Sentences with phrase «provide academic planning»

Oklahoma administers a statewide, federally funded GEAR UP program, which partners with rural school districts with high poverty rates and low college - going rates to provide academic planning, mentoring, financial aid planning and college application assistance.

Not exact matches

The Haskayne School of Business Associate Deans provide strategic guidance and planning in the areas of research, teaching and learning, academic, graduate and undergraduate programs.

Alternatively, the signature project is an independent research project (academic business research, consulting project, or a business plan) that provides students with the opportunity to apply and demonstrate the management concepts and skills acquired in the program.

If a local authority decides to extend the EHC plan until the end of the academic year, they remain an EFA - funded student and the local authority must continue to provide top - up funding to the institution until that time.

If a local authority decides to extend the EHC plan until the end of the academic year, then they remain an EFA - funded student, and the local authority must continue to provide top - up funding to the institution until that time.

Many of the experts in this book provide evidence of gender bias across social sectors — in education and academic research, politics, business, and even in climate change adaptation plans.

Launched in January by Prime Minister Theresa May, the strategy includes plans for a radical overhaul of technical education to address its historical undervaluation in the UK and provide a credible alternative to the academic route for young people who choose not to go to university.

Professional learning and support is provided to team leaders by the principal and academic partners and all participants are released for four half days to work on key elements of the project throughout the year, in addition to meeting regularly for planning, to discuss evidence and to provide feedback to each other.

The Massachusetts Expanded Learning Time (ELT) Initiative is based on the notion that providing teachers with more time to teach and plan, and giving students additional exposure to academic enrichment and extracurricular activities, will increase student achievement and teacher effectiveness.

The implementation of a teacher action plan after this type of activity allows the students to explore the links that have been built with local academic institutions or businesses and could provide a springboard into a new world for students.

Larry Ferlazzo and Katie Hull Sypnieski explain how English - language learners must develop academic language proficiency as well as communicative competence, and provide a lesson plan they have used successfully with their ELL students.

Redesigning programs is often cumbersome, but with a thoughtful, well - developed plan, you can make the changes necessary to provide students with greater academic and emotional success.

(3) other advisory and individual or group counseling assistance to enable students to benefit from the curriculum, to help students develop and implement postsecondary education and career plans, to help students who exhibit any attendance, academic, behavioral or adjustment problems and to encourage parental involvement, provided that advisory assistance shall be provided by teachers or counselors, or by certified teaching assistants under the supervision of counselors or teachers, and that such individual or group counseling assistance shall be provided by certified or licensed school counselors or by certified or licensed school psychologists or certified or licensed school social workers in cooperation with school counselors; and

With Wabisabi for Schools, learning moves with your learners throughout their academic career providing critical diagnostic intelligence for a truly individualized learning plan.

«Across the country, states, districts, and educators are leading the way in developing innovative assessments that measure students» academic progress; promote equity by highlighting achievement gaps, especially for our traditionally underserved students; and spur improvements in teaching and learning for all our children,» stated U.S. Secretary of Education John B. King Jr. «Our proposed regulations build on President Obama's plan to strike a balance around testing, providing additional support for states and districts to develop and use better, less burdensome assessments that give a more well - rounded picture of how students and schools are doing, while providing parents, teachers, and communities with critical information about students» learning.»

«The social media will hopefully provide people an opportunity to share their photos and reflections so that they can see themselves as part of a global, as well as local, Harvard community,» DeAmicis said, noting that plans are already underway to host another Global Day of Service in the upcoming academic year.

Before the federal government can renew the waiver flexibility, the Indiana Department of Education needs to provide an assessment plan proving the state will test students around the state's newly adopted academic standards.

PMG managed schools provide one - on - one attention and guidance, individualized learning plans, and a focus on social - emotional growth to allow students to find personal and academic success in high school and beyond.

Each Rethink Academic Lesson provides teachers with an exemplary lesson plan focused on one key math, reading, or writing skill.

Under the Senate plan, districts that do not show academic improvement across subgroups could face a loss of the funding flexibility provided in the bill.

Plan, teach, and manage close reading sessions across the academic disciplines, including the kinds of questions to ask and the kinds of support to provide.

The plan, which is part of the district's Eight Big Ideas, aims to provide every student in the district with a high - quality arts education, both in and out of the classroom, improve school climate and culture, increase student and parent engagement, and improve academic achievement.

From showing parents how they can help their kids become self - directed in their own learning, to crafting learning plans that focus on matters academic and otherwise, Smart Parents provides some important and useful tools.

However, it addresses so many of NSBA's objectives, such as requiring the U.S. Department of Education to collaborate with local school leaders and not simply impose its will on them, eliminating the existing one - size - fits - all approach to school accountability, providing more state and local opportunity to shape workable school improvement plans, and ensuring state control over academic standards, while excluding «portability» (i.e., vouchers).

