Sentences with phrase «risk using it with their students»

He believed the remaining teachers were not comfortable with technology and would not risk using it with their students.

Not exact matches

Specifically, Defendants made false and / or misleading statements and / or failed to disclose that: (i) the Company was engaged in predatory lending practices that saddled subprime borrowers and / or those with poor or limited credit histories with high - interest rate debt that they could not repay; (ii) many of the Company's customers were using Qudian - provided loans to repay their existing loans, thereby inflating the Company's revenues and active borrower numbers and increasing the likelihood of defaults; (iii) the Company was providing online loans to college students despite a governmental ban on the practice; (iv) the Company was engaged overly aggressive and improper collection practices; (v) the Company had understated the number of its non-performing loans in the Registration Statement and Prospectus; (vi) because of the Company's improper lending, underwriting and collection practices it was subject to a heightened risk of adverse actions by Chinese regulators; (vii) the Company's largest sales platform and strategic partner, Alipay, and Ant Financial, could unilaterally cap the APR for loans provided by Qudian; (viii) the Company had failed to implement necessary safeguards to protect customer data; (ix) data for nearly one million Company customers had been leaked for sale to the black market, including names, addresses, phone numbers, loan information, accounts and, in some cases, passwords to CHIS, the state - backed higher - education qualification verification institution in China, subjecting the Company to undisclosed risks of penalties and financial and reputational harm; and (x) as a result of the foregoing, Qudian's public statements were materially false and misleading at all relevant times.

BAM uses group discussions and role - playing exercises to help develop anger - management and self - control capacities in the students, all teenage boys, who are selected for the program because they are considered to be at especially high risk of dropout or of involvement with the criminal - justice system or both.

«Where the trip involves activities with inherent risks (e.g., swimming, horseback riding, ice skating, use of physical fitness equipment) the principal or designee must ensure that there is adult supervision appropriate to the activity while students engage in the activity.»

Stacey Kite, Robert Gable and Lawrence Filippelli of the Johnson & Wales University, in Providence, Rhode Island, USA, surveyed more than 4200 students about their knowledge of potential risks, appropriate use, and their behaviors on the internet and social networking sites, especially regarding behaviors that may lead to cyber bullying or contact with potential internet predators.

Students who resided with fewer than two parents, who earned over $ 50 per week from sources other than a job, or who go out 4 - 7 nights per week for fun, were at significantly increased risk for use.

«Substance abuse is the topic of high public interest, yet little attention is given to the experiences of college students with disabilities,» wrote the study authors Steven L. West et al. «Given that binge drinking is highly correlated with academic failure, drop - out, and an increased risk for various negative health conditions, such use by students with disabilities may place them at extreme risk for various negative outcomes.»

Betts and Christopher Wolf, an Oregon State Ph.D. student in forest ecosystems and statistics along with six co-authors, used forest data assembled by Matthew Hansen at the University of Maryland and categories of extinction risk for 19,432 verterbate species, the so - called Red List, maintained by the International Union for the Conservation of Nature.

Fleisher, an author, educates students on the importance of buckling their seatbelt, wearing a helmet, using caution when diving and the risks of driving under the influence or with someone under the influence, as part of the N.J. chapter of ThinkFirst — an injury prevention program formerly supported by Kessler Foundation.

Because students with adult arrest records can be tracked all the way back to kindergarten in some cases, I use all of the potential predictors of criminal behavior — test scores, demographics, behavior, and neighborhood characteristics — to calculate an index of crime risk.

«The main issue teachers need to be aware of when using digital cameras with students is the risk of damage to the camera,» Miller pointed out.

The study examines the impact of winning a school choice lottery on dropout rates and crime for groups of students with different propensities to commit crimes, using an index of crime risk that includes test scores, demographics, behavior, and neighborhood characteristics to identify the highest - risk group.

But when education leaders use these technologies merely as replacements for textbooks, gradebooks, and worksheets, they risk complicating teachers» jobs with only marginal gains for students.

