Sentences with phrase «supplemental educational»

No Child Left Behind at Wrightslaw offers accurate, up - to - date information about the No Child Left Behind Act - research - based instruction, proficiency testing, parent involvement, tutoring and supplemental educational services, highly qualified teachers, and public school choice.

PROFESSIONAL EXPERIENCE Blackboard Inc. / Blackboard Collaborate, Los Angeles • CA 2008 — 2011 2011Western Regional Sales Manager, Higher Education and K - 12 Successful and innovative Regional Sales Manager that developed and implemented strategic sales plans for suite of Web - based collaborative learning ASP solutions and professional implementation services to CEO, CIO's, Directors of Academic Technology, Provosts of Higher education, and County DOE's for school districts, statewide virtual schools and supplemental educational service providers of K12 educational entities.

Include college degrees and any supplemental educational courses.

No matter what state you live and drive in, our supplemental educational products can help you master the rules of the road and ace your DMV test.

Within that package, you are provided details regarding the type of aid offered, including all federal student loans you may be eligible for, federal work - study programs, supplemental educational opportunity grants, scholarships, and Pell grants.

Educators can add quizzes, notes, videos, and other supplemental educational materials.

Infobase is one of America's leading providers of supplemental educational materials to the school and library markets.

And although I work mostly in children's literature, I want to talk today about how supplemental educational materials can assist in marketing any book, be it geared toward adults or children, fiction or non-fiction.

Title I of the Every Student Succeeds Act (ESSA) provides funds to local education agencies so they can provide supplemental educational services to eligible students.

Juan has been the author or co-author of various publications focusing on process and summative evaluations of supplemental educational services, teacher - focused professional development, the impact of accountability systems, the impact of interim assessment practices on summative assessment results, and the evaluation of technical assistance efforts provided to state and local education agencies throughout the country.

Tap supplemental educational services and public school choice set - aside funds for high - quality PreKindergarten.

The term «supplemental educational services» refers to free extra academic help, such as tutoring or remedial help, that is provided to students in subjects such as reading, language arts, and math.

Most federal grants require the Board to provide supplemental educational services for children from low - income or non-English speaking families or for neglected and delinquent children from preschool through 12th grade.

School districts are paying close attention to EdTech products» claims of being «evidence based,» a new descriptor in ESSA used to measure the efficacy of supplemental educational programs.

Team Triumphant's mission is to provide supplemental educational and extracurricular services to youth that promote creative thinking, develop strong problem solving skills, build self - esteem and improve physical and mental well being.

Supplemental educational services are looked at more carefully, and professional development for teachers is informed by the feedback from the dialogues.

«When they can measure the efficacy and fidelity of the supplemental educational programs they invest in, districts identify themselves as accountable fiduciaries with their funds.»

Study Island is a web - based program designed as a supplemental educational tool geared specifically to each individual state's standardized assessments.

Accelerated Math is intended to be a supplemental educational tool.

State and Local Implementation of the No Child Left Behind Act, Volume I — Title I School Choice, Supplemental Educational Services, and Student Achievement (2007) examines the impact of participation in Title I school choice and supplemental educational services (SES) on student achievement, as well as the characteristics of participating students.

Case Studies of Supplemental Services Under the No Child Left Behind Act: Findings from 2003 - 04 (2005) examines implementation of supplemental educational services provisions of Title I of the No Child Left Behind Act (NCLB) during the 2003 - 04 school year, the second year the requirements were in effect, through case studies of nine districts in six states.

The report includes a special focus on 2003 - 04, with findings on identification of schools for improvement, interventions implemented at schools identified for improvement, and public school choice and supplemental educational services under Title I.

Without it, districts with under - performing schools will have to use it to pay for supplemental educational services such as tutoring, along with school - choice options that include transportation to better - performing schools if requested by parents.

The other is for participation in school - level decisions about allocation of supplemental educational services funds, for example, whether to use them for tutoring or expanded in - school instruction.

In theory, the rationale and benefits of supplemental educational services under the federal No Child Left Behind Act seem straightforward.

