Sentences with phrase «use of academic success»

Development of an instrument to measure student use of academic success skills: An exploratory factor analysis.

Not exact matches

According to an article published by the American Journal of Play, the use of adult coloring books (or play in general) can improve career and academic success, reduce stress and encourage an innovative work performance.

The factors which are responsible for the consistent use of contraceptive among adolescents are academic success, anticipation for successful future, and involvement in a stable relationship.

With the school year beginning, the Buffalo & Erie County Public Library System reminds you that one of the simplest ways to support a child's academic success is by using your local library.

Using traditional Montessori methods, we help foster your child's individual learning style and interests by instilling a sense of wonder and confidence to empower your child and guide them to academic success.

Using traditional Montessori methods, we help foster your child's individual learning style and interests by instilling a sense of wonder and confidence to empower your child and guide them to academic success.

Accountability systems should measure and reflect this broader vision of learning by using a framework of indicators for school success centered on academic outcomes, opportunity to learn, and engagement and support.

«It's our firm belief that we can disseminate cold, hard facts to a critical mass without boring them to tears or using esoteric language often found in academic research and literature,» he says, adding that documentaries have a proven track record of success.

Appropriate district - wide use of technology for planning, assessment, professional development, and communication can contribute immeasurably to teacher effectiveness and student academic success.

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

Ros, who is also an IAA board member, explains that the academy's use of performance related pay and its overall pay and performance system have been a significant part of their academic success and also their development as an academy.

Green explains that he and his students talk about neuroplasticity early in the school year, discussing the idea that they're not just what they are at present — that hard work plus the use of proven learning strategies will affect their academic success.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

Bridging the gap between high school and college by using high school assessments for admissions and placement, providing feedback to high schools on the college performance of their graduates, and holding postsecondary institutions accountable for the academic success of students they admit;

They show that 1) Different academic indicators measure very different aspects of school performance, suggesting that states should be allowed and encouraged to make full use of multiple measures to identify schools in the way they see fit instead of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting of the non-academic «School Quality and Student Success» indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federal policy.

The Scholars» Paradise model would use «scale scores» or a «performance index» for the «academic achievement» indicator; measure growth using a two - step value - added metric; pick robust «indicators of student success or school quality,» such as chronic absenteeism; and make value added count the most in a school's final score.

Science scores «can be used as an indicator of school quality and student success, or as the second academic indicator for elementary and middle schools.»

Using student outcomes to assess the impact of activities, family engagement becomes a central strategy for academic success.

One of these programs is City Connects, which uses a «whole child» approach to ensuring academic success.

Two essential components: the use of arts teachers and visiting artists in the areas of dance, drama, music, visual art, creative writing and folk arts to strengthen the place of the arts as a core academic subject in its own right; and the integration of the arts in all academic subjects in order to increase student success in these subjects

These presentations highlight the research that supports the importance of building resiliency skills and provide tips and strategies for improving academic achievement using Success Highways.

The Every Student Succeeds Act (ESSA) requires that each state meaningfully differentiates its schools based at least on the following indicators: Academic achievement; Another academic indicator (growth and / or graduation rates); English Learner Language proficiency; and An indicator of school quality or student success — The indicator of school quality or student success (SQ / SS), should be Read more about What are states using as School Quality and Student Success IndAcademic achievement; Another academic indicator (growth and / or graduation rates); English Learner Language proficiency; and An indicator of school quality or student success — The indicator of school quality or student success (SQ / SS), should be Read more about What are states using as School Quality and Student Success Indacademic indicator (growth and / or graduation rates); English Learner Language proficiency; and An indicator of school quality or student success — The indicator of school quality or student success (SQ / SS), should be Read more about What are states using as School Quality and Student Success Indisuccess — The indicator of school quality or student success (SQ / SS), should be Read more about What are states using as School Quality and Student Success Indisuccess (SQ / SS), should be Read more about What are states using as School Quality and Student Success IndiSuccess Indicators?

Arizona's ESSA plan proposes using both proficiency and growth on the state assessment as academic indicators of success.

