Sentences with phrase «used at the classroom level»

Teachers should be equipped with intervention strategies for behavior that can used at the classroom level.

• A proven method for collaboratively analyzing data • A classroom - based short cycle action plan template • A bibliography of additional resources that further inform effective data use at the classroom level

Thus, there are good strategies for teachers to use at the classroom level to engage students (see «The Fourth Grade Slump and Math Achievement» in the last issue of the IDRA Newsletter for example).

Not exact matches

Technologies like DreamBox, a math education software that's used in a number of classrooms across the US, adapts to each student's skill level and lets students learn at a pace best suited to their needs.

Other possible changes may include a greater use of technology in the classroom or at home, or increased student responsibility (often the grade levels in preparation before transitioning to middle or high school).

This year, more than 100 K - 8 classrooms are using 1,300 iPods, and the program has expanded to include readers at all levels.

The recommendation, exemplified through the worked example of The Brookings Soft Skills Report Card, is to use measures of soft skills that are naturally occurring, easily observed, at low levels of abstraction, relevant to the expressed mission and instructional goals of a teacher or school, and useful as feedback at the classroom and parental levels.

These were developed to be used at the undergraduate level but many of them could be adapted for the secondary classroom.

At the simplest level, an open resource might be a picture of Abraham Lincoln that a teacher could use in the classroom for free without violating the copyright of the creator of that image.

(Student achievement gains and classroom observations are rarely used at the college level.)

«The track record of top - performing countries, early evidence of positive effects from faithful implementation of high - quality curricula here in the United States, and the persistent evidence that our classrooms are under - challenging our students at every level compel us to put materials that we use to teach at the core of serious education reform.»

These resources on the Geographical Association website contain high quality images that can be used in the classroom at all levels to stimulate enquiry among your students into a variety of human and physical geographical topics, including resource management, landforms and processes, people and place, hazards and risk, and global development.

Once family background and the nature of the peer group at school were taken into account, student achievement was unaffected by per - pupil expenditure, school size, the science lab facilities, the number of books in the library, the use of tracking by ability levels to assign students to classrooms, or other factors previously assumed to be indicators of what makes for a good school.

Another key component of closing that gap is providing ease of use and accessibility both inside and outside of the classroom, so students can learn anytime, anywhere — at their own pace and level.

As at any level of K - 12 education, teachers» technology skills and interest also play a major role in how much computers are used in the high school classroom.

In some cases, curriculum units were used in individual classrooms, and in others, the approach was adopted at the school level.

But what strategies can principals and instructional leaders at the elementary level use to ensure that classroom technology is integrated in ways that are meaningful and augment essential knowledge and skills?

In this webinar, Assistant Superintendent Chris Lund (Long Beach Unified School District) and Director of Research and Evaluation Laura Davidson (Washoe County School District) share their experiences using data at the school - and classroom - level to support students in developing SEL skills.

Use data to set strategy, assess progress, and drive decision - making at the classroom and school levels

Audience response systems (ARS), or clickers as they are commonly called, have been used in a variety of fields and at all levels of education, offering a tool for engaging students in a large classroom.

Oct. 15, 5 p.m. ET: Using Technology to Personalize Learning in Elementary Schools Two leaders in connected learning will explore strategies that principals and instructional leaders at the elementary level can use to provide more individualized - learning experiences for students, while ensuring that classroom technology is integrated with instruction in ways that are meaningful and augment essential knowledge and skills.

Their newest book covers dozens of tips for teachers using Google tools in their classroom and is an awesome resource for educators at all grade levels.

Blend classroom lectures with interactive assignments, make distance learning more effective, or use Versal at the administrative level for student orientation and professional development.

A given problem may need to be simplified in order to be used at a specific classroom level or with students that have special needs.

By serving as a sort of mega-district for a large number of schools, and thus putting scale to good use, a for - profit firm could free up more education dollars for use at the school and classroom level.

