Sentences with phrase «traditional high school settings»

The majority of my students have come from traditional high school settings that did not work best for them for some reason, but here, at Catapult Learning, I am able to teach in an alternative learning environment specific to each student.

For the purposes of the brief, we operationalized access and equity as follows: to evaluate access, we examined districts» choice and recruitment policies and assessed the degree to which pathways were representative of their districts» high school student populations; to evaluate equity, we compared academic outcomes for Linked Learning student subgroups with those of similar peers in traditional high school settings.

Each student studies the same core subjects taught in traditional high school settings and can choose from a wide selection of elective, AP and honors classes.

It serves 12 to 25 students who were not succeeding in the traditional high school setting, said Diane Walery, the lead teacher.

Accustomed to dealing with hundreds of kids in a traditional high school setting, Boston - area refugee Brennan admits she was nervous in 2005 when she began instructing at Build SF.

US News & World Report's «High School Notes» queries NDPC / N Director Sandy Addis in a look at how alternative education settings provide a model for students to earn their diploma outside the traditional high school setting.

The Catoosa Online Academy opened in 2013 to expand offerings to students who were seeking alternatives to the traditional high school setting or who needed a flexible schedule to stay in school.

AUS, an Ohio school district, was established in 2011 as an educational institution with a mission to provide high quality education for under - served youth unable to attain a high school diploma in a traditional high school setting.

Not exact matches

It's with this goal in mind that he founded The Flatiron School alongside Adam Enbar, a graduate of Harvard Business School, who two years set out to rethink traditional higher education.

«Athletic Trainers no longer work in only the traditional high school, college and professional settings.

The study showed that prediction of student graduation may be significantly improved by including in the college admission process consideration of AP exam performance and a small set of personality traits, along with traditional indicators of student abilities and high school grades.

Set in 1976 Texas, Dazed and Confused flows from one group of high - school and middle - school students over the course of one night — the traditional cinematic one - night - that - changes - everything.

The appeal of traditional VE has diminished as high school students realized that the highest - paying jobs required college degrees and set their sights on college in order to get these jobs.

«It is the best educational initiative in which I've ever been involved, and I believe it has the potential to change the traditional high school into a place where students are actively, independently engaged in setting and reaching academic and professional goals.»

That means they «do» middle or high school in a multiage setting without traditional classes.

But while today's high - achieving schools for low - income students (Knowledge Is Power Program [KIPP], for instance) are passionate about cultivating both character and traditional academic skills, schools built around the 7 Habits are focused on training confident kids who are good at planning, goal setting, and decisionmaking.

These schools, in turn, will provide an initial test case of an operating hypothesis in the personalized learning space: that a high - quality platform and professional development supports surrounding platform implementation could be critical levers to scaling personalized approaches across traditional settings.

After studying teacher training at Boston College, Hristic spent a few years teaching in Massachusetts, first at an alternative high school for «behaviorally and emotionally challenged students, but also students so bright and brilliant they were bored out of their minds in a traditional setting,» he says.

A public middle school and high school in Whitfield County, Georgia show how to recreate the learning strategies of a renowned charter school in a traditional setting.

Discover how this public middle and high school recreate learning strategies for their traditional setting.

«The traditional high school was set up to meet diverse needs by sorting students into different curricular paths — many of which did not lead to college prep.

«What is tricky to do is to figure out how to change the typically traditional high school model of educating students into the proposed model that incorporates academics and a new skill set,» he says.

Such efforts share a single set of beliefs: Low - income kids are capable of achieving at the highest levels; great schools can make a world of difference; the traditional urban school district is not the only path to great schools.

With the enabling technology of online learning in a blended - learning setting, micro-schools are able to offer similar or even higher levels of personalization than traditional independent schools with a lower - cost business model.

Finally, imagine that by high school only one - third of a student's time was in a traditional classroom setting.

MYcroSchool Jacksonville Charter High School seeks to provide students who have not been successful in the traditional system an innovative «micro-high school» seSchool seeks to provide students who have not been successful in the traditional system an innovative «micro-high school» seschool» setting.

She previously taught English at the middle and high school level in independent, traditional public, and charter school settings.

ELOs include traditional afterschool activities with an academic focus, but also incorporate activities such as internships with employers, independent study in alternative settings, classes on college campuses for high school students, and wraparound support services.

That includes setting aside the notion that the traditional high school model works for every student.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

The project will have two main components: (1) The implementation of a model, named «The Link Crew High School Orientation and Transition Model,» designed to create a shared experience for freshmen, upperclassmen, and staff, where a group of upperclassmen will serve as mentors and tour guides to help the freshmen understand how to be successful at the high school level; and (2) an overhaul of the In - School Suspension program (ISS) to transform ISS from a traditional punitive intervention to a non-punitive, strengths - based, educational setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).&raHigh School Orientation and Transition Model,» designed to create a shared experience for freshmen, upperclassmen, and staff, where a group of upperclassmen will serve as mentors and tour guides to help the freshmen understand how to be successful at the high school level; and (2) an overhaul of the In - School Suspension program (ISS) to transform ISS from a traditional punitive intervention to a non-punitive, strengths - based, educational setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).&School Orientation and Transition Model,» designed to create a shared experience for freshmen, upperclassmen, and staff, where a group of upperclassmen will serve as mentors and tour guides to help the freshmen understand how to be successful at the high school level; and (2) an overhaul of the In - School Suspension program (ISS) to transform ISS from a traditional punitive intervention to a non-punitive, strengths - based, educational setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).&rahigh school level; and (2) an overhaul of the In - School Suspension program (ISS) to transform ISS from a traditional punitive intervention to a non-punitive, strengths - based, educational setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).&school level; and (2) an overhaul of the In - School Suspension program (ISS) to transform ISS from a traditional punitive intervention to a non-punitive, strengths - based, educational setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).&School Suspension program (ISS) to transform ISS from a traditional punitive intervention to a non-punitive, strengths - based, educational setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).»

In many ways, these outstanding school leaders reflect the diversity of the dedicated principals leading schools across the country — supporting students on the West Coast and East Coast, at the prekindergarten, elementary, middle, and high school levels, and in traditional district and charter school settings.

First, we find that teachers working in above - average poverty charter schools have significantly higher value - added scores compared to traditional public school teachers working in similar settings, which is mainly driven by the right tail of the value - added score distribution, yet we find no such differences in below - average poverty settings.

In a previous study (Booker et al., 2011), we found that students attending charter high schools were 7 to 15 percentage points more likely to graduate from high school and 8 to 10 percentage points more likely to enroll in college than a comparison set of students attending traditional public high schools.

Students who attend Central Alternative High School in Dubuque, Iowa, have been unable to succeed in a traditional school seSchool in Dubuque, Iowa, have been unable to succeed in a traditional school seschool setting.

Of course, that sets O'Farrell up for one of the biggest criticisms against charter schools — that they suspend or expel kids at higher rates than traditional district schools.

It also calls for districts to shift to high - quality openly licensed educational materials as opposed to traditional text books, meet connectivity goals, and set an expectation of equitable access to technology for all students both inside and outside of school.

In Houston, implementing a set of charter school «best practices» in traditional public schools led students to earn higher math test scores.

Our service is aimed at eliminating all the flaws of this traditional school approach and setting new standards of high school essay writing.

If you want to take traffic school in a more traditional classroom setting, you can do so prior to receiving a traffic violation by contacting the High Point North Carolina DMV for more information about the High Point North Carolina Driver Improvement Program, or ask a High Point North Carolina DMV hearing officer during your meeting for a list of approved High Point North Carolina traffic schools.