Not exact matches
«This initiative should serve as a reminder that the
needs of all
students deserve to be
met — in the absence
of a distractive bathroom experience that can impede academic
achievement,» she said.
Meeting this fifth challenge depends on better ways
of: identifying children at risk
of being locked into trajectories
of low
achievement at the earliest possible ages; enhancing levels
of school readiness; diagnosing learning difficulties upon entry to school; and intervening intensively during the early years
of school to address individual learning
needs to give as many
students as possible the chance
of successful ongoing learning.
The Palmetto State Teachers Association questioned the value
of the state's testing regimen, noting on its web site, «The current statewide tests do not provide immediate diagnostic information
needed to improve
student achievement or provide information to help teachers plan to
meet the
needs of each
student.
Finland is able to
meet the
needs of high - ability
students, to some extent at least, by employing «exceptionally well - prepared teachers whose skills include the capacity to differentiate their instruction according to the
needs, capacities, and prior
achievement of their pupils.»
Urban school districts are making «steady progress» in raising
student -
achievement levels and
meeting a vast assortment
of special
needs, but they «can not do it all alone,» a report to be released this week contends.
The results in maths show that 44 per cent
of the
students tested do not
meet the baseline identified in ACARA's Measurement Framework for Schooling in Australia 2012 (2013); which outlines a «challenging but reasonable expectation
of student achievement at a year level, with
students needing to demonstrate more than the elementary skills expected at this level.»
Having served 1,400
students annually for the past two years, and hundreds annually before that, and boasting an average pass - rate for original credit courses
of 91 % each year, Bend - La Pine has fine - tuned their online learning programs to
meet the many and varied
needs of students across the district, including: • How to use online learning to help balance
student schedules • How to monitoring
student progress carefully to stay on track • How to involve parents to keep them aware
of their child's
achievement or problem areas • Lessons learned from launching a Virtual School Program
The problem
of how to
meet students» individual
needs is at the heart
of today's education debates: the
achievement gap, tracking, social promotion.
With more autonomy to provide flexibility to school leaders and teachers, charter schools generate innovative and individualized - learning environments that
meet the unique
needs of their school community and foster
student achievement.
Specifically, the state now requires districts to create local policies that ensure that they are «
meeting the instructional
needs of each individual
student» and to show that they provide alternative means
of demonstrating
achievement such as extended learning opportunities, career and technical education courses, and distance education.
This year marks the 20th Anniversary
of the Charter Schools Act and charter parents who are leaders with PACT (People Acting in Community Together) and CCSA, in collaboration with the SJ Consortium, are organizing a Community Action
Meeting to build more support from community leaders, show the success
of charters in increasing
student achievement, and the
need for more excellent schools for kids.
A team
of a dozen or so educators, including teachers at KIPP and
Achievement First, are working on our product to ensure that it
meets the
needs of our targeted end - users: teachers who work in schools in impoverished neighborhoods and the low - income
students they serve.
In
meeting these
needs, a targeted strategy
of helping
students to develop a growth mindset may minimize the
achievement gap.
• More fulfilled and dedicated in and to their profession • They center teaching around the
student • Willing to
meet the
needs of their
students through new methods • Able to persist when things don't go as planned • Able to perceive their
student's learning levels • More frequent in offering assistance to
students with learning problems and to help them become more successful • Less likely to submit
students with learning problems for special services • Able to set higher goals and expect more from
students • Work longer with
students who are falling behind • Able to teach
students in such a way that the
students outperform other classes • A predictor
of success for
students on the Iowa Test
of Basic Skills, the Canadian
Achievement Test, and the Ontario Assessment Instrument Pool (Trull, 2004)
- To evaluate the strength
of each school's instructional culture, the effectiveness
of the training program in
meeting partner
needs, and ultimately the value - added effect on
student achievement results in partner schools
LEAP is defining and articulating the teacher practices that best
meet individual
student needs; determining the school - and classroom - level models that best personalize learning; and constructing the research methods and tools to best evaluate the impact
of personalized learning and edtech programs on
student achievement.
