Sentences with phrase «outcomes of students identified»

Significant gaps were identified in the educational outcomes of students identified as having low socioeconomic status.

Not exact matches

Kern will discuss how his school district identified chefs to work with, how the chef was educated about the parameters of school foodservice, and how the chef's involvement was marketed to students; outcomes will also be explored and discussed.

By ensuring that teachers have 21st century knowledge, providing science and math curriculum in elementary school, having school districts identify gaps in availability of high quality math and science courses, and providing those courses to all students, we will be able to improve the outcomes of our students in the critical areas of math, science, technology and engineering.

Of the approximately 4,000 who were identified as at risk for mental health problems and offered the ten - session group intervention during second grade, those who participated in a greater number of sessions showed significantly greater improvements in third - grade outcomes than did the at - risk students who participated in fewer sessionOf the approximately 4,000 who were identified as at risk for mental health problems and offered the ten - session group intervention during second grade, those who participated in a greater number of sessions showed significantly greater improvements in third - grade outcomes than did the at - risk students who participated in fewer sessionof sessions showed significantly greater improvements in third - grade outcomes than did the at - risk students who participated in fewer sessions.

Bridget Kudrle: «How is this study identifying «strong» and «weak» teachers, on the basis of which they draw their conclusions about future student outcomes?

In her synthesis of research on effective teacher professional development that has demonstrated a positive impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing teachers with opportunities to drive their own professional development, allowing teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school leaders take an active role in developing professional learning, and maintaining momentum within schools.

The rounds process ensured that the identified «problem of practice» of how to improve teacher understanding of PBL practices and subsequent TPL program was contextualised and directly linked to valued student outcomes.

An effective learning culture in a school has a number of key features, including: engaging teachers in collaboration, using data to inform decision making and learning activities, conducting professional learning that is based on current research and identifying the impact of professional learning on staff and student outcomes from the outset (AITSL, 2013b).

This change in approach arose out of school - based evaluation that identified a lack of engagement and motivation in students which was impacting on student learning outcomes and behaviour.

The results also confirmed the positive relationship of key characteristics of professional - development design identified in previous studies over the past decade to student outcomes: sustained, active teacher learning that is coherently aligned with the school's organization.

Scheme of work with key activities and outcomes Painting brief for students Artist research brief sheet with identified artists to help them Eviden...

Commenting on the outcomes of the challenge, the IMMC says «the desire is to produce students who can not only productively address problems set by others, but become able to identify and address problems themselves».

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.

«Building respectful and trusting relationships with Indigenous communities» is one of five common elements identified for achieving sustained improvements in Indigenous student outcomes.

When compared with such crude indicators, the combination of student achievement gains on state tests, student surveys, and classroom observations identified teachers with better outcomes on every measure we tested: state tests and supplemental tests as well as more subjective measures, such as student - reported effort and enjoyment in class.

«With everything we participate in on a school level, we need to be able to articulate the impact on the student learning experience and what NT Learning Adventures has achieved is having the tourism operators directly inform the schools of the outcomes and clearly identify the educational purposes behind a tour to the NT,» she said.

In my research I have identified 34 different examples of charter school innovation, including small size; untenured teachers; contracts with parents; real parent and teacher involvement in school governance; outcome -(rather than input --RRB- based accreditation; service learning fully integrated into the curricula; unusual grade configurations; split sessions and extended school days and years to accommodate working students; and computer - assisted instruction for at - risk and other frequently absent students.

While our analysis provides the most reliable evidence to date on the overall impact of the closure process on student outcomes, we can not identify the precise mechanisms that explain closures» impact or lack thereof.

After all, when charters first entered the scene in the pre-No Child Left Behind era, the notion was that their «charters» would identify student outcomes to be achieved that would match the mission and character of each individual school.

Scheme of work with key activities and outcomes Painting brief for students Artist research brief sheet with identified artists to help them Evidence board sheet and checklist

The Australian Council for Educational Research, in its publication, Partnering for School Improvement, has identified a number of schools that have established effective partnerships that have led to improved student outcomes.

Schools should regularly look to invest in training courses for its teachers, however, to really reap the benefits and gain real value, a school must first identify the specific developmental needs of its staff to ensure that the proposed training sessions will positively impact student outcomes.

From there, teachers determined the scope of the project, selected the standards to address, and identified desired outcomes — what the students would need to know at the end of the project, and how they would demonstrate this new knowledge.

But the best programs, she says, identify their desired outcomes and have those goals drive all aspects of their program — student recruitment, program development, staff training — and measure themselves against those goals.

The Commission will examine factors that impact spending in education, including: school funding and distribution of State Aid; efficiency and utilization of education spending at the district level; the percentage of per - pupil funding that goes to the classroom as compared to administrative overhead and benefits; approaches to improving special education programs and outcomes while also reducing costs; identifying ways to reduce transportation costs; identifying strategies to create significant savings and long - term efficiencies; and analysis of district - by - district returns on educational investment and educational productivity to identify districts that have higher student outcomes per dollar spent, and those that do not.

Students aren't the only ones at Birmingham Covington improving their collaboration skills — teachers also identify as a «community of learners» who use planned, peer - to - peer feedback to help each other raise student outcomes throughout the school.

