Sentences with phrase «school learning target»

Throughout high school learning target quizzes were used quite frequently and I feel this form of assessment can be very effective if utilized correctly.

Not exact matches

If you went to business school, you probably learned to start a marketing strategy by analyzing your target market and competitors, then decided either to build on what's been successful for others or try something completely different to stand out.

It's available in English and Spanish and can help the students learn more about their rights, how to fight for changes in school policy and where they can get help if the policies are indeed targeting.

However, we have also learned this week that in Indonesia Nestlé executives are attempting to persuade the authorities to approve its strategies targeting midwives, community centres and even children in school.

High need schools in our ten target states — Idaho, Louisiana, Mississippi, Missouri, North Carolina, Nebraska, Ohio, Oklahoma, Texas, and Utah — can learn more about our grant by visiting the Partners for Breakfast in the Classroom website.

If bringing breakfast to the classroom has been on your wish list, and you live in one of our ten target states — Ohio, Oklahoma, Missouri, Utah, Texas, Idaho, Mississippi, Louisiana, North Carolina, Nebraska — please register now for our Tuesday, March 28 webinar to learn how you can apply for grant funding for your school or district.

These February workshops are targeted to reach spring coaches, youth coaches, sports officials, athletes, parents, school nurses, school counselors, athletic directors, upper administrators, including school board members, and anyone who wants to learn more about concussions.

At 12:30 p.m., state Sen. Marisol Alcántara, together with the Dominican Women's Development Center, will announce $ 80,000 in state funding for an after - school program targeting Washington Heights» at - risk youth, Mama Tingo Child Care and Learning Center, 2340 Amsterdam Ave., Manhattan.

The PM thus blew a long, masterful raspberry, one so finessed it could only have been learnt in the shadowy confines of prep at Eton targeted at the back of a gowned professor; he yah - boo - sucks - to - youed repeatedly about Ed and his pals spending too much time with the big boys in that silly red uniform with the hammers and sickles from the school next door, Unite City High — which soon became Unite City blues...

The groups are also asking for an additional $ 500 million, for some targeted needs, including more resources to help the growing number of children who need to learn English at school.

Topics in the Q&A included the source of money for the City's planned pre-K advertising campaign, the City's target number of pre-K applicants, whether Speaker Silver thinks the proposed income tax surcharge should be pursued next year, how the pre-K selection process will work, how the City will cover the approximately $ 40 million annual gap between the estimated cost of pre-K and the amount provided in the state budget, when parents will learn whether their pre-K application has been accepted, how the City will collect data and measure success of the pre-K program, whether the existing pre-K application process will be changed, how the City will use money from the anticipated school bond issue, the mayor's reaction to a 2nd Circuit ruling that City may bar religious groups from renting after - hours space in public schools, the status on a proposed restaurant in Union Square, a tax break included in the state budget that provides millions of dollars to a Bronx condominium project, the «shop & frisk» meeting today between the Rev. Al Sharpton and Police Commissioner Bratton and a pending HPD case against a Brooklyn landlord.

A team led by Prof. Fumitaka Homae studied a rarely targeted population for this subject: Japanese junior high school students learning English as a second language in a school environment.

A focus on targeting higher attaining students, the high cost of providing school trips and the pressures of high - stakes testing were suggested obstacles restricting wider participation, contributing to inequality in STEM - based learning outside of the classroom.

Charlotte Rampling plays the school's matron, pontificating on how a Red Sparrow must learn to read what her target sexually desires.

These strategies can help schools and families foster a more targeted learning experience for each student, McWilliams says.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western ALearning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Alearning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Ausschool Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Western Australia

Based on these statements, we can categorize the schools roughly into five groups: those that have a child - centered or progressive educational philosophy and typically seek to develop students» love of learning, respect for others, and creativity (29 percent of students); those with a general or traditional educational mission and a focus on students» core skills (28 percent of students); those with a rigorous academic emphasis, which have mission statements that focus almost exclusively on academic goals such as excelling in school and going to college (25 percent of students); those that target a particular population of students, such as low - income students, special needs students, likely dropouts, male students, and female students (11 percent of students); and those in which a certain aspect of the curriculum, such as science or the arts, is paramount (7 percent of students).

Leaning too heavily on proficiency rates or average test scores can unfairly target schools, especially those that serve disadvantaged students, for intervention, while ignoring schools where students are learning the least.

«While schools» focus, quite rightly, is focused on providing quality teaching to hit exam targets, studies show that the physical environment within schools can have a massive impact on its learning outcomes.

In particular, the report shares lessons learned in targeting key economic regions, analyzing regional assets and gaps, and focusing technical assistance and support on helping states and regions with such things as early career advising and exposure, engaging employers, and building intermediary organizations that can link employers and schools to scale up the provision of workplace learning opportunities for young people.

