Sentences with phrase «support improved student learning outcomes»

The funds will help bring much - needed technology to the school to support improved student learning outcomes and exposure to computer science.

Not exact matches

There's a growing smorgasbord of initiatives and resources beyond the classroom supporting the push to improve STEM learning outcomes, so finding one to fit your students» needs at any given moment in time can feel a little overwhelming.

Since taking on his role, he has introduced a Professional Recognition Program to support staff learning and student outcomes have improved significantly.

«This program will provide important support for teachers to engage in professional development, professional learning, to enhance teaching practice and improve student outcomes.

Effective professional learning focuses on teaching and learning and is directly linked to classroom practice that supports improving student outcomes.

This focus promotes the development of leadership skills, professional learning, and support for teachers that target ways to improve student outcomes...

We will always have in mind that to have an impact in the real world, to support excellent practice and improved student learning outcomes, ideas must have a real world application, a way to apply, use, test and reflect on.

The review panel heard that the fundamentals for supporting all students do not change and personalised learning and teaching based on each child's learning needs, is effective at improving educational outcomes.

It will support faculty and students who care deeply about improving outcomes for very young children, and will become an essential source at the university and across the country for scholarship, partnership, and professional learning.»

SMART revolutionized the education market with products that empower educators to improve student outcomes by effectively implementing technology products that support all learning styles and environments.

I assume Jay still supports school choice because he thinks it will lead to improved student outcomes — more learning.

Their passion and dedication to improving student outcomes are demonstrated through a personalized learning experience that encourages students to think differently about math, actively engages families and communities, and supports teacher professional learning.

Extended Learning Time: Learning that takes place outside of school can be powerful opportunities for middle schools to support improved student outcomes.

He makes the point that accountability alone can not improve student outcomes - it can only point out the need for strategies and supports that help students learn.

The transformation section of the Framework helps teachers act on their reflections in terms of their use of the types of learning experiences and what they can do to contribute to improved instruction (e.g., advocate for decisions that support positive student outcomes, share results of using one of the Framework's categories of learning experiences).

Through Content Enhancement Routines applied consistently in every classroom and Learning Strategies that give added supports in the critical foundation skills for struggling learners, the tiered approach of the SIM toolkit provides a powerful and evidence - based platform for whole - school transformation and improved student outcomes.

Learn how to use the decision - making framework of MTSS to help better support teachers to make the right decisions at the right time to improve student behavior and outcomes.

Without recognition and support for principals as the catalysts for continuous school improvement, it is virtually impossible to improve school conditions that lead to better instruction in the classroom and student learning outcomes.

Administrators who are the most successful at overseeing positive student learning outcomes create, support, and fight enthusiastically to sustain time for teachers to work together at mentoring, analyzing student work, doing peer observation and feedback, and engaging in dialogue about improving instruction.

The Commission of Higher Education is working to: 1) improve the quality of teacher preparation and performance; 2) open the level of dialogue among superintendents and principals and higher education teacher preparation programs; 3) expand communication among vertical teams in P - 16 to support students entering post-secondary education; and 4) review and measure learning outcomes at all levels, including higher education and demonstrate significant value - added for post-secondary options.

$ 585,000 to support the development of in - role principals to improve their professional performance, their impact on student learning outcomes, and their retention as principals and leaders in Chicago Public Schools

The report has three sections: 1) Setting the Context, which discusses the need for effective systems of evaluation and support for school leaders; 2) Sharing Key Lessons Learned, which highlights how states and districts can work together to agree upon and communicate expectations for school leaders and implement standards - based systems of leadership support and evaluation, thereby increasing teacher effectiveness and improving student outcomes in all schools across the nation; and 3) Improving Standards Based Leadership Evaluation, which examines leader evaluation as a policy foundation for identifying, and supporting effective eimproving student outcomes in all schools across the nation; and 3) Improving Standards Based Leadership Evaluation, which examines leader evaluation as a policy foundation for identifying, and supporting effective eImproving Standards Based Leadership Evaluation, which examines leader evaluation as a policy foundation for identifying, and supporting effective educators.