But only two were of programs that districts could use as interventions for struggling high schools: a study of the Early College high school program, which provides students the opportunity to simultaneously pursue a high school diploma and earn college credits, and a study of the Check and Connect program, which pairs at - risk students with an adult advocate who monitors their progress and intervenes as needed.

Increasingly, institutes of higher education are collaborating with K - 12 teachers to help them use digital tools to get at - risk students excited about learning.

Pathways in Education, based in Pasadena, California, operates schools for dropouts and at - risk youth in partnership with a host district in California (40,000 students annually); its initiatives in Louisiana, Illinois, and Tennessee use distance learning, experiential learning, and school - site programs to help students earn a diploma or GED.

Any risks to student privacy can be managed with informed, intentional use.

Things to avoid include high use of closed questions and over-prompting or «spoon - feeding»; strategies encouraged include helping students take ownership of a task by giving the least amount of help first, and helping them feel comfortable taking risks with their learning.

This could include study habits, grammar review, note taking, or how to use the school's library, for example, Combine this with immediacy and identifying at risks students earlier in the process should prove quite effective.

However, we must be careful not to penalize those of us working with the highest - needs student populations, and we recommend using a two - step value - added model in order to ensure that there are no incentives against teaching at - risk students, while identifying and rewarding those teachers that are most successful with such students.

Over the past 25 years, I have conducted research on the use of technology for enhancing learning in students with mild disabilities and those who are at - risk of school failure.

Educators must also provide proper instruction in the use of equipment and supervision whenever students engage in activities with heightened risks of injuries such as tumbling exercises and contact sports.

Some of the reasons that parents rejected charters as placements were that «parents of students with disabilities may be more risk - averse,» «parents of students with disabilities may be able to use IEP process to get services from the district,» «transportation poses a particular barrier for students with disabilities,» «lower charter special education rates may reflect use of effective strategies to prevent or remediate common learning challenges,» and «district special education rates may reflect over-identification of students with disabilities.»

A Web 2.0 Approach to Internet Safety Student use of Web 2.0 technologies is expanding, along with a host of risk and management concerns.

It has become a successful tool for us to use with students at risk of not graduating.»

However, even with limited access, with careful planning, some risk taking, and an open mind, teachers can successfully use technology to enhance their teaching and bring learning to life for their students.

With many operatives expected to use these chemicals within areas with little or no ventilation, such as toilets or corridors, operatives are not only posing a risk to their own health but also that of the students and staff at the schWith many operatives expected to use these chemicals within areas with little or no ventilation, such as toilets or corridors, operatives are not only posing a risk to their own health but also that of the students and staff at the schwith little or no ventilation, such as toilets or corridors, operatives are not only posing a risk to their own health but also that of the students and staff at the school.

School grounds should be inspected for potential hazards such as: • Verandah poles outside doorways, in thoroughfares or in situations where students are unlikely to see them, especially while running; • Steps and changes in level which are poorly proportioned, difficult to see or lack handrails; • Fencing, gates and railings which students climb and which have structural problems, sharp protrusions, splinters or other hazards; • Trip hazards at ground level — protruding drainage pit covers, irregular paving, cracks or tree roots in thoroughfares, broken off post or other remnants of old structures; • Loose gravely surfaces on slopes and where students run; • Slippery patches which may stay damp in winter; • Rocks which students can fall onto or throw around; • Embankments which students can slip down or which have protruding sharp objects; • Blind corners in busy areas; taps and hoses which are positioned where students play or walk; window glass at low levels through which students could fall; • Holes, cracks or exposed irrigation fixtures in ovals; • Trees or shrubs with poisonous parts, sharp spikes or thorns or branches at eye level; • Splinters and deteriorating timbers in seats, retaining edges and other wooden constructions; • sSeds or other areas with hazardous chemicals or machinery to which students have access; rubbish skips which students can climb into or around, or which place students at risk when trucks enter the school; • Areas within the site used for car parking when students are present; and, • Sporting equipment such as goal posts or basketball rings which have structural or other design or maintenance problems.

