Sentences with phrase «multiple academic areas»

Not exact matches

However, an analysis of the 32 free schools set to open in the next academic year shows 13 are in the most affluent half of England with only two in the 10 % most deprived areas and 10 in the 20 % most deprived areas, as ranked by the government's English Indices of Multiple Deprivation, 2010.

I felt it was somewhat confining to someone who had become accustomed to the academic laissez - faire approach of undertaking multiple areas of research and developing multiple expertise.

By middle school, academic outcomes in multiple content areas are inexorably dependent upon students» ability to independently learn from text and express what they know through text.

Achievement Test: A standardized test (usually multiple choice) that measures content - area knowledge (e.g., science, math, English, and social studies) and academic skills.

From 9th - 12th grades, internships provide students with multiple opportunities to explore fields of interest, interact professionally with adults in a variety of areas, and complete real - world projects that develop their academic skills.

Accountability requires the use of multiple forms of qualitative and quantitative evidence from both academic and non-academic areas to assess students, schools and districts and determine how to make improvements.

While these processes differ from school to school, all applicants are assessed using multiple criteria by trained evaluators who have experience in gifted education and the focus area of the specific Academic - Year Governor's School.

• 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.

Students engage multiple times with academic words used in context to support the content areas.

For example, ESY services may take the form of teachers and parents working together by providing materials for home use with progress monitored by the teacher, supports needed just in occupational therapy, social skills / social emotional learning supports, or support in multiple areas that may or may not include academics.

Effectively teaching these students means incorporating their funds of knowledge into the curriculum, encouraging them to use their knowledge of their home language to develop academic English, making them aware of content - area — related cognates, providing graphic organizers, incorporating input from multiple modalities, and encouraging students to engage face - to - face with one another to develop English literacy skills.

Summary of Qualifications Results - oriented PMO Analyst adept in project management and strategic planning while supporting multiple * Extensive business risk management experience with a solid academic background in business administration, audit management, and risk management * Exceptional communication skills and demonstrated ability to create and manage cohesive, productive work environments Areas of expertise: PROGRAM...

(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.

CASEL has carried out an extensive body of rigorous research (including randomized control trials, longitudinal follow - ups, and multiple replications) that demonstrates that education that promotes SEL gets results and that teachers in all academic areas can effectively teach SEL (CASEL, 2016).

We analyzed all children born in Sweden between 1983 and 2009 to investigate the effect of SDP on multiple indicators of adverse outcomes in three areas: pregnancy outcomes (birth weight, preterm birth and being born small for gestational age), long - term cognitive abilities (low academic achievement and general cognitive ability) and externalizing behaviors (criminal conviction, violent criminal conviction and drug misuse).