Sentences with phrase «support high achievement for all students»

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As Public Comment Period Ends, The Education Trust — New York, Educators for Excellence, New York Educator Voice Fellowship and High Achievement New York Urge State Education Leaders to Maintain High Standards and Deliver the Tools and Support Educators Need Albany — To reach their full potential, all New York State students — especially those...

For example, a quasi-experimental study by the Educational Testing Service found that teachers with a high level of engagement in a large - scale mentoring program (California Formative Assessment and Support System for Teachers) improved both teaching practices and student achievement, producing an effect size equivalent to half a year's growth (Thompson, Goe, Paek, and Ponte, 200For example, a quasi-experimental study by the Educational Testing Service found that teachers with a high level of engagement in a large - scale mentoring program (California Formative Assessment and Support System for Teachers) improved both teaching practices and student achievement, producing an effect size equivalent to half a year's growth (Thompson, Goe, Paek, and Ponte, 200for Teachers) improved both teaching practices and student achievement, producing an effect size equivalent to half a year's growth (Thompson, Goe, Paek, and Ponte, 2004).

With the 1986 Education Enhancement Act, Connecticut developed high standards and a sophisticated support system for its teachers, and it reaped high achievement gains for its students.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

To the contrary, the Loveless study cited above offers some support for the proposition that high performers suffer systematically from the focus on closing the achievement gap, while there is limited data that grouping all students together improves the quality of education for struggling students.

This year's recipients are Marisa Bober, a mathematics teacher at Charlestown High School for grades 9 - 12; Elise Cucchi, a seventh grade humanities and French teacher at the Mary Lyon K - 8 in Brighton; Xavier Rozas, who has built an integrated media program to support and highlight staff and student achievements at The English High School in Jamaica Plain; Christopher Tsang, a sixth, seventh, and eighth grade humanities teacher at The Harbor School; and Tanya Milner, an eleventh grade United States history and freshman Advancement Via Individual Determination teacher at Cambridge Rindge and Latin School.

We also have an achievement director for the high school and a student support manager who supports all teams.

Besides high expectations for student achievement, Lambe said small classes, providing all schools with the same amount of resources, and solid community support also contribute to a high level of student learning.

This year's recipients are Marisa Bober, a mathematics teacher at Charlestown High School for grades 9 - 12; Elise Cucchi, a seventh grade humanities and French teacher at the Mary Lyon K - 8 in Brighton; Xavier Rozas, who has built an integrated media program to support and highlight staff and student achievements at The English High...

The Commission will examine factors in raising student achievement from prekindergarten through high school including: state accountability and curriculum requirements; model programs to improve student achievement beginning in early learning programs and continuing throughout high school; strategies for every student to achieve at grade level such as intervention and support systems; and policies to improve student attendance and retention.

Many promising approaches are available to help high schools better prepare students for postsecondary achievement, but what evidence is out there to support these...

Understand how to use an accelerated timeline to create learning environments that support high levels of achievement for all students.

supporting higher student achievement for all children and destroying the belief that some groups of children can not achieve at high levels.

To explore this possibility, we assumed that students who reported that at least one parent had graduated from college were likely to be given the kind of support that is needed for many to reach high levels of achievement.

Among the thousands of participants who engaged in professional education at HGSE this past summer, new college presidents worked together to prepare for their roles as leaders of higher education institutions; scores of academic librarians met to discuss the challenges facing their ever - changing field; and over 100 early career principals developed leadership skills to better support teacher development and student achievement.

For example, to support its claim that «participation in high - quality arts programs... is valuable to all students,» the letter cites four articles, one titled, «Mute Those Claims: No Evidence (Yet) for a Causal Link between Arts Study and Academic Achievement.&raqFor example, to support its claim that «participation in high - quality arts programs... is valuable to all students,» the letter cites four articles, one titled, «Mute Those Claims: No Evidence (Yet) for a Causal Link between Arts Study and Academic Achievement.&raqfor a Causal Link between Arts Study and Academic Achievement.»

Washington's high - risk designation specified that the State must submit, by May 1, 2014, final guidelines for teacher and principal evaluation and support systems that meet the requirements of ESEA flexibility, including requiring local educational agencies (LEAs) to use student achievement on CCR State assessments to measure student learning growth in those systems for teachers of tested grades and subjects.

Some specific ways your donation contributes to closing the achievement gap include: ensuring that all Brooke eighth graders participate in an annual experiential learning experience in Washington, D.C., purchasing books for every middle school student who participates in Brooke Book Club with Boston professionals, support for Brooke High's Debate Team, assistance with the costs of college text - books for our alumni, and much more!

They apparently thought it more important to ensure that students would feel validated and supported than that they would perform well academically, and this view effectively displaced high expectations for achievement in many classrooms.

To: Speaker Carl Heastie Assembly Majority Leader Joseph Morelle Assembly Minority Leader Brian Kolb Assembly Education Committee Chairwoman Catherine Nolan Majority Leader John Flanagan Senate Democratic Leader Andrea Stewart - Cousins Senate Education Committee Chair Carl L. Marcellino Governor Andrew Cuomo Educators for Excellence - New York (E4E - New York), a teacher - led organization of over 13,000 New York City public school educators, believes that a multi-measure system of student achievement and a fair system of teacher evaluation is essential to supporting, developing, and retaining high - quality educators.

The Association's mission is to support student achievement through high - quality charter schools, advocate for student equity and charter school autonomy, and lead Arizona charter schools as a sustainable, strong credible organization.