The Michigan State School Aid Act allocates funding for MIBLSI to pilot a program that will develop, enhance, and expand statewide systems of support for intermediate school districts and schools implementing an evidence - based, multi-tiered behavioral framework for improving behavioral outcomes and learning conditions for all students.

Together, this learning community will engage in ongoing classroom - based inquiry with structured support to build their leadership capacity and improve their student outcomes.

Virginia's system of support for schools and accountability for student outcomes includes a commitment to informing the public of the progress of schools in raising achievement and improving teaching and learning.

«Improving student outcomes for all students requires transforming the learning experience to leverage technology, engagement, and the supports each learner needs to ensure they are ready for college, career, and citizenship.»

The California Learning Communities for School Success Program (LCSSP) provides funds to local education agencies, including charter schools, to support programs aimed improving student outcomes by reducing truancy and supporting students who are at risk of dropping out of school or are victims of crime.

We suspected that systematic district support might be the missing link between federal and state desires to improve schools and actual, demonstrable changes that improve learning outcomes for students.

Ideally, future work would rely on a detailed student database — such as student transcript data — to address centrally important yet understudied issues in math placement, including the identification of reliable and accurate measures of student outcomes, the establishment of protocols associated with growth in student outcomes, and the consequences of effective support systems for improving student learning.

In their blended learning pilots, the district is increasing data transparency with students and providing differentiated and timely support in reading through a personalized stations rotation model in K - 5 reading classrooms and increased personalized in 6th grade reading classrooms in order to see improved academic outcomes and an increase in student progress ownership.

High - performing countries as well as successful programs within the United States offer frameworks for professional learning that better support educators and ultimately improve student outcomes.

To promote cultures of continuous growth, schools and school districts should encourage and support feedback loops, honest coaching conversations, and collaboration toward improved student outcomes.59 A recent report found that when teachers are more open to feedback, their evaluation scores are more likely to increase over time.60 Furthermore, the introduction of new teacher evaluation systems in recent years has created an opportunity to provide teachers with much more effective feedback and to more intentionally target professional learning to individual teachers» needs.61 When professional learning is rooted in collaboration and meaningful opportunities to apply new skills, these systems can become essential components of evaluation systems that support teacher growth.62

Holyoke and Boston are deeply engaged in improving student outcomes through the four pillars of Linked Learning: rigorous and relevant academics, integrated technical education, work - based learning and personalized student sLearning: rigorous and relevant academics, integrated technical education, work - based learning and personalized student slearning and personalized student supports.

It supports many different instructional uses and types of learners to improve all students» learning outcomes.

In future years, states will learn from and make decisions to support schools and districts based on these new measures which will lead to improved student outcomes.

Recent analysis by the RAND Corp identified three kinds of principal support with tiered evidence that will help states and districts put into place viable strategies for improving student outcomes — including strengthening principal preparation and professional learning programs.

Jessie has worked in the education technology space for nearly 20 years to support school and district leaders to improve learning and life outcomes for K - 12 students.

For instance, studies done by Powell and Mason (2013) and Shin, Sutherland, Norris, and Soloway (2012) have shown that using technology to support students» learning processes can lead to improved learning outcomes.

The Race to the Top — District (RTT - D) program aims to support improvements in teaching and learning that leads to improved student outcomes.

«Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become more self - directed learners.»

Competitive Preference Priorities Applicants may also choose to write to any of four competitive preference priorities: Improve Early Learning Outcomes, Support College Access and Success, Address the Unique Needs of Students with Disabilities and Limited English Proficient Students, and Serve Schools in Rural LEAs.

(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?

Safe, Supported, and Ready to Learn To address the complexity of improving student behavior and outcomes while optimizing budgets and results, we offer a unified approach: the Second Step Suite.

Michigan's Integrated Behavior and Learning Support Initiative (MIBLSI) partners with school districts to help implement and sustain these supports for improved student outcomes.