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

Every student also has an academic advisor who provides one - on - one support to ensure all of the student's goals are matched with a plan to achieve them.

The purpose of this Literacy Plan is to provide an overview of how our dedicated Metro Deaf School staff will; continually work to improve the academic achievement of all students by identifying needs, implement research - based instructions, engage in on - going study and self - reflection to improve the shared practice of teaching, and involve parents and the community in a joint partnership to stay actively responsive to the needs of our children.

Earlier this month, Governor McCrory signed legislation that ends the practice of providing Personal Education Plans (PEPs) to students who are at risk of academic failure.

The PEP law required districts to identify students who are at risk of academic failure, provide them with evidence - based instructional supports and involve parents in crafting individualized learning plans designed to help students get on track.

The Florida Counseling for Future Education Handbook is annually updated to provide school counselors and advisors with a comprehensive academic advising resource to guide students with planning for postsecondary education in Florida.

Yet despite the DfE report stating that the PISA data «provided little support» to arguments that academic selection boost the progress of the most disadvantaged pupils, ministers said the PISA results support plans for more grammar schools.

That's because school advocates say enhancement teachers provide academic benefits to students and respite for core subject teachers to plan during the day.

Beginning next school year, all Wisconsin school districts will be required to provide both academic and career planning services to students in grades 6 through 12.

A report published by the Collaborative for Academic, Social, and Emotional Learning (CASEL) identifies five key strategies for addressing SEL in ESSA plans, from articulating a well - rounded vision of student success and providing professional development that improves educator SEL capacity to using Title IV grants and making SEL data available to the public.

Teacher Assistant Purpose of the Position: Provide academic instruction ot students by implementing Individualized Education Plan (IEP) goals.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school principals to develop and implement action plans based on academic results

Through this program, teachers review student files with other teachers, provide extra attention to students who may be struggling, and develop plans for students who are not reaching their academic potential.

Time for Teachers: Leveraging Time to Strengthen Instruction & Empower Teachers examines 17 high - performing and fast - improving schools around the country that have taken advantage of expanded school schedules to provide students with more time for engaging academic and enrichment classes and teachers with more time to collaborate with colleagues, analyze students data, create new lesson plans, and develop new skills.

This training module demonstrates how academic progress monitoring fits into the Data - Based Individualization (DBI) process by (a) providing approaches and tools for academic progress monitoring and (b) showing how to use data to using progress monitoring data to set ambitious goals, make instructional decisions, and plan programs for individual students with intensive needs.

Meanwhile, TAPTM: The System for Teacher and Student Advancement, adopted by districts across the country, created a system of master teachers and mentor teachers to help alleviate some of the time burden on principals by providing full - or part - time release hours to conduct teacher evaluations; provide extensive feedback and instructional demonstrations; identify context - relevant, research - based instructional strategies; analyze student data; create school - wide academic achievement plans; and interact with parents.

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.

The network also provides schools with access to: a national «knowledge network» of CWC teachers and principals who can share best practices with one another, meaningful professional development opportunities and evaluation tools, student assessment tools and help tracking student achievement, training in school operations, interest - free start - up loans to help new schools get off the ground and long - term financial planning assistance, and help resolving outstanding academic issues when requested by the school.

Monarch Academy provides an enriched curriculum of academic rigor and project - based learning that integrates arts and technology in its lesson planning and provides a physical environment that touches the emotions, stimulated the intellect, and excites the senses.

(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.

In addition the Northeast Charter Schools Network reports that, ``... member schools have access to Elevate Charter Schools... Elevate provides: charterGO, a charter start program for new school applicants; charterSHIELD, an audit and compliance program featuring a continuous improvement plan that is based on an in - depth review and alignment of a school's charter to its academic program and authorizer requirements; and, charterRENEW, a program designed to walk schools through preparation for charter renewal.»

Division - level academic reviews provide information to determine whether a local school board is meeting its responsibilities under the Standards of Quality (SOQ); provide the local school board with essential actions necessary to correct any areas of SOQ noncompliance and for improving educational performance as part of a required corrective action plan; and to monitor, enforce and report on the local school board's development and implementation of the required corrective action plan.

Develop lesson plans and instructional materials, provide group and individualized instruction, and evaluate students» academic and social growth in grades K - 5.

Partnering with local school districts and backbone organizations such as E3 Alliance, the Challenge provided students with incentives and fun, educational activities that engage students while providing college planning information and promoting a peer culture that supports attendance improvement and academic success.

It helps me assess areas of weakness to remediate, plan for IEP goals, and provide opportunities to celebrate the academic milestones of my special education kids.»

How to plan, teach, and manage close reading sessions across the academic disciplines, including the kinds of questions to ask and the kinds of support to provide.