Sentences with phrase «state wide curriculum»

DS: Well, first of all, when I discuss the idea of a state wide curriculum with the leaders of both the NYSUT and the UFT [teacher unions], they were and are enthusiastic.

Not exact matches

We are particularly concerned that the additional freedoms that Academies and Free Schools enjoy around admissions, employment and the curriculum allow them to religiously discriminate more than has previously been possible in state - funded schools, and that a wider diversity of state «faith» schools are opening than ever before.

A bold, state - wide collaboration between Michigan Elementary and Middle School Principals Association (MEMSPA), Michigan Association for Supervision and Curriculum Development (MI ASCD) and Oakland Schools is bringing Dr. Hattie and his expertise to Waterford for Day One of a two - day professional development training for Michigan educators.

The cross-curriculum aspect of spelling development is evident in the Australian Curriculum, where the guidelines state that «word knowledge» (as a component of literacy) involves all students in developing a wide topic vocabulary in all learning areas, and also the capacity to spell the relevant words accurately (ACARA, 2015).

In the two districts referred to above, for example, district personnel also told stories of multi-year, district - wide curriculum development projects resulting in production of curriculum frameworks and materials that satisfied both state and local goals for student learning.

We asked principals and vice principals about the principal «s leadership in areas such as student achievement goals, vision for the school, and student learning; making decisions about instruction; leadership distribution in the school; professional development experiences for principals and teachers; curriculum and instruction; school culture; state and district influences on administrators «and teachers «work in the school; and the impact of parents and the wider school community.

Online private schools receive no government funding and are not bound to the same state - wide curriculum requirements.

Charter schools ARE public schools: By law, they must adhere to all public education laws, hire appropriately licensed teachers, follow the same curriculum standards as do traditional school districts, take the same standardized, state - wide assessments and are free of tuition and open to all applicants.

(See Peer Coaching Curriculum Overview) Interested in becoming a coach or facilitator in the Peer Coaching program used in schools in six states and 40 countries world - wide?

By allowing states to focus on the worst five percent of schools (along with another 10 percent or more of schools with wide achievement gaps), the administration is also letting districts not under watch off the hook for serving up mediocre instruction and curricula.

As Dropout Nation has pointed out ad nauseam since the administration unveiled the No Child waiver gambit two years ago, the plan to let states to focus on just the worst five percent of schools (along with another 10 percent or more of schools with wide achievement gaps) effectively allowed districts not under watch (including suburban districts whose failures in serving poor and minority kids was exposed by No Child) off the hook for serving up mediocre instruction and curricula.

• Plan a program of study that meets the individual needs and goals of students; establish clear objectives for all lessons and units; ensure that lessons — as planned, delivered, and assessed — are aligned with state curriculum and school - wide curriculum standards.

The program allows qualified parents of children with special needs to apply for an Arizona Empowerment Account and use the funds deposited by the state into those accounts for a wide variety of educational expenses, including tutoring, curriculum, private school tuition, required textbooks and savings for college expenses.

It has also been clear that the administration's decision to allow states to focus on the worst five percent of schools (along with another 10 percent or more of schools with wide achievement gaps)-- and ignore those districts serving up mediocre instruction and curricula — will lead to widening achievement gaps.

Because NYC schools risk receivership and even closure based on test scores, because state test scores are the variable used in awarding free SHSAT preparation, because the city publishes school - wide score averages in its own guidance materials for parents and because NYC School Reports literally center their definition of «great schools» on student test scores, test prep continues to feature prominently in city public school curriculum, beginning as early as kindergarten, no matter how much the mayor publicly claims to «de-emphasize» it.

PCG Education works with states, districts, and schools to address a wide spectrum of needs such as curriculum development and implementation; design and facilitation of professional development and professional learning communities; school improvement services; and program reviews.

The development or adoption of district - wide curricula and instructional materials takes place in the context of state / district standards for curriculum and learning.

Josh has adopted a wide spectrum of diverse rigorous curriculum while partnering with numerous outside organizations including the NFL, PGA, UNICEF, Arizona State University, American Heart Association, Phoenix Children's Hospital, Athletes for Hope and the non-profit program Skate After School.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Developed fifth grade math curriculum, as part of a district - wide initiative to realign curriculum to State standards while fostering higher order thinking skills among students.

Created lesson plans in accordance with state curriculum and school - wide curriculum standards.

Created lesson plans, formative and summative assessments, and organized a pacing guide in accordance with state curriculum and school - wide curriculum standards.

Dr. Rose has produced more than 20 publications in peer - reviewed journals, books, state - wide education curricula, and public media outlets; provided over 85 conference presentations and educational trainings at regional, state, national, and international arenas; and given 2 - dozen educational television and radio broadcasts.»