For instance, parents with children in schools identified as underachieving for two or more consecutive years are guaranteed the right to obtain supplemental educational services such as private tutoring, paid for with their children's share of federal Title I funds.

For example, they might consider only Identified Students as being from low - income families for reporting on achievement gaps between economically disadvantaged and other students or selecting schools for performance consequences, while identifying all students as being from low - income families for determining eligibility for supplemental educational services.

Thus, states and LEAs are also allowed the options of identifying students from low - income families in CEP schools through state or LEA income surveys or CEP's Identified Students (preferably updated annually), including eligibility for supplemental educational services and school choice priority, where relevant.

for supplemental educational services and transportation for students who want to attend schools that are meeting federal academic targets.

If a Title I school fails to meet AYP standards for a third year, students from low - income families in the school must be offered the opportunity to receive instruction from a supplemental educational services provider of their choice, in addition to continuing to be offered public school choice options.

Specific actions, such as public school choice and supplemental educational services for students in schools identified for accountability consequences, become optional in waiver states, and few waiver states continue to require these specific interventions.

One option, given the high rate of students from low - income families in CEP schools, is to simply consider all students in these schools to be from low - income families for accountability purposes, including eligibility for supplemental educational services and school choice priority, where relevant.

This approach of using data from different sources allows for a focus on closing achievement gaps without narrowing the number of students who qualify for supplemental educational services or public school choice priority.

Building on an initiative piloted this school year in Virginia, participating districts could offer students a choice of supplemental educational services, or SES, a year before having to provide the option of transferring to a higher - performing school.

Private - sector providers received $ 400 million in federal money for what are called supplemental educational services in 2005 - 06, according to a new report on K - 12 tutoring by Eduventures, a Boston - based market - research firm.

In a report released Nov. 28, the office recommends that the department devise a strategy for evaluating a district's tutoring program, rather than making a «blanket determination» that the district can not provide such supplemental educational services because it has been deemed «in need of improvement» under the NCLB law.

The findings, if unsurprising, are nonetheless sobering: the extent of public school choice has been negligible; participation in supplemental educational services, while rising, remains low; and the law's restructuring requirements for schools and districts are being deployed in their mildest forms.

In a report issued last week, Richard J. Condon, the special commissioner of investigation for the 1.1 - million student district, says that providers of supplemental educational services also improperly obtained private student information and used it to try to sign them up.

Federal taxpayer dollars help underwrite the cost of transportation for public school choice and supplemental educational services.

The author of the brief, education researcher Gerald W. Bracey, writes that states and schools use NCLB money for testing programs, curriculum materials, and supplemental educational services that are often owned by for - profit companies whose owners or officers are personally connected to the president.

The Supplemental Education Services report examines the ability of districts to implement the requirement that schools offer supplemental educational services to students attending poorly performing schools.

The 55 - page document marks the first update since August 2003 of guidance on the free «supplemental educational services» that districts must offer...

Many valuable supplemental educational and social programs are available.

During the current academic year, a limited number of districts in five states — Alaska, Delaware, Indiana, North Carolina, and Virginia — have been permitted to offer students a choice of supplemental educational services a year before having to provide the option of transferring to a higher - performing school.

Allowing districts to serve as tutoring providers has had all kinds of deleterious effects on the supplemental educational services program.

That same month, in its «Supplemental Educational Services: Non-Regulatory Guidance,» the department encouraged districts to «consider multiple avenues for providing general information about supplemental educational services, including newspapers, Internet, or notices mailed or sent to the home.»

They must make clear «the parents» option to transfer their child to another public school» or «to obtain supplemental educational services [free tutoring] for the child.»

School choice and supplemental educational services were not high on the political priority list under the first Bush administration, but it does not follow that these two vital provisions for parents can not be made to work.

Now districts with schools identified as «in need of improvement» would have to offer supplemental educational services immediately, and could delay NCLB school choice until the next year.

Districts obligated to provide supplemental educational services must annually give parents a «brief description of the services, qualifications, and demonstrated effectiveness» of each approved tutoring provider in the district.