Those include introducing and reviewing software, Internet resources, and other appropriate materials, and making the information available to staff; coordinating computer usage in projects and activities within, across, and between curricula and schools; working with classroom teachers, individually and in grade level teams, to plan, organize and implement the use of technology through such activities as demonstration lessons, team teaching, and joint planning; providing both building - based and district - wide staff development at faculty meetings, district professional development days, and after - school and summer workshops; and keeping abreast of current technologies by attending conferences and workshops on a regular basis.

At the simplest level, an open resource might be a picture of Abraham Lincoln that a teacher could use in the classroom for free without violating copyright.

It contains over 75 easy - to - use tools that help teachers at all grade levels respond to the key challenges associated with classroom assessment.

Their students are achieving at a higher level than before they used DreamBox in their classrooms.

This is of course just one of many initiatives that have to be undertaken but none the less it sends an important message and, if used properly, can have a noticeable impact at a classroom level.»

to develop strategies used by school staff — administrators, support staff and teachers — to improve educational, behavioral and health outcomes for all students, enumerating those factors at the school, classroom and community levels

Districts that have «moved their numbers» for all children have or are engaged in developing district - wide processes that allow for more collective use of relevant data to make smarter decisions, including the ongoing assessment of teaching and learning at the classroom, school, and district levels.

The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration and co-learning)

But over time we've seen a huge shift in understanding at the middle school and high school level: that if they use literacy strategies they will be able to support instruction in the classroom.

Use our analytics to keep track of a student's behavior at the classroom and school levels.

Best for: Teachers already comfortable with classroom technology and eager to work with small groups # of iPads needed: 5 - 6 per classroom Challenges: Requires a high level of classroom management Used at: Utica Community Schools Targeted Instruction Model

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

Teachers are expected to teach more economics as part of their social studies curriculum and the NeEconEd website helps teachers learn what is expected at each grade level and link quickly to good materials to use in the classroom.

The Achieve3000 platform provides differentiated content at 12 levels in English and 8 in Spanish with built - in supports tailored to each student in any classroom so every child can participate in grade - level instruction using the same lesson, regardless of their current reading ability.

This information can be used to support SEL instruction at the individual student, classroom, or school / district levels.

The results are used by principals, school leaders and teachers to inform instruction and decision - making in the classroom and at the school and district level, as well as to measure student growth over time.

Using the Success Highways Resiliency Assessments, administrators can identify the social and emotional needs of individual students, grades 3 - 10, and determine at the district, school and classroom levels which resiliency areas are in need of the most attention.

And while I may disagree with some very smart people (and yes this makes me nervous) about how they should be used (I lean towards principals using them on a micro level, districts and beyond using them at the macro, ie not to evaluate individual teachers, but schools, districts, etc) I don't think anyone can disagree on this hard fact: not every K - 12 classroom will be tested every year in a way that is rigorous or consistent enough for value - added analysis.

REQUIRED QUALIFICATIONS: A bachelor's degree or higher with at least 24 credit hours in content area Valid IndianaTeaching License for Grades K - 5 or 6 Demonstrates strong writing skills as evidenced by a written response included with Application, answering the following questions: o Describe one experience where you made a significant difference in a student's academic achievement.o Describe a time in which you have used student data to drive greater levels of student achievement.o Describe one way you have successfully integrated technology into your classroom.

At Dayton's Bluff Elementary, grade - level teams of teachers use release time to review classroom - based assessment data, discuss instructional strategies, and plan for each upcoming six - week period.

She has consulted with many districts in the implementation of screening and progress monitoring systems, and she enjoys working with teachers and administrators to build their skills in using data to inform classroom instruction and monitor the effectiveness of instructional programs at the school and district level.

For most schools, the ability to function as a fully empowered school is typically initiated at the district level, but there are many ways that school leaders and teachers can use this same philosophy in the way that they manage both their staff and their classrooms on a day to day basis.

The widespread use of formative assessments at the classroom level can undermine teaching of the 21st - century skills called for by the next generation academic standards.

Using movement in various learning contexts is a dynamic, brain - based way to engage and motivate students, differentiate instruction, create implicit learning opportunities, and enhance classroom management at all grade levels and in all content areas.

While not all performance assessments are locally developed many are; and decisions about when to use them in the learning process and how to adapt them to particular content are made at the school or classroom level.