Sentences with phrase «specific school population»

Not exact matches

The American population is far too diverse to accommodate everyone's specific needs and American schools can't make exceptions in certain areas so it would fit the needs of a specific group of people.

Researchers have learned to work through schools, workplaces and other institutions to more efficiently screen larger populations of people and address their specific needs.

Prof van Oosterhout, also from UEA's School of Environmental Sciences, said: «Each supertype protects the host against a specific group of parasites, and these supertypes were common across populations, and species, irrespective of the location.

The School of Medicine will address society's changing needs by focusing on evidence - based medicine, coordinated and person - centered care, teamwork, technology and communication tailored to specific populations.

Specifically, the course will explore (1) the historical and theoretical foundations of inclusive education; (2) research related to implementation; (3) research related to inclusive education; (4) whole - school change models of inclusive education including response to intervention and universal design for learning; (5) controversies surrounding inclusion; and (6) considerations and reservations concerning inclusion as it impacts specific disability populations and age groups.

This special report dives into the toolbox available to those looking to boost school quality, approaches that may show promise in specific schools and with particular populations, and the opportunities and challenges posed by the new Every Student Succeeds Act.

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

They were using directive instruction modes designed to impart information and learning within a specific topic area, often in isolation from other topic areas, and they were having inconsistent student achievement results with inner - city middle school populations.

The pattern of differences across schools, across and within school districts, argues for enacting school accountability policies that hold schools accountable for the success of specific populations, rather than concentrating solely on overall schoolwide performance levels or gains.

Moreover, the cross-school differences in the relative success of advantaged and disadvantaged students argue for enacting school accountability policies that shine the light on the success of specific populations, rather than concentrating solely on overall schoolwide performance levels or gains.

And this would also indicate the value of introducing school accountability policies that shine the light on specific populations of students, rather than concentrating solely on overall performance levels or gains.

But on the specific issue of attracting high - quality teachers to teach in at - risk schools or with difficult student populations, Jennifer Steele, Ed.D.» 08, says financial rewards have an impact.

If successful, these interventions could be targeted to specific disorders or patient groups, and researchers could explore how they could link across schools and other institutions in families» lives, and in particular how they could offer support to vulnerable populations.

In recent months, the city's battle over school segregation has played out in a few specific schools in some of the its fastest - gentrifying (or already gentrified - to - saturation - point) neighborhoods: Nikole Hannah - Jones chronicled the Brooklyn version of the saga in her much - discussed New York Times Magazine piece last weekend, «Choosing a School for My Daughter in a Segregated City,» about her decision to send her black daughter to a mostly minority school, only to have that school rezoned to include an affluent, predominantly white populschool segregation has played out in a few specific schools in some of the its fastest - gentrifying (or already gentrified - to - saturation - point) neighborhoods: Nikole Hannah - Jones chronicled the Brooklyn version of the saga in her much - discussed New York Times Magazine piece last weekend, «Choosing a School for My Daughter in a Segregated City,» about her decision to send her black daughter to a mostly minority school, only to have that school rezoned to include an affluent, predominantly white populSchool for My Daughter in a Segregated City,» about her decision to send her black daughter to a mostly minority school, only to have that school rezoned to include an affluent, predominantly white populschool, only to have that school rezoned to include an affluent, predominantly white populschool rezoned to include an affluent, predominantly white population.

Instead, the judges suggested a reasonable floor would require the state to spend at least $ 802 more a year per public school student — with additional funds allocated for at - risk students and other specific student populations.

Under the law, signed by President Bush in 2002, schools must meet annual performance goals for their student populations as a whole and for specific groups of students.

Here we consider in more depth four specific factors that could bias the estimated effects on achievement: population change, interim school effects, hurricane - related trauma and disruption, and test - based accountability distortions.

The School and District Improvement (SDI) Collaborative supports states as they work to support struggling schools and districts, turn around the lowest - performing schools, and close achievement gaps for all students and for specific subgroup populations.

Finally, agencies that solely served specific segments of the population, such as vocational centers or schools for special education students, were removed.

Execute contracts that include clear, measurable performance standards to judge the effectiveness of alternative schools, if applicable - requiring and appropriately weighting rigorous mission - specific performance measures and metrics that credibly demonstrate each school's success in fulfilling its mission and serving its special population.

Mississippians also believe that charter school and education scholarship accounts, currently available only in certain areas of the state or for specific populations should be available to all students.

We identified several specific solutions to meet challenges faced by teachers and schools trying to best serve these unique student populations (USPs).

Assess & Compile: Assess and compile resources that will allow schools to evaluate their current policies and practices and how they interact with the specific populations they serve, in order to make adjustments based on the needs of individual school communities;

Provided that a school adheres to the laws regarding open admissions, a charter school may, through its educational focus, target a particular population of students with a specific need, such as students with disabilities, English language learners, or students at risk for dropping out of school.