The nonprofit EduGuide is pleased to provide a grant to support half the costs for the first 10 new middle schools, high schools, virtual schools, colleges, GEAR UP programs, and other groups to be approved for its program to raise achievement by strengthening student's grit and related core learning skills.

The Arizona Charter Schools Association and the Center for Student Achievement are committed to the development of high - performing public charter schools and collaborates to offer extensive support for teams interested in opening a new charter school or expanding a current high performing school.

ACSA's mission is to support student achievement though high - quality charter schools, advocate for student equity and charter school autonomy, and lead Arizona charter schools as a sustainable, strong credible organization.

For fifty years, the Council of Urban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create serious obstacles to learning.

The committee's position on standards development and implementation asserts that ASCD supports high standards for student learning and achievement that are the result of a development process that is state - led, transparent, and implemented under specific guiding principles.

Specifically, they say, «The research literature over the last quarter century has consistently supported the notion that having high expectations for all, including clear and public standards, is one key to closing the achievement gap between advantaged and less advantaged students and for raising the overall achievement of all students.

Provide high - quality trainers and training and appropriate followup and coaching for all participants and support school personnel in increasing student achievement.

ASCD supports high standards for student learning and achievement that are the result of a development process that is state - led, transparent, and implemented under the following principles:

In Los Angeles County, two school districts, a high school, and an early education center are modeling what needs to be done to close the achievement gap for Latino students, according to «The Majority Report: Supporting the Educational Success of Latino Students in California,» released this students, according to «The Majority Report: Supporting the Educational Success of Latino Students in California,» released this Students in California,» released this month by

In Los Angeles County, two school districts, a high school, and an early education center are modeling what needs to be done to close the achievement gap for Latino students, according to «The Majority Report: Supporting the Educational Success of Latino Students in California,» released this month by Education Trust &mdasstudents, according to «The Majority Report: Supporting the Educational Success of Latino Students in California,» released this month by Education Trust &mdasStudents in California,» released this month by Education Trust — West.

Support teachers» efforts to align the plan book and the grade book for better instructional decisions and higher student achievement.

The Arizona Charter Schools Association is a nonprofit organization whose mission is to support student achievement though high - quality charter schools, advocate for student equity and charter school autonomy, and lead Arizona charter schools as a sustainable, strong and credible organization.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

Executive Director Steve Sigmund of High Achievement New York, a coalition of groups including various business organizations that support the Common Core, said: «Day one reports show a continued trend against opt outs and towards even greater participation, and that's good for students and for New York's future.

As an education expert on the Association's Board of Directors, Rendón will advise Arizona's largest charter support organization in its mission to support student achievement though high - quality charter schools, advocate for student equity and charter school autonomy, and lead Arizona charter schools as a sustainable, strong and credible organization.

Assessment and Accountability for Improving Schools and Learning calls for replacing the one - shot tests used to impose sanctions under NCLB with multiple measures that better support high - quality teaching and increased student achievement.

The best teachers practice what we call the pedagogy of confidence, a pedagogy that is rooted in their passionate belief in their students» potential for high academic achievement and in their own ability to support all students (Jackson, 2001).

Example projects: Ms. Hargrave's work includes co-authoring the forthcoming The Secret to Sustainable School Transformation: Slow and Steady Wins the Race, and co-authoring Teachers Supporting Teachers: State Policies for Non-Classroom-Based Instructors; Growing a High - Quality Charter School Sector: Lessons from Tennessee; The Achievement School District: Lessons from Tennessee; Student Achievement in Charter Schools; Raising the Bar: Why Public Charter Schools Must Become More Innovative; and The Conditions for Success: Ensuring Great Public Schools in Every Neighborhood.

Students are provided the environment and support system that pushes them to not only stay on - track for high school graduation, but to continually push towards high achievement.

High quality schooling that provides equal educational opportunities for secondary English language learners (ELLs) must include seven key components: state leadership, oversight and compliance; governance; fair funding; parent and community engagement; student achievement and support; teaching and curriculum quality; and accountability.

The funding from Title II, Part B from the U.S. Department of Education supports a competitive grant competition for projects that increase the academic achievement of students in mathematics and science by encouraging state education agencies, institutions of higher education, local education agencies, elementary schools, and secondary schools to participate in programs that improve instruction and upgrade the status and stature of mathematics and science teaching.

As educators plan for the upcoming school year, they will find support in implementing effective strategies that enhance professional growth and lead to higher achievement among their students.

Leading provider of district and school improvement to serve Illinois schools and drive higher student achievement Naperville, IL — The Illinois State Board of Education (ISBE) has selected American Institutes for Research (AIR) as an ISBE professional learning partner to build the educational capacity of schools identified as needing the most support.

School - wide Positive Behavior Intervention and Supports is a comprehensive evidence - based approach that embraces students, educators and staff, parents, and community members to create the climate for students to reach high levels of social and academic achievement.

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

The new mindset and culture at Thompson coupled with Arthur Hill's support for ninth - grade students are creating patterns of academic behavior that lead to high achievement and college readiness.

Using meaningful international comparisons to help support increased student achievement, grow a professional and high - quality educator workforce, and use appropriate accountability mechanisms should be reasons for participating in and evaluating the results of comparative international assessments.

Educators, policymakers and others interested in improving our nation's high schools can use North Grand and this conversation guide to discuss what's necessary to train and support high school leaders so they can close achievement gaps, enhance graduation rates and boost outcomes for all students.

We support schools and districts in developing leaders, setting instructional priorities, and transforming instruction to increase achievement for all students, while navigating external pressures — including higher standards, new assessments, teacher evaluations, budget pressures, and much more.