Responsibilities also include the coordination
of the Governor's Foreign Language Academies, the Virginia Preschool Initiative, VPI + Federal Grant, TeacherDirect and other programs to
meet the
needs of diverse learners and raise
student achievement.
Responsibilities also include the coordination
of Summer Residential and Summer Regional Governor's School programs, the Algebra Readiness Initiative, Math and Science Partnership grants, USED Green Ribbon Schools, Governor's Wellness - Related Fitness Program, Governor's School Nutrition and Physical Activity Awards Program and other programs to
meet the
needs of diverse learners, promote health, and raise
student achievement.
After intensive training and visits to schools with a record
of closing the
achievement gap, fellows create yearlong projects that focus on leading other teachers and raising
student achievement, designed and implemented by fellows to
meet their schools»
needs.
The intent
of this paper is to provide a context for understanding the role that IAL can play in raising the
achievement of all
students by
meeting the individual learning
needs of each
student in PreK — 12 schools — and the research base required if school districts are to invest wisely in IAL systems.
In this series, we look at elementary and secondary schools that are not only
meeting the
needs of impoverished
students but pushing them to high
achievement.
When I was at the Department helping to craft this grant, we took the necessary time and energy to
meet with districts who wanted and
needed federal support to pursue diversity strategies in their schools as part
of their effort to close the
achievement gap and uplift ALL
students.
As a new superintendent in a school district comprising three distinct communities in the midst
of economic and cultural change, how would you increase
student achievement and
meet the
needs of all
students?
Although the
Student Achievement Guarantee in Education (SAGE) program is well accepted and attempts to meet some of these student needs, it has not reached some high poverty s
Student Achievement Guarantee in Education (SAGE) program is well accepted and attempts to
meet some
of these
student needs, it has not reached some high poverty s
student needs, it has not reached some high poverty schools.
In Colorado's educational environment that emphasizes
student growth and
achievement, how can the Yuma School District
meet the diverse
needs of students (especially English Language learners) while increasing
student achievement for all
students?
Small class sizes matter for many reasons including closing
achievement gaps,
meeting the
needs of English language learners, inclusion
of students with disabilities, implementation
of the Behavior Education Plan, school climate, and building positive relationships in our school communities.
Strong technical skills, particularly in integrating technology in the classroom to drive academic
achievement Demonstrated volunteer or community service At least one (or more)
of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years
of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas
of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops
student critical thinking and problem solving skills Prepare
students for strong academic
achievement and passing
of all required assessments Communicate regularly with parents Continually assess
student progress toward mastery
of standards and keep
students and parents well informed
of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special
needs students in the classroom Attend all grade level and staff
meetings and attend designated school functions outside
of school hours Establish and enforce rules for behavior and procedures for maintaining order among the
students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies
I would like to think that I am familiar with past and current instructional strategies, the variety
of ways to
meet student needs, different curriculum designs, and the like, all in the hope
of making a difference in
student learning and boosting academic
achievement.
These include: · Use
of instructional programs and curricula that support state and district standards and
of high quality testing systems that accurately measure
achievement of the standards through a variety
of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who
need it and sufficient resources for schools to
meet the standards · Better communication to school staff,
students, parents and the community about the content, purposes and consequences
of standards · Alignment
of standards, assessment and curricula, coupled with appropriate incentives for
students and schools that
meet the standards In the unlikely event that all
of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.
(a) The Secretary may approve exceptions to this chapter for the operation
of experimental programs that are anticipated to improve
student achievement and that
meet certain unique programmatic
needs of gifted
students.
(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking
of American Schools» (Howard D. Hill); «Providing Equity for All:
Meeting the
Needs of High - Ability
Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels
of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis
of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All
Students»
Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our
Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application
of the Principles
of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).
For his report, entitled «
Meeting Kentucky's Educational
Needs: Proficiency,
Achievement Gaps, & the Potential
of Student Involvement,» Webb contacted each education department in all fifty states in the United States.
