Most are faithfully and effectively serving English learners and other
students in high need areas in Texas.
Not exact matches
Five years ago Taharka, whose grandson has cerebral palsy, suggested to the Khalidi's that the company train special -
needs students from
area high schools
in useful trades.
Students who plan to become teachers
in a
high -
need field
in a low - income
area may qualify for a TEACH grant.
In addition to the Barrow Brainbook education module, the full program piloted by the five Bay
Area high schools will incorporate a formal exam, which
students will
need to pass before beginning a sport, as well as ImPACT cognitive testing.
The term «Gifted» is defined by the Elementary and Secondary Education Act as
Students, children, or youth who give evidence of
high achievement capability
in areas such as intellectual, creative, artistic, or leadership capacity, or
in specific academic fields, and who
need services and activities not ordinarily provided by the school
in order to fully develop those capabilities.
The Academy's principal has heard that schools
in high -
need areas that expand school meal participation often don't just feed more
students, but see their bottom line improve too.
New York spent $ 21,206 per pupil compared to a national average of $ 11,392
in school year 2014 - 2015.38 Better targeting spending to the
highest needs districts would contain costs while ensuring that all
students have access to a sound basic education.39 The State wastes $ 1.2 billion annually on property tax rebates and allocates $ 4 billion annually on economic development spending with a sparse record of results.40 Curtailing spending
in these
areas would reduce pressure to increase taxes and lessen the tax differential with other states.
The governor says schools
in the poor,
high -
needs areas of New York must also provide
student support
in social services.
Picente said the project, which helps local teachers inspire and educate
students in key skill
areas needed by local
high - growth employers, is supported by the Community Foundation of Herkimer and Oneida Counties, Workforce Investment Board, Mohawk Valley EDGE, BOCES and National Grid.
The Singapore Economic Development Board's (EDB, a sponsor of Next Wave Singapore) Postgraduate Manpower Programme (Research), a joint Singapore - based industry - university programme, sponsors
high - calibre
students from good universities to perform their master's and Ph.D. research at NTU
in disciplines or research
areas relevant to the sponsoring company's
needs.
This resource would also be useful for
high ability GSCE pupils and AS level
students needing to work on their listening skills and build their confidence
in this
area.
Designed to fit
in to the SQA's New
Higher French learning unit, this resource would also be useful for
high ability GSCE pupils and AS level
students needing to work on their listening skills and build their confidence
in this
area.
Designed to fit
in to the SQA's New
Higher French employability unit, this resource would also be useful for
high ability GSCE pupils and AS level
students needing to work on their listening skills and build their confidence
in this
area.
The gatherings can be especially relevant for teachers
in urban,
high -
needs areas, where
students may be less likely than their suburban peers to have access to coding enrichment outside of school.
Reporter Kathleen Cushman teamed up with 40 teenagers from four urban
areas (New York City, Providence, Rhode Island, and San Francisco) to write a book about what
high school
students say they
need from their teachers
in order to succeed.
The federal government is indifferent to distance learning versus place - based learning and to geographical boundaries
in the provision of financial aid to
high -
need postsecondary
students, whereas
in K — 12, that aid is funneled through local public - service monopolies that hold captive the
students in their geographical catchment
area.
Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You
Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differ
Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains
in Opportunity Culture — January 11, 2018 Days
in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You
Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differ
Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site
in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada
Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017
Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix -
area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of
Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016
High -
need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differ
need, San Antonio -
area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing
High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?
Ferede, a former fourth - grade teacher for first and second - generation immigrant and refugee children
in a
high -
needs area in Toronto often saw a disparity between her
students» community and the education system.
McCurry said his organization hopes to put all the new city schools
in «
high -
need areas» and to teach
students from kindergarten through 12th grade.
What to watch: The PDE will use Title II, Part A funds to continue supporting current initiatives, such as two promising grant programs: One promotes partnerships between LEAs and EPPs to improve their teachers» ability to serve low - income and minority
students and a second dedicates funding for
high - quality clinical experiences, particularly for educators teaching
in high -
need areas.
The true nature of market forces shows up as smaller charters are muscled out by large networks, whose business models require that they expand enrollment, favor locations with more generous public per - pupil reimbursements, and reduce exposure to expenses associated with working
in distressed
areas, such as a greater concentration of
high -
need students and
high insurance costs.
This type of data is
needed to accurately describe changes
in diversity as
students move between sectors because there is significant variation
in student demographics at the school level that is often obscured when examining the issue at
higher levels of aggregation (e.g. comparing charters as a group to surrounding school district or metropolitan
area) and can complicate the drawing of valid inferences about the relationship between public school choice and racial sorting.
Because they are
in high -
need areas, charters have been life - changing for their
students.
High schools are seeking to build systems that ensure success for every
student; this is being further emphasized by the Obama administration, which has identified the following four Race to the Top priority
areas in the Race to the Top Executive Summary (2009): «adopting standards and assessments that prepare
students to succeed
in college and the workplace and to compete
in the global economy; building data systems that measure
student growth and success, and inform teachers and principals about how they can improve instruction; cultivating effective teachers and principals, especially where they are
needed most; and turning around struggling schools» (p. 1).
By allowing
students to cross district lines, charter schools will now be able to open
in high -
need areas where the small size of many of the school districts has made the creation of a charter school virtually....
The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the
needs of beginner, intermediate, and advanced ELLs) • ESL
in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learnin
in Content
Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learn
Area: Beginner / intermediate proficiency: ESL Push -
In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learnin
In (specific use of ESL teachers with certification
in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learnin
in a content
area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learn
area to support both language acquisition and learning content so that
students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction
in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learnin
in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push -
in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learnin
in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role;
high levels of collaboration and co-learning)
Reach to Teach is designed to attract middle and
high school
students of color to the teaching profession and
in particular, to the
high need areas of teacher training
in math, science, and special education.