An analysis of effective technology use for at - risk students found that simply replacing teachers with computer - based instruction typically yields no learning benefits.

Reasons for the turnover include working with an at - risk student population that sees online learning as their last resort, students who use online as a brief experimentation with a new learning process, and parents not being able to stay home to oversee their children's studies, said Heather O'Mara, executive director of Hope Online, one of the state's largest online programs.

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.

Schools can use information from an EWS to support at - risk students with both school - wide strategies and targeted interventions.

Used in thousands of schools across the country, Reading Mastery has been a successful reading intervention program with a wide range of students, including significantly at - risk populations, for more than 35 years.

Further, all of these strategies can easily be replicated, and while they were created for a particular set of at - risk students, they can be used in any school, whether students are dealing with major trauma or the kinds of everyday challenges that all kids face.

The NYS Charter Schools Act of 1998 was created for the following purposes: • Improve student learning and achievement; • Increase learning opportunities for all students, with special emphasis on expanded learning experiences for students who are at - risk of academic failure; • Encourage the use of different and innovative teaching methods; • Create new professional opportunities for teachers, school administrators and other school personnel; • Provide parents and students with expanded choices in the types of educational opportunities that are available within the public school system; and • Provide schools with a method to change from rule - based to performance - based accountability systems by holding the schools established under this article accountable for meeting measurable student achievement results.

They also administered three questionnaires to teachers asking them to rate: 1) their perceptions of students» imagination, risk - taking, expression, and cooperative learning; 2) their school climate in terms of affiliation, student support, professional interest, achievement orientation, formalization, centralization, innovativeness, and resource adequacy; and 3) how much they integrate the arts, collaborate with arts specialists, and use the arts as a tool to teach other subjects.

With easy - to - use tools and real - time data, you can intervene at the right place and time, and get even the most at - risk students back on track.

Use of social media with parents or students requires more school support than digital PD, which teachers easily engage in at home and on mobile devices, and poses little legal risk to a school or district.

Description: A process used to quickly identify students who are struggling with reading or are at risk for reading difficulties.

We can create schools where teachers use a one - size - fits - all core reading program, where we fill up students» days with worksheets and test - preparation sessions, and where nonexperts in reading instruction are expected to work with large numbers of at - risk readers — and then we can blame the students or their parents for their struggles.

Demonstrating the value of such an analysis, ECONorthwest used data from the state's Department of Education to determine that 23 percent of students K - 12 in Oregon were chronically absent in 2009 - 10, with low - income students at the highest risk of missing significant amounts of school.

This volume demonstrates how drawing can help at - risk students learn (McGill - Franzen & Zeig, 2008), how digital storytelling (Robin, 2008) and drama (Galda & Pellegrini, 2008) can be used in the classroom, and how differentiated instruction can work with visual, communicative, and performing arts (Lapp, Flood, & Moore, 2008).

When using SIOP, teachers strive to create a nonthreatening environment where students feel comfortable taking risks with language.

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».

And United Way has partnered for years with the Urban League on the Schools of Hope initiative, which uses volunteer tutors to help at - risk students make the grade.

Need help with using your data effectively to provide intervention for at risk students, while challenging students on, or above, grade level?

But part of the credit also goes to specific interventions put to use by LAUSD to ID and work with at - risk students.

This article discusses current knowledge about teaching problem solving to students with a learning disability (LD), using computers for teaching math to students with LD, and using computers for teaching problem solving to at - risk students and students with learning problems.

Liljengren will collaborate with staff and provide coaching on using early warning systems to collect data associated with a risk of high school dropout and how to provide appropriate supports to students who are veering off - track for high school graduation.

This fourth of five 30 - minute professional development presentation provides participants with an understanding of how to use the EWS Tools to support at - risk students with effective interventions.