Oregon is proposing that schools will receive no overall letter grade or score but will instead use a multiple - measure dashboard of indicators that reflect opportunities for students to learn, academic success, and college and career readiness.

Engaging Schools will be at AVID's annual conference in Orlando, Florida from December 11 - 13, during which Director of Professional Services Michele Tissiere will present «Using Group Academic Conferencing to Build Peer Cohorts and Support Urban Students» Success.»

Qualitative studies show that the schools» use of the Success Highways paradigm provided a more personalized learning environment and providing a self efficacy framework for academic ownership.

We value academic success through the use of data to meet individual diverse student needs.

Our continuous school improvement process uses strategic planning, organizational assessment, professional development, and staff capacity / resource building to maximize the academic and social, emotional, and behavioral success of all students.

- Use multiple sources of evidence to describe and interpret school and district performance fairly, based on a balance of progress toward and success in meeting student academic learning targets, thereby replacing the current Adequate Yearly Progress (AYP) structure.

A report published by the Collaborative for Academic, Social, and Emotional Learning (CASEL) identifies five key strategies for addressing SEL in ESSA plans, from articulating a well - rounded vision of student success and providing professional development that improves educator SEL capacity to using Title IV grants and making SEL data available to the public.

Paul says she has been impressed with the academic success of young students who have been taught only using the new Florida Standards.

Overview Building on the brief, Predictors of Postsecondary Success, which summarizes research that identifies student skills, behaviors, and other characteristics that predict future academic and workplace success, this webinar explored the development and use of the National College Access NetSuccess, which summarizes research that identifies student skills, behaviors, and other characteristics that predict future academic and workplace success, this webinar explored the development and use of the National College Access Netsuccess, this webinar explored the development and use of the National College Access Network ’s

NEA developed the C.A.R.E. Guide to help educators reflect on the causes of student achievement gaps and explore ways to improve academic success by using innovative, research - based instructional strategies.

The training helps educators reflect on the causes of disparity in student achievement and explore ways to improve academic success by using innovative, research - based instructional strategies.

«After all, research using value - added estimates shows that teachers are the most important school - based driver of students» academic success.»

The bipartisan Every Student Succeeds Act of 2015 (ESSA) ushered in a new way to improve K - 12 schools.1 ESSA promised states the opportunity to create more holistic school classification systems using new measures of school quality or student success — without losing sight of academic achievement.

On the other hand, in order to comply with ESSA, states may use additional academic subjects such as science and social studies as the second academic indicator for elementary and middle schools, or as an indicator of school quality or student success for any schools, according to initial feedback from the Education Department.26 The analysis in this brief excludes these measures when identifying and weighting measures of school quality or student success.

Berg says that the best way we have to measure that kind of success is by using a measure of academic school growth that's known as an EVAAS score, which was developed by Cary - based SAS, Inc..

Math skills at kindergarten entry (the ability to recognize numbers, problem solve, use reasoning skills, and apply knowledge) are increasingly seen as an even better predictor of later academic success than early reading ability.

Coming on - board with public relations and communications experience in national, health - related organizations, Stacia used those specialized skills to tell the story from the lens of academic achievement, student success, and the systems in place that help minority students excel in college and beyond.

Highly qualified teachers must be used to provide additional intensive instruction using research based instructional strategies that will improve the academic success of the lowest performing students.

LA Unified is among nine California school districts that are using a new index to gauge the success of schools, applying a mix of academic achievement as well as social, emotional and cultural measures.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

TeacherCertificationDegrees.com has developed a list of the top master's in teaching and education programs designed to lead to first - time teacher certification, using our own proprietary ranking that takes into account academic factors as well as factors measuring student success.

Using our developed and proven data driven approach, we improve the chances of academic and life success for all students, especially those previously perceived as likely to fail.

Sedlacek has studied predicting academic success of student athletes using SAT and non-cognitive variable

The PEAR Institute seeks an individual with an interest in using data to propel the academic success and wellness of diverse youth.

First, the report's recommendations are based solely on the academic success of these schools and fail to address the controversy over their use of harsh disciplinary methods.

I suspect that they will find what I have — that almost any technique or strategy used by these schools can be implemented in all schools to improve the academic and social success of all students.