Help can include targeted, high - quality professional development; curriculum improvements; additional time for student learning after school or in the summers; establishment of wraparound services, including community school models; redesign of schools to support personalization and more authentic work in classrooms and internships; or pairing of struggling schools with successful ones serving similar students.

Virtual assistant technology is already being incorporated into companion robots from specialists targeting the consumer early learning and primary school segments.

Teaching targeted to students» identified learning needs in relation to the LAF resulted in effect sizes of 0.45 to 0.75 or more in research schools, compared to effect sizes of 0.2 to 0.5 in reference schools.

From my perspective, targeted teaching is a form of differentiation that is specifically concerned with student's learning needs in relation to several «big ideas» in number, without which their progress in school mathematics will be seriously impacted.

Teacher participants recognised the learning and wellbeing benefits of increased parent - school engagement and increased opportunities for students to participate in targeted activities outside the classroom.»

Both PBL and STEAM help schools target rigorous learning and problem solving.

P21's Learning Targets and Student - Led Conferences: Fourth - grade educators Doris Malmin and Kevin Armstrong explain how their school got started with student - led conferences, share the sample script they developed, and describe some of their lessons learned.

She notes that supporting teacher professional learning, a funding system more tightly targeted to high needs schools, and policies requiring all schools to take a percentage of disadvantaged students would be a good place improve the system.

Students in Word Generation schools learned more of the target words than students in comparison schools, even though the latter group performed at a higher level at the start.

There is anecdotal evidence of teachers and school leaders moving towards more personalised, targeted and job - embedded professional learning (AITSL, 2014).

As expected, the students in Word Generation schools learned more of the target words than students in comparison schools, even though the latter group performed at a higher level at the start.

Pupils will write down what they: Know they will learn about in 2012 Want to learn about in 2012 Will work hard to learn in 2012 It gives the opportunity for pupils to focus on the term ahead, gives them an idea of what to expect and allows them to set themselves some targets for the rest of the school year.

Students work closely with tutors just as they would at any other Match school, but they also spend much of their day using technology targeted specifically to their individual learning needs.

Principals are also expected to know student learning targets and curriculum standards at the different stages of school education.

We need to see many more investments in efforts to create new high - school designs aligned to design principles, as well as in learning resources that specifically target the needs of underprepared high - school students.

With the emphasis on high - stakes testing, we have learned a great deal about who is succeeding and failing, and which schools and school systems are meeting targeted performance standards.

Ultimately the learning platform framework was set up to help schools and colleges meet the government's target of providing all learners with an online personalised learning space by 2008.

This leader's team would need to include additional organizers who could focus on implementation issues in targeted schools or student populations, and each of these people would need to be accountable for learning success among their assigned students.

The museum also hosts programming every Friday that targets educators and parents and an annual event before school starts, on top of providing resources for parents and educators on topics ranging from social and emotional learning to developmental milestones.

teaching is seen less as the process of delivering the same curriculum to all students in the same year of school and more as the process of establishing where students are in their learning and providing appropriately targeted teaching and learning opportunities;

Special programs, whether school - wide or targeted at specific student populations, create learning opportunities for students and make great bragging points for many principals.

Finally, we've learned a lot about how to design accountability policy to better target the schools that most need improvement.

In many countries there has been a constant increase in testing and the use of test results to set targets for teachers and schools, in the false belief that this will improve learning.

«When we talk about empathy, perspective - taking, and mindfulness, those things are circulating around a broader framework of social - emotional learning,» says Associate Professor Stephanie Jones, who researches the developmental impact of school - based interventions targeting children's social - emotional skills and aggressive behavior.

The blended - learning environment in Los Altos schools allows for seamless targeted intervention and flexible groupings, as well as real collaboration among students — all of which allows them to exercise their own student voice and choice.

We conducted surveys in eight target states and learned that the president's support for school choice did not depress popular support.

Unrealistic and ever - increasing performance targets have forced us to label 63 percent of Title I schools and 47 percent of districts receiving Title I funds as needing improvement, and to apply sanctions that do not necessarily lead to improved learning for the students in those schools.

Whose responsibility is it when a charter school gets into trouble — when its students aren't learning or it misses its enrollment targets or money runs short or it closes?

First, despite the fact that the work of educators targets the organ of learning, the brain, most teachers and school leaders have little understanding of the architecture of the brain and how it receives, filters, and applies information.

High - poverty schools can meet student, professional, and system learning agendas by strengthening instructional framework, targeted interventions, reading proficiency, reflective practice, and data - based inquiry.