By allowing
students to cross district lines, charter schools will now be able to open
in high -
need areas where the small size of many of the school districts has made the creation of a charter school....
Besides giving new authority to the chancellor, the mayor is also proposing to allow some charter schools — those located
in «
high need»
areas of the city — to become neighborhood schools, which
students living nearby would have a right to attend.
The report highlights the fact that while state policy decisions over the past 25 years have sought to help poorer districts meet the
needs of its
students, differences
in funding levels still persist and those born into wealthier
areas are afforded
higher levels of investment
in their education.
As a Physical Education teacher by choice I also have certification
in Biology and General science two
high needs areas I have reservations about individual contract negotiations and Tiered salary from the outside it would benefit core subject teachers Math, Science, Special ed with increased salary opportunities but mostly as any Corporate structure would do is pare back on other subject
area salaries the non core subjects this could create a situation inwhich some teachers would carry more burden than others and whether we like it or not the most memorable classes for many
students are art, gym, music and home economics because of their practical applications
in life.
Maame's family members run Mother's Love Kids Foundation Centre, a preschool
in a
high - poverty,
high -
need area in the town of Obuasi that serves 186
students ages 2 - 5.
Myers - Wilkins is a chosen site because of its
high number of
students of color, who have
high rates of
needs in the
areas of social and emotional learning, Howes said.
And this pattern of over and over again happens more
in high poverty
areas where
students need consistent effective instruction.
By allowing
students to cross district lines, charter schools will now be able to open
in high -
need areas where the small size of many of the school districts has made the creation of a charter school virtually impossible.
Universities and colleges that push their teachers to teach
in high income, low
need areas will show their «worth» by having graduates that have
students that produce consistently
high test scores.
In order to help every student achieve success after high school both in the workforce and college we need to give them enough time to succeed in these major area
In order to help every
student achieve success after
high school both
in the workforce and college we need to give them enough time to succeed in these major area
in the workforce and college we
need to give them enough time to succeed
in these major area
in these major
areas.
Establish mechanisms for providing
high - quality and consistent support — including facilitation and professional development — to all districts
in the state
in developing a limited number of focused goals directly related to district - identified
needs in the
area of instruction and
student learning?
I plan to spend my career teaching
in urban,
high -
need schools because I believe that inspired and inspiring teachers have the potential to reach
high - risk
students in high -
need areas.
Districts could request the collaborative's help, or a county office and the state superintendent might assign the collaborative based on a district's failure to show improvement
in priority
areas, especially for
high -
needs students receiving extra money under the formula.
The term «gifted and talented», when used with respect to
students, children, or youth, means
students, children, or youth who give evidence of
high achievement capability
in areas such as intellectual, creative, artistic, or leadership capacity, or
in specific academic fields, and who
need services or activities not ordinarily provided by the school
in order to fully develop those capabilities.
The Wisconsin proposal, however, is limited to children who are scoring
in the top 5 percent of standardized tests or have been identified «by an education official» as being gifted and talented «if a
student demonstrates evidence of
high - performance capability
in intellectual, creative, artistic, leadership or specific academic
areas and
needs services or activities not ordinarily provided
in a regular school program.»
Inside, the reader will find participants» thoughts on how education reformers might address challenges
in four distinct
areas: 1) allocation and alignment of resources to support standards - based reform and
higher expectations for all
students, 2) generating resources for the interventions and specialized programs necessary to support the learning of
students with special
needs, 3) allocating resources to support learning
in alternative education settings, and 4) developing funding strategies for dual enrollment programs.
Nevada residents are eligible for the Applegate / Jackson / Parks Future Teacher Scholarship as well as the TEACH Grant, a grant that gives financial aid to
students in return for an agreement to teach
in a
high -
need field
in a low - income
area.
Founded
in 1999, the organization currently serves nearly 7,000
high -
need students and families
in more than 40 schools
in four regions — New York City, Atlanta, Los Angeles, and the Bay
Area — and its free digital learning platform, PowerMyLearning Connect, is used by more than 40,000 school communities nationwide.
The US government defines «Gifted & Talented»
students as those... «who give evidence of
high achievement capability
in areas such as intellectual, creative, artistic, or leadership capacity, or
in specific academic fields, and who
need services or activities not ordinarily provided by the school
in order to fully develop those capabilities.»
This has certainly been the case at Capital Preparatory Magnet School
in Hartford, CT, which was «originally created to give
students living
in high poverty
areas the chance to receive exceptional education
in areas where it's most
needed.»
Research shows that career pathways can improve teacher evaluation procedures and improve
student achievement.13 For example, research from the Emerging Leaders Program — a job - embedded teacher leadership development program — shows that with
high - quality training, teacher leaders can quickly improve achievement among
students in high -
need school districts
in places such as New York City, the District of Columbia, and Shelby County, Tennessee.14 Likewise,
student achievement growth
in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of
area district and charter schools.15
We «will actively enroll and retain
high -
need scholars from [the New Haven
area] by applying the same successful intricate strategies used
in... Jumoke Academy Schools to address and serve the same
high -
need student population that we expect will attend the Academy,» states the state - approved application for Booker T. Washington Academy, a charter school set to open
in New Haven next year.
It is a fact that, on average,
students in high -
needs schools that disproportionally serve the
needs of disadvantaged
students have less access to teachers who have certain teacher - quality indicators (e.g., National Board Certification and advanced degrees / expertise
in content -
areas, although these things are argued not to matter
in this brief).