El Centro Hispano de Oceana's funded program consists of two parts: 1) intensive coordination with educational outreach personnel by providing materials specific to the needs of the Hispanic population (one example being translation of existing college access materials), and 2) contracting with existing school - based Migrant Outreach Workers to expand their services to include a focus on the value of a postsecondary education, leveraging existing relationships.

If chronic absence levels are significant for particular schools, neighborhoods or populations of students (that is, specific ethnic or language groups or, for example, children in special education), schools should partner with community agencies and families to understand the factors contributing to early absence to develop appropriate responses tailored to their realities.

Over time, Minnesota would come to host some 30 charter schools focused on students from specific ethnic or immigrant groups, such as Somali, Ethiopian, Hmong, and Latino populations.37

Students» refusal take federally mandated exams makes it more difficult for school systems to direct resources appropriately, and to attend to the needs of specific populations of students, the National Council on Measurement in Education argues in a recent position statement.

They are founded on a variety of different ideas, have different locations, different student populations, differing state charter laws governing them, and school - specific cultures that can differ more than the cultures found in traditional public schools.

This toolkit includes a roadmap of relevant resources for those working with specific populations that may have experienced trauma, including early childhood programs and schools.

As researchers at MDRC noted, «implementing stand - alone programs that target a specific subset of the student population tend to have a limited impact and can not revive a struggling school.»

(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 School and District Improvement (SDI) collaborative supports members as they work with schools and districts to support the lowest - performing schools, close achievement gaps for all students and increase support for specific subgroup populations.

Federal funds, which comprise the smallest share of school funding, are delivered almost exclusively through formula grants targeting specific populations of students or particular programs.

New to this year's poll, data are reported by specific population sectors, including public school parents, political party affiliation, and race (white, black, and Hispanic).

Detractors, however, often assert that charters siphon resources from traditional public schools without equal compensation and that they don't serve specific populations, such as special - education students, in proportion with their existence.

Charter schools are uniquely able to respond to the specific needs of a community and a population of students.

With the exception of the progressive charter schools, each type seems to target a specific population.

Each school can establish its own relevant criteria to ensure that the screening process is appropriate for a specific target population.

If a device can not be used by all students or a strong majority of the population, they are considered not a viable investment of the school's money and alienates specific students.

Academy of Nutrition and Dietetics Career Resource Pages http://www.eatrightpro.org/resources/career Users will find several pages of information on how to become a dietician / nutritionist tailored to specific populations, e.g. international students, DPD graduates, career changers, high school students.

Specific experience in the high school classroom working with at - risk populations.

While in school, you generally write for specific audiences, tailoring research papers or grant applications for an academic population.

Although variation exists, general research has shown that approximately 80 % of a school's student population responds to instruction in school - wide behavioral expectations, and approximately 15 % of students need additional instruction in the form of targeted situation - specific lessons.

Especially of interest are the applications of acceptance and mindfulness treatments to specific populations (e.g., children with anxiety, externalizing disorders, chronic pain, etc.), as well as to broad social contexts (e.g., parents, schools, primary care settings).

In CJJ's 2001 report to the President, Congress, and the Office of Juvenile Justice and Delinquency Prevention, «Abandoned in the Back Row: New Lessons in Education and Delinquency Prevention,» we pinpointed specific strategies and qualities of supportive school settings serving low income and at - risk populations.

Qualitative research studies suggest numerous ways to improve access — defined as the opportunity for children and families to participate and fully experience the benefits of a programme, affordability, suitability and sufficient quality — to early childhood services for Aboriginal children and their families.24 Some examples include: provision of transport; locating services in areas where other daily activities occur (eg, schools); provision of low - cost or no - cost services; employing, training and retaining Aboriginal staff; provision of culturally competent and secure services; community involvement in the planning and delivery of services; and provision of flexible, comprehensive and continuous services.24 Although some Aboriginal families prefer to use mainstream instead of Aboriginal - specific services, choice is another facilitator of access.24 Furthermore, it remains unknown as to whether mainstream early childhood services with proven effectiveness in non-Aboriginal populations confer the same benefits to Aboriginal children.

He has over 25 years of youth development experience in a variety of settings including college campuses, human services, college access programs for first generation high school and college students, youth mentoring catering to specific populations, and consulting work.

Additionally, he enjoys clinically working with children and teens and really connects with this specific population on various concerns including anxiety, learning challenges, and school refusal,.

«Local schools are clearly more important to specific population segments — such as today's millennials, who either have or are planning to have children,» says Jonathan Smoke, realtor.com ®'s chief economist.