Sentences with phrase «support of student learning outcomes»

PRIORITY: NSBA urges Congress to include provisions in the Individuals with Disabilities Education Act (IDEA) that will refocus the efforts of schools and families away from compliance - driven processes to greater collaboration in support of student learning outcomes.

Not exact matches

Each example provides potential actions health professionals can use to support optimal student health and learning outcomes in the school setting, using the four pillars of CSH as a guide.

Investigating lower - cost residentials; when appropriate these can often provide better outcomes, as can using Pupil Premium to support students who would not otherwise be able to attend — Learning Away has demonstrated the positive impact of doing so on achievement.

The move sees two eminent training organisations strengthen their partnership of seven years, and further their commitment to supporting school improvement and enhancing learning outcomes for students in Queensland.

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.

This Presentation Includes: Well Formulated, Measurable, SMART Learning Objectives and Outcomes Engaging and Creative Lesson Starter — Spelling Bingo Overview of Vocabulary for a Spellings Lesson Flipped Lesson Part - Video - How to Learn Basic Spelling Rules Space for Peer Teaching - 10 Basic Spelling Rules Scaffolded Notes to Support the Learners - Pronunciation Symbols Collaborative Group Tasks — Think - Write - Share, Pair - Share Mini-Plenary to Test Student Understanding — 3 Quizzes Assessment Criteria for Outcome Expectations - Rubrics Differentiated Activities for Level Learners - 4 Tasks Extensions to Challenge the High Achievers - Online Exercises Plenary to Assesses Learning Outcomes - Find the Word Success Criteria for Self Evaluation - My Spelling Sketch Home Learning for Reinforcement - Spelling Bee Site Map Common Core Standards - ELA-LITERACY.L.4.1.g/L.8.2/L.8.2.c Skills to be addressed during the Lesson - Social and Cognitive Teachers can use this presentation to give a complete knowledge and understanding of Spelling Rules to the learners, thereby helping them to enhance their spelling skills.

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

Andrew Nicholls discusses how staff professional development supported the implementation of a literacy program at his school, as well as the program's impact on student learning outcomes.

Positive outcomes from technology investments require three things: visionary leadership, ongoing support for teacher training, and valid tools for assessing the impact of technology on student learning.

Coaching can have a real impact in shaping a culture of challenge and support to enable effective student learning outcomes, yet many leaders find coaching conversations to be difficult, too time consuming, or don't feel confident enough to use the coaching approach and too often avoid them altogether or defer to the limitations of the «telling» approaches.

The Higher Education Act (HEA) can support state efforts to prepare their educators to use data in support of student learning, to provide meaningful information about teacher outcomes back to the program that trained them, and to enable data systems that provide educators, families, and policymakers the information they deserve while reducing burden on states.

We support efforts to contribute to a national dialogue about the power of assessment to support positive learning outcomes for all students.

Using current data as part of Multi-Tiered Support Services (MTSS) and Response to Intervention (RTI) helps identify students who are not making adequate progress in the core curriculum and are at risk for poor learning outcomes.

In recent years, one of the most popular channels for fostering peer support among educators and promoting positive student outcomes has been the use of professional learning communities (PLC).

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

Having surveyed the available evidence about community schools» outcomes — as well as evidence on component parts of the model, such as integrated student supports, expanded learning time, family and community engagement, and collaborative leadership — the authors argue that community schools are an evidence - based strategy that education leaders and policy makers should support.

The professional learning is not grounded in the latest science of what and how works best for investing in teachers to promote positive student outcomes, but also richly tied to the literature in support of promotion of teacher health and well - being.

Presenters will use recently published state lists of evidence - based literacy practices to model effective, specific goal - setting for students and adults as well as model the use of effort and fidelity data to support educators in their professional learning in service to student outcomes.

Topics include the use of disciplinary procedures such as Positive Behavior Intervention and Support and Restorative Justice as effective ways in reducing suspension rates, the impact of high suspension rates in the capacity of schools to attain better academic outcomes, and the high suspension rate of students suffering learning and emotional disabilities.

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.

A new report, How Minecraft Supports Social and Emotional Learning in K — 12 Education, published by Getting Smart, investigates the connection between classroom use of Minecraft and the SEL outcomes of K — 12 students.

RtI is about varying the intensity of intervention and instruction for students at - risk for poor learning outcomes in order to provide support before the student fails to make expected progress.

Dr. Wisniewski is a former research and consulting director at McREL International, and frequently works with teachers and school and district leaders on multitiered systems of support, professional learning, literacy, culturally responsive instruction, and social emotional learning to enhance leadership, teaching, and student equity outcomes.

