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 e
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 e
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.
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 s
Learning: rigorous and relevant academics, integrated technical education, work - based
learning and personalized student s
learning 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.