spring math and reading tests, individual student year - to - year growth on those tests and progress schools make in closing the achievement gap, plus graduation rates for high schools.

You will be able to personalize a profile on the Paperwhite for an individual child, and kids will be rewarded with achievement badges for their reading progress.

The following individuals have met CDI's Lifetime Achievement Award criteria: Recipients of the new Career Directors International Lifetime Achievement Award, Read More >

In a third hypothesis, some individuals with CD and poor achievement especially those with reading disorder (dyslexia) have an underlying disorder of cognitive processing called the Hebb repetition effect, which includes selective impairment in cognitive tasks that involve processing of serial order, even for nonverbal modalities.

In fact, combined treatment, medication management, and behavioral treatment never differed significantly among themselves, with 3 exceptions (combined treatment > behavioral treatment for parent - reported internalizing problems and oppositional / aggressive symptoms, and Weschler Individual Achievement Test reading achievemAchievement Test reading achievementachievement score).

According to a 2001 report from Harvard University's Joint Center for Housing Studies, students from families that owned houses scored much higher on Peabody Individual Achievement Tests for math and reading than those from families who rent.