At Birmingham Covington School, a 3 — 8 public magnet school in Bloomfield Hills, Michigan, teachers identify as a community of learners who use planned, peer - to - peer feedback to help raise student outcomes throughout the school.

In addressing the point of contention, the Productivity Commission is of the opinion that «there is little evidence or systematic processes in place to evaluate policies, program and teaching practices to identify what works best in schools and early learning centres», despite the amount of data that is collected to monitor and report on student and school outcomes.

Engagement is one of four «interconnected and mutually reinforcing» outcomes identified in the OECD report Promising Practices in Supporting Success for Indigenous Students, alongside wellbeing, participation and achievement.

ACER CEO Professor Geoff Masters AO has identified that rapidly improving schools, and schools that produce unusually good outcomes given their student intakes and circumstances, tend to have a number of features in common: «They pursue an explicit improvement agenda — they know what they want to see improve and they know how they will monitor success.»

The project team will utilize meta - analytic techniques to estimate the impact of STEM teacher professional development and novel curriculum materials on student outcomes, and analyze the relationships between program effectiveness and key moderators identified in the literature, such as duration, intensity, format, grade and disciplinary topic, and alignment with NCTM / NSTA standards.

Nevertheless, reviews of research identify some classroom practices as more highly correlated with improved student outcomes than others [1].

Recognizing the importance of effective principals for improved student outcomes, TEA identified the need for a principal evaluation system informed by research to provide specific feedback and support for school leaders.

In other words, the threat of being identified as low - performing caused schools to change their practices in ways that improved long - term student outcomes.

Identify specific ways in which PISA data can be used to identify strengths and weaknesses of the U.S. education system and support policy actions designed to improve student oIdentify specific ways in which PISA data can be used to identify strengths and weaknesses of the U.S. education system and support policy actions designed to improve student oidentify strengths and weaknesses of the U.S. education system and support policy actions designed to improve student outcomes.

«Through the Special Education Recognition Award, we will reward schools that are truly successful in improving outcomes for some of our most vulnerable students, and to identify innovative and successful practices to share with all of our schools,» said Acting Commissioner Cerf.

But the only way to live up to such a lofty name is to ensure that states actually identify schools that aren't raising achievement and boosting the educational outcomes of all students.

By identifying what works, what doesn't, and why, we aim to improve educational outcomes for all students, particularly those at risk of failure.

Using current data as part of Multi-Tiered Support Services (MTSS) and Response to Intervention (RTI) helps identify students who are not making adequate progress in the core curriculum and are at risk for poor learning outcomes.

Indeed, one of the «Assessments» of the Outcomes asks students to compose a «self - discovery paper» in which they «identify three of their personal motives (desires, needs) that are potentially beneficial and three that are potentially harmful, and discuss how they might affect their teaching.»

The lesson follows a clear and logical learning journey, involving progressively more challenging tasks in which students: - Portray their understanding of witches and witchcraft; - Learn more about witches in a historical context through a fun «true or false» game; - Define, identify, and understand dramatic irony; - Read sections of Macbeth and complete tasks to demonstrate their understanding; - Answer key questions about the witches that test their knowledge in relation to each of the English assessment outcomes; - Evaluate a modelled example of an analytical paragraph in relation to the witches; - Analyse the witches» characteristics in their own responses; - Evaluate each others» analytical responses.

They work collaboratively with colleagues to identify, implement, and monitor the effects of instructional practices; share responsibility for making changes and promoting risk taking and innovation to achieve positive student outcomes; use their expertise productively to engage in problem solving; and contribute to a positive school culture by encouraging commitment to continuous improvement, developing trusting relationships, and fostering communication.

Identify current conditions of inequity in our educational systems and the role of teachers in changing systems to increase equitable outcomes for all students.

We can continue to utilize a time - bound, age - based, one - size - fits - all curriculum - driven instructional model or choose to develop a personalized competency based learning system which identifies crucial learning outcomes, gives students the instruction and practice they need at their level of readiness, and monitors and adjusts instruction for as long as needed until competency is fully achieved.

However, three data points cause concern: in combination, they indicate that many of the responding authorizers do not 1) require special education outcomes as part of charter performance contracts; 2) see persistent failure to serve students with disabilities as a behavior that merits serious consequence; or 3) identify themselves as responsible for enforcing special education enrollment proportionality.

To illustrate: pause for a moment, and think of something that rigorous research has identified as producing positive student outcomes in education.

The Western and Northern Canadian Protocol (WNCP) were developed by the seven ministries of education to identify «beliefs about mathematics, general and specific student outcomes, and achievement indicators agreed upon by the seven jurisdictions.»

For the identified crucial learning outcomes, instruction is designed to match the developmental readiness of the students, so that they are engaged and challenged but not frustrated.

Regardless of whether one feels that a general lack of positive outcomes tends to discredit these programs, one can not overlook the fact that the reports about their effectiveness consistently identify three specific opportunities to increase reading achievement: an increased availability of high interest books, sustained wide area reading, and opportunities for students to share their reading experiences with others (Eriksson, 2002; Krashen, 2002).

Furthermore, establishing a culture of professional learning, as identified by the actions in Factor 1, appears to have greater effect on student outcomes in elementary schools than it does in secondary schools.