Sentences with phrase «with better academic grades»

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She started with some universally acknowledged positive academic outcomes for students: getting good grades, graduating from high school, and earning a college degree.

For example, in the Nurse Family Partnership model children born to mothers with low psychological resources had better academic achievement in math and reading in first through sixth grade compared to their control peers (i.e., mothers without the intervention with similar characteristics).30, 31

Capacity: The new two - story facility, with a capacity of 1,600 students (an increase of 400 from the former campus), allows for the standard middle school configuration of Grades 6 - 8 on one campus... which provides sixth - graders with greater opportunity for academic rigor, fine arts and career electives and athletic and extra-curricular activities, as well as 30 additional minutes of instructional time each day, compared to an elementary schedule.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

A Department of Education 2008 report determined that students who seek to master an academic topic with mastery - oriented goals show better long - term academic development than do their peers whose main goals are to get good grades or outperform others, thus the value of including feedback other than formal grades and of metacognition.

Sean explained, «The utility of perceived conscientiousness in predicting how well students do aligns with other research showing that it is how hard students work, rather than their IQ, that is the best predictor of academic grades, but the bigger story is that there is no accuracy at all unless you control for attractiveness bias.»

When a school screens applicants for academic talent, it ends up with pupils who perform well on tests, earn high grades, and get into competitive colleges.

Using students» test scores as one part of evaluations for teachers, principals, and superintendents is associated with better academic performance at schools serving the middle grades, a report released this week has found.

If educators are empowered to incorporate lessons about the positive impact of reflecting on their learning and using specific strategies to improve academic performance from the early grades on, students will be better equipped with the skills they will need to thrive in school, in their personal lives and in the working world.

With its trail markers directed at three different grade levels, each book (United States, World, and Bible) can be used for more than one academic school year and works well with a number of different student abilities learning togetWith its trail markers directed at three different grade levels, each book (United States, World, and Bible) can be used for more than one academic school year and works well with a number of different student abilities learning togetwith a number of different student abilities learning together.

As Eva Moskowitz puts it: «If (we) backfilled older grades... the incoming students» lower relative academic preparation would adversely affect the schools» other students... We have an obligation to the parents in middle and high school, and the kids in middle and high school, that until the district schools are able to do a better job, it's not really fair for the seventh - grader or high school student to have to be educated with a child who's reading at a second - or third - grade level.»

Once a framework had been established, committee tasks were to then: (1) «zoom in» and break down specific targeted sections of the draft LPFs into what we called more detailed «mini progressions» for a smaller grade span, often adding some additional «interim steps» (progress indicators) to the mini progressions; (2) use the more detailed and focused mini progressions to design sample instructional modules (with a series of 4 ‐ 6 detailed lessons) illustrating how a teacher in the general education classroom might move students along this smaller grain ‐ sized learning progression using best practices in instruction; and (3) draw from best practices in instruction for students with significant cognitive disabilities to incorporate suggestions to each lesson plan for how to make the academic content more accessible for all students.

«What you're dealing with is actual numbers versus estimates,» said Luci Willits, deputy director of the Smarter Balanced Assessment Consortium, which built a test Wisconsin and 17 other states are using this year to measure how well their students in grades three through eight are meeting the new academic standards the state adopted in 2010.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

The event, held at the Rubin Museum in Manhattan, honored five people who have demonstrated exceptional commitment to enacting positive change in education: Tanell Pendleton, an English teacher who has worked at Bronx Haven High School for eight years, and Michael Wolach, founding teacher and instructional coach at Jill Chaifetz Transfer School, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvement Community.

The types of academic and developmental gains observed in children in the EPPSE study are very similar to those observed in U.S. studies on the effects of preschool, although the gains seem to carry through as children continue to later grades with less fade - out than has been observed in the U.S., a finding Melhuish attributes to better primary schools.

Studies of students who attend high - quality programs for a significant period of time show improvements in academic performance and social competence, including better grades, improved homework completion, higher scores on achievement tests, lower levels of grade retention, improved behavior in school, increased competence and sense of self as a learner, better work habits, fewer absences from school, better emotional adjustment and relationships with parents, and a greater sense of belonging in the community.

The Young Scholars Program provides scholars with educational and college advising as well as financial support for academic and extracurricular enrichment from 8th grade through high school.

We also find consistently strong evidence that students with disabilities who spend more time in general education classrooms experience better outcomes — fewer absences, higher academic performance, higher rates of grade progression and on - time graduation, and higher rates of college attendance and employment — than students with disabilities who are similar in other observable ways but spend less time in general education classrooms.

Data visualized for the recently completed Santa Clara County Academic Olympics demonstrate that the best SCC districts can do in preparing 11th grade English Learners for success in college English is about one quarter meeting or exceeding ELA standards in 2017, with most school districts in the single digits.

Windham Superintendent Ana Ortiz said her district already implemented a gifted school in one section of Windham Middle School this academic year, devoting four teachers to work with 127 students in grades 3 to 8 who scored well on standardized tests.

With Achieve3000's patented model of online differentiated instruction, all students read the same grade - appropriate content — automatically tailored to their individual reading levels and learning needs, as well as Virginia's academic standards for their exact grade level.

With Achieve3000's patented model of online differentiated instruction, all students read the same grade - appropriate content — automatically tailored to their individual reading levels and learning needs, as well as Rhode Island's academic standards for their exact grade level.

Three well - designed studies have been conducted to measure the impact of the Ready To Learn program with Pre-K, Kindergarten, and first grade students on their academic achievement and social skills.

With Achieve3000's patented model of online differentiated instruction, all students read the same grade - appropriate content — automatically tailored to their individual reading levels and learning needs, as well as Utah's academic standards for their exact grade level.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

They found that (a) teachers reported having more conflictual relationships with children exhibiting repeated impulsive behavior and (b) greater levels of conflict perceived by the teacher were associated with decreases in school engagement on the part of the child, as well as reduced academic competence in 1st grade.

Her goal was to transition the students into the next grade with a distinct academic advantage as well as socio - emotional growth.

With Achieve3000's patented model of online differentiated instruction, all students read the same grade - appropriate content — automatically tailored to their individual reading levels and learning needs, as well as Guam's academic standards for their exact grade level.

With Achieve3000's patented model of online differentiated instruction, all students read the same grade - appropriate content — automatically tailored to their individual reading levels and learning needs, as well as New Jersey's academic standards for their exact grade level.

With Achieve3000's patented model of online differentiated instruction, all students read the same grade - appropriate content — automatically tailored to their individual reading levels and learning needs, as well as Massachusetts's academic standards for their exact grade level.

With Achieve3000's patented model of online differentiated instruction, all students read the same grade - appropriate content — automatically tailored to their individual reading levels and learning needs, as well as Colorado's academic standards for their exact grade level.

With Achieve3000's patented model of online differentiated instruction, all students read the same grade - appropriate content — automatically tailored to their individual reading levels and learning needs, as well as Iowa's academic standards for their exact grade level.

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