Sentences with phrase «literacy outcomes for students»

The role of speech pathologists in the early identification of children with language problems which could lead to interventions which might prevent or ameliorate subsequent reading problems was noted, and the LDA submission put the view that more routine collaboration between speech pathologists and educators could improve literacy outcomes for all students.

Instead, she says this year's six week academy was designed specifically to promote literacy outcomes for students entering grades 1 - 3 who could benefit from the extra attention the program provides.

The authorizing mission of ACNW is to ensure quality academic and environmental literacy outcomes for students in Minnesota by conducting effective oversight and evaluation of its authorized schools, providing strategic support to schools, and making informed and merit - based decisions about its portfolio of charter schools.

Our schools have made huge progress in improving literacy outcomes for our students, but we always want to do more.

Not exact matches

Not only were students able to achieve specific literacy outcomes they were able to meet each of the achievement standards for the Digital Technologies curriculum for Year Two.

NL: In some ways, the most important thing is that we're able to identify what those skills are, and that gives us then some concrete information to teach to and so in and of itself that's critical... But, in a concrete sense, we know that from the development of our literacy and numeracy courses, our student outcomes have risen significantly, so we had well over 130 Statements of Attainment this year to kids in 2013, whereas in 2012 we were looking at 10 or 15 Statements of Attainment for the year.

The first is improved student outcomes, and while that is usually around achievement outcomes — literacy and maths, for example — increasingly there is a focus on social outcomes such as reduction in bullying and students» enjoyment of school and of their learning.

THINK Literacy has achieved extraordinary outcomes for thousands of students.

National Board Partners with Mississippi Department of Education to Boost Early Literacy Instruction for Mississippi's K - 3 Students ARLINGTON, VA — The National Board for Professional Teaching Standards, with the support of a $ 2.4 - million grant from the W.K. Kellogg Foundation (WKKF), will work to strengthen literacy instruction and outcomes for students across Mississippi in the critical early elementarLiteracy Instruction for Mississippi's K - 3 Students ARLINGTON, VA — The National Board for Professional Teaching Standards, with the support of a $ 2.4 - million grant from the W.K. Kellogg Foundation (WKKF), will work to strengthen literacy instruction and outcomes for students across Mississippi in the critical early elementarStudents ARLINGTON, VA — The National Board for Professional Teaching Standards, with the support of a $ 2.4 - million grant from the W.K. Kellogg Foundation (WKKF), will work to strengthen literacy instruction and outcomes for students across Mississippi in the critical early elementarliteracy instruction and outcomes for students across Mississippi in the critical early elementarstudents across Mississippi in the critical early elementary years.

Presenters will use recently published state lists of evidence - based literacy practices to model effective, specific goal - setting for students and adults as well as model the use of effort and fidelity data to support educators in their professional learning in service to student outcomes.

ARLINGTON, VA — The National Board for Professional Teaching Standards, with the support of a $ 2.4 - million grant from the W.K. Kellogg Foundation (WKKF), will work to strengthen literacy instruction and outcomes for students across Mississippi in the critical early elementary years.

Systems Change for Literacy Gains Strong literacy programs can be the foundation for improved instructional practices and better student outcomes schLiteracy Gains Strong literacy programs can be the foundation for improved instructional practices and better student outcomes schliteracy programs can be the foundation for improved instructional practices and better student outcomes schoolwide.

These include: tighter curricula specifications, prescriptive structures for literacy and math blocks, scripts for teaching and increased accountability, all resulting in minimal impact on the learning outcomes for students (Boykin & Noguera, 2011).

However, Visible Learning for Literacy by Douglas Fisher, Nancy Frey and John Hattie also focuses on student outcomes and their strategies are far easier to implement as I strive to accelerate learning for students in special education.

Across the country, states are adopting a number of different strategies to improve outcomes for students: third grade reading requirements, literacy initiatives, new assessment and accountability systems, plus an increased focus on data - driven decision - making are changing how districts approach teaching and learning for all students.

Most articles illustrate the trials and tribulations of practitioners» and scholars» attempts, highlighting a host of reasons for their exclusion: established school cultures that misunderstand the purpose and process of youth - adult leadership practices, relentless focus on achieving student outcomes measured almost singularly by high - stakes literacy and numeracy exams, and budgets and school schedules that defund and devalue youth leadership activity.

We find that learning outcomes are essentially the same — that students in the hybrid format «pay no price» for this mode of instruction in terms of pass rates, final exam scores, and performance on a standardized assessment of statistical literacy.

Research on child development and outcomes in out - of - school time highlights the many benefits these programs have for students including achievement in the areas of literacy, STEM, school day attendance, career and college readiness, and graduation rates.

We provide a pedagogical framework for teachers to explore how facilitating experiential learning outdoors improves outcomes for students and provides teachers with opportunities to teach state standards in literacy, math and science with engaging, effective instructional techniques.

Syeda Woods, principal of John Fenwick Academy in New Jersey, credits high expectations and a focus on high - quality professional learning that ties teacher learning to student outcomes for the school's steady increase in literacy scores.

Quality curriculum and instruction, provided in a safe, supportive environment, offer meaningful, challenging learning for all students, and result in lifetime learning outcomes of skills, literacy, and ability to understand concepts and develop plans for lifetime physical activity and wellness.

They believe that each instructional context should work as a coherent system that improves student outcomes, and creates literacy opportunities for the whole school.

This partnership makes it easier than ever for students nationwide to benefit from Imagine Learning's solutions and observe increases in math and literacy outcomes.

The CSRQ Center reviewed 10 quantitative studies for the effects of Breakthrough to Literacy on student outcomes.

In 2011, the findings that K - 3 Plus associated with positive student outcomes in literacy and numeracy from the New Mexico Standards Based Assessment data for third grade, resulted in a new legislated funding formula that assigns a percent of the school year unit or «per pupil» value to support K - 3 Plus.

Approximately 400 teachers, counselors, and school board leaders across Texas will participate in the pilot programs which focus on six key areas including teacher effectiveness, college and career readiness, early literacy, career technical education, and ethics and student outcomes alignment for school governance.

The aim is to improve learning outcomes for students who are significantly below the national average in literacy.

Her dissertation describes the results of the design and implementation of a theory - based evaluation model to measure students» ocean literacy learning outcomes for DigitalOcean: «Sampling the Sea,» a John D. and Catherine T. MacArthur Foundation Digital Media and Learning Innovation grant - awarded project (UCSB researchers: Constance Penley, Lead PI; Ronald Rice, Co-PI; Steve Gaines, Co-PI; John Melack, Co-PI).

Strategies: To ensure that DECS plan for Aboriginal Education in early Childhood and Schooling is implemented; advocating a national Standard Reporting Framework; ensuring that DECS review its structures, resources, management and curriculum practices and takes appropriate action to achieve optimum improvements in educational outcomes for Aboriginal students in the priority areas of - decision making, early childhood, literacy and numeracy, attendance and retention, employment of Aboriginal staff, Aboriginal languages, culturally appropriate curriculum.

Bridging the gap: Improving literacy outcomes for Indigenous students by Louella Freeman and Sandra Bochner (Macquarie University) Australian Journal of Early Childhood — Vol.