Sentences with phrase «on meeting the academic needs»

With students» social needs met, the result is a classroom environment in which students and teachers feel less stressed and teachers have more energy to focus on meeting the academic needs of their students.

Not exact matches

Commerce students receive a solid grounding in management fundamentals, while having the freedom to focus on a discipline that meets their academic and professional needs.

The purpose of this guide is to provide up - to - date information on academic Science, Engineering, and Public Policy (SEPP) programs to assist prospective students, researchers, administrators, and funding agencies in obtaining a picture of the field and identifying programs whose offerings meet their individual needs and interests.

Two advocates who worked on this legislation — Congressman Sherwood Boehlert and Senator Joe Lieberman — argued that the nation's academic institutions have not produced enough skilled scientists and felt that the country needed to meet the inevitable demand for a larger scientific workforce in the future.

By partnering with Science Buddies to create Project Ideas based on your research, you can help inspire thousands of students, annually, while meeting your own academic outreach and research grant funding needs.

The court emphasized that an IEP is not a one - size - fits - all document and that instruction should be «specifically designed to meet a child's unique needs with an individualized education plan,» based on close consideration of a child's present level of achievement, the nature of the disability, and his or her potential for academic and functional growth.

With numbers like this it is virtually impossible for school counselors to meet all of the personal / social ~ academic and career developmental needs of all the students on their caseloads.

Mr. Hornbeck said the idea was based on his belief that schools should help students learn to meet their social and civic responsibilities as well as attend to their academic needs.

Although the focus is on academics, staff members also strive to meet students» other needs.

This also why I think it is almost impossible for general classroom teachers — who is tasked with meeting the needs of students on all academic levels - to successfully meet the needs of their gifted students, and therefore, should not be expected to meet those needs without the help of a specialist such as resource teacher or they must be provided the proper training.

These programs are designed to recognize and meet the social, emotional, and academic needs of students on a daily basis.

The school meets these challenges head - on, striving to accommodate the academic needs of all students with trauma - informed practices and pedagogy grounded in social and emotional learning (SEL).

Build the reading, vocabulary, and writing skills Oklahoma students need to meet the Oklahoma Academic Standards and succeed on the OSTP - ELA

• Evidence - Based method: Academic research on student performance is used to identify needed resources to meet all state standards.

CSDC is focused on helping to «stand up» and stabilize those schools so that they become independently creditworthy, without the need for CSDC's further assistance, by virtue of their successful operating history and demonstrated ability to meet their enrollment goals and produce good academic and financial results.

Build the reading, vocabulary, and writing skills Minnesota students need to meet the Minnesota K - 12 Academic Standards and succeed on the MCA - III

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

The Alliance for Excellent Education and the Johns Hopkins Institute for Education Policy released a new case study on how three school systems are using the OECD Test for Schools, an assessment developed by the Organisation for Economic Co-operation and Development (OECD), to monitor students» academic outcomes and inform shifts in policy and teacher practice to meet students» learning needs.

Our teachers serve as facilitators of deep personal learning, by focusing on students» interests and by differentiating instruction to meet students» academic needs.

Instead of school officials and other adults dictating what and how students with special needs should learn, more emphasis is being placed on giving students the chance to lead their own meetings and help chart their own course toward mastering academic and life skills.

NEW New Case Study Examines How Three School Systems Use a Global Benchmark to Improve Teaching and Learning The Alliance for Excellent Education and the Johns Hopkins Institute for Education Policy released a new case study on how three school systems are using the OECD Test for Schools, an assessment developed by the Organisation for Economic Co-operation and Development (OECD), to monitor students» academic outcomes and inform shifts in policy and teacher practice to meet students» learning needs.

Use of data to tailor instruction to meet individual student academic and social needs with a goal of every student performing on grade level or above in all subject areas

Using data to tailor instruction to meet individual student academic and social needs with a goal of every student performing on - grade level or above in all subject areas

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

Some teachers were initially resistant, Nadeau said, but all of the academic departments met both on their own and with administrators to develop their lists of what students in their subject area needed to know.

A recent report from the National Commission on Service Learning and Fiske (2002) re-affirms that a good service learning project has strong ties to academic content, meets a real community need, and involves students in the project's design, implementation, and evaluation.

If, as they say, legislative leaders were trying only to help «shine a bright light» on schools that are not meeting the academic needs of students, why on earth did they fail to adjust their grading criteria to be fair to schools that exist to keep failing students from dropping out?

But my experience with the staff and students in this i3 Project just absolutely confirmed for me that, if your intention is to increase a student's academic performance (at any age), you are best served by beginning with a close inspection of the foundation you're building on — are their developmental needs being met?

Tenth - graders made across - the - board improvements on the MCAS last academic year, and 84 percent of students have already met the state's minimum testing requirements needed to earn a high school diploma on their first try.

Build the reading, vocabulary, and writing skills Colorado students need to meet the Colorado Academic Standards (CAS) and succeed on the PARCC, CO-PSAT and CO-SAT

However, this high - pressure environment with such a heavy focus on academics is not a sound approach to improving academic gains, attracting the best and brightest teachers and administrators to education, or meeting local, national, or global needs.

Holding high academic expectations can only have a positive impact if students are having their basic needs met on a daily basis.

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».

-- Restore the nearly $ 1 billion in state funding cuts (made in each of the last two years) over a three year timetable, getting PA back on track to supporting schools based on the level needed to meet state academic standards

In your work with English language learners (ELLs), you may meet students who have unique social, emotional, and academic needs based on their prior experiences.

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.

While very young children are capable of learning skills and knowledge that will feed into academic performance later on, they need to learn it in ways that actually meet their needs.

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.

By focusing on the need to simultaneously reinforce basic skills while developing higher - order thinking, our academic program meets the needs of our student population and helps them achieve at the highest levels.

Our academic programs grounded in basic skills meet the varied needs of each school community by incorporating technology, advanced math, hands - on science, and foreign language coupled with the various forms of art study.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

The way we fund schools should be based on the costs of sufficiently providing the programs and experiences that students need to meet current academic standards.

For more on the history of community schools and how coordinated partnerships meet students» academic, health, and social service needs — and also free teachers to teach — see the Summer 2009 issue of American Educator.

-- Restore the nearly $ 1 billion in state funding level cuts (made in each of the last two years) over a three year timetable, getting PA back on track to supporting schools based on the level needed to meet state academic standards.

The EB approach uses academic research on student performance to identify needed resources for schools to meet state standards.

Build the reading, vocabulary, and writing skills Nevada students need to meet the Nevada Academic Content Standards and succeed on the SBAC and CCR - ACT

«Milwaukie's staff works tirelessly to improve their students» academic, social, and emotional growth; expand their educational practices; and sharpen the administration's focus on staff professional development, all to meet the needs of the whole child.

The Teacher will be responsible for a special day class and provide instruction to students in all academic subjects using designated curriculum and differentiated instruction to reinforce learning to meet students» varying needs and interests, implementing behavior management techniques, including ongoing feedback to students, and supervising and training Teacher Associates and One on One Aides.

Through our academic publishing program, we seek to meet the publication needs of the religious studies academic community worldwide with works on the Hebrew Bible and Hebrew language, ancient Near Eastern studies and archaeology, New Testament and Greek language, biblical theology, Judaism, patristics, church history, historical theology, practical theology, and religion and culture.

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