«The professional development opportunities provided through this program over the last 15 years have been critical to the commonwealth's efforts to equip teachers with the knowledge and skills they
need to prepare their
students to
meet Virginia's high expectations for learning and
achievement in mathematics and science,» said Superintendent
of Public Instruction Steven R. Staples.
HCPS professional and support staff receive ETM staff development to better
meet the
needs of students while raising
achievement for all and eliminating
achievement gaps where they exist.
Christina Sparacino, 3rd grade teacher, Watchung Elementary School Christina Sparacino exemplifies the commitment to differentiation and
student achievement that is critical to
meeting the
needs of all
students, but most particularly to gifted youngsters.
As documented under Section 1115
of Title I, Part A
of the Every
Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest
need for special assistance... Eligible children are children identified by the school as failing, or most at risk
of failing, to
meet the State's challenging
student academic
achievement standards on the basis
of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis
of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures».
Sixty - nine percent
of teachers said tailoring instruction to
meet individual
students»
needs is essential to raise
achievement, and 78 percent said data help validate where each
student is now and where he or she can go.
With an influx
of talent and innovative approaches for
meeting student needs,
student achievement has increased substantially throughout the city.
Programs, curricula, and services for gifted and talented youth can best
meet their
needs, promote their
achievements in life, and contribute to the enhancement
of our society when schools identify
students» specific talent strengths and focus educational services on these talents.
Student - Engaged Assessment ignites the capacity
of students to take responsibility for their own learning, building the independence, critical thinking skills, perseverance, and self - reflective understanding they
need to
meet the demands
of the Common Core, reach higher levels
of achievement, and succeed in college, career and life.
How many district - operated schools in Muscogee County have ever been closed because they were not
meeting the
needs of students and helping them reach high
student achievement?
Faced with the challenge
of meeting the
needs of a diverse
student population, district administrators are focused on increasing
student achievement and ensuring all
students are graduating ready for college, work, and life.
High -
need districts (where over 55 percent
of students are economically disadvantaged or English Learners) saw lower levels
of achievement on average, with about 33 percent
of students meeting the standards compared to about 60 percent for districts with fewer high -
need students.
The links below will help districts
meet the developmental, emotional, cultural and linguistic
needs of all young children — and ultimately support
student growth and
achievement.
With teachers being challenged to
meet the individual learning
needs of each
student with materials that are often «one size fits all,» it's easy to see how the
achievement gap has reached critical levels.
In conjunction with raw
achievement data scores, TVAAS provides educators with valuable information to drive innovative teaching approaches and ensure they are
meeting the academic
needs of students.
Closing
achievement and graduation rate gaps requires comprehensive school reform that includes a focus on a positive school climate that
meets and develops the academic, social, and emotional
needs of every
student.
Further, particular aspects
of teachers» professional community — a shared sense
of intellectual purpose and a sense
of collective responsibility for
student learning — were associated with a narrowing
of achievement gaps in math and science among low - and middle - income
students.14 Strong professional learning communities require leadership that establishes a vision, creates opportunities and expectations for joint work, and finds the resources
needed to support the work, including expertise and time to
meet.15 Collaborative teacher teams can improve practice together by: 16
K12 will provide comprehensive wraparound services targeted to individual
student needs and for the benefit
of the school community: development
of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each
student's education to their own individual learning plan; academic success at the school and individual
student levels resulting from teachers» instruction and constant monitoring
of student growth and
achievement with interventions as
needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled
meetings; establishment
of unique settings for
students and parents to interact; connecting
students on a regular basis with
students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite
of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for
students; school led trips, for example, visits to colleges, grade level specific trips such as
student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network
of K12 counselors; school community service opportunities;
student developed
student body council; school extracurricular activities: possibilities would include the development
of a golf club, chess club, bowling club.
Our graduates are prepared to
meet the holistic
needs of diverse bodies
of students, attending to their cognitive, affective, spiritual, and physical development with a balanced approach that promotes universal and optimal academic
achievement and
student health and well - being.