The Team arguedthat focusing on the improvement of teaching without looking at school conditions that support teaching and learning is unfair and will miss critical influences on differences in student outcomes.

The administration and the House Appropriations Committee also proposed elimination or severe cuts, respectively, to the 21st Century Community Learning Centers program.45 Currently funded with more than $ 1 billion, this program provides enrichment opportunities in safe environments to more than 1.6 million students per year, 46 70 percent of whom are students of color.47 Much of this funding supports after - school programs, but 21st CCLC also funds before - school and summer programs.48 Research indicates that participation in 21st CCLC is linked to better attitudes toward school, higher rates of school attendance, fewer suspensions, and better performance in school, among other outcomes.49 In addition, many of these programs provide students with snacks or meals.50

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.

Some teachers, however, found ways to integrate the arts into their curricula despite these obstacles and cite that they help generate the support they need to do so by providing research and advocacy on arts integration to their administrators, building a network of allies within their schools, and thoroughly documenting the outcomes of their students» achievement learning in arts integrated lessons.

Understand that there are deep connections between professional development, teacher growth, and student learning outcomes; Support all these aspects of public education for cohesive, sustainable change

In the past, I've written about five crucial levels of evidence to consider when evaluating professional development activities: (1) participants» reactions to the activities, (2) participants» learning of new knowledge and skills, (3) organizational support and change, (4) participants» use of new knowledge and skills, and (5) student learning outcomes (Guskey, 2000, 2002).

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

She writes: «It is the professional reflection, planning, and commitment that allows you to support students» learning outcomes productively in your classroom and to promote positive professional relationships that have the potential to engage and motivate even the most reluctant learners and begin your career as a teacher of quality.»

As an alternative, competency - based systems support student advancement by awarding credit according to students» mastery of skills.1 At ROADS Charter School in the Bronx, a transfer school dedicated to serving students who are overage and under - credited, competency - based learning has helped students re-engage in their learning as each class is structured so that students focus on mastering 10 clear, meaningful, and targeted «outcomes,» or competencies.

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 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.

A framework presenting a holistic view of 21st Century teaching and learning that combines a discrete focus on 21st Century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi-dimensional abilities required of them in the 21st Century and beyond.

A three - tier model of integrated behavior and learning supports: linking systems - wide implementation to 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.

Access on a regular basis to resource services in support of the Maryland Student Learning Outcomes and the Highs School Core Learning Goal;

Walk away with suggestions and strategies for helping prepare students for future challenges and support your districts leveraging of learning science for better outcomes.

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.

LPI's research and documentation is designed to share the strategies and outcomes of this work, illustrating what students learn — and what teachers learn, as well as how schools can support this work.

● Oversee the implementation of the educational vision across all campuses, and ensure schools are producing amazing outcomes for students ● Ensure all schools meet their academic and cultural goals ● Build a strong, collaborative team of principals ● Ensure schools are operationally strong, aesthetically beautiful and clean, within budget, and well - organized ● Oversee performance management systems and the hiring process across the schools ● Manage the college teams in supporting students as they prepare for college ● Provide individual development and management to school principals through one - on - one meetings, coaching, modeling, planning, and feedback ● Lead regular professional learning for school leaders (topics such as instructional leadership, personnel management, school operations, data analysis, school culture, and family investment) ● Study and analyze data on an ongoing basis ● Work with school principals to develop and implement action plans based on academic results

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.

Despite the state's size, diversity, and wide range of stakeholders, Fullan argues that California can better leverage the LCAP to support districts» visions and outcomes for student learning.

The National Association of State Boards of Education (NASBE) offers advice to its members: «The recognized need for public schools to support students in areas beyond academics is not new, but recent developments in social - emotional learning (SEL) go beyond what has come before — and are starting to show improvements in both student behavior and academic outcomes.»

Her piece in the Washington Post spoke of what she saw and heard in classrooms and from leaders that reinforced to her that educating the «whole child» (or also known as social - emotional learning) isn't just jargon or a fad, but a shift in the mindset of leaders and teachers that is yielding real impact on student outcomes (and is supported by emerging data - based research).

She identifies and plans implementation of digital tools that meet specific learning needs and evaluates data on these tools, while supporting this instructional model by focusing on differentiation and personalization and ensuring equitable outcomes for all students.

Schools and school systems will need a laser - like focus on building the capacity of teachers through strong induction programs, job - embedded professional learning, support for implementation of the new Common Core Performance Standards with accompanying assessments and teacher evaluation programs linked to student achievement outcomes.