Sentences with phrase «with middle grades students»

Katie McClarty, director of the Center for College and Career Success in Pearson's Research and Innovation Network describes the importance of working with middle grades students on college and career...

The learning equation Talking with middle grade students affirms this idea.

Findings from our 2006 — 2011 Remediation project, as well as findings of low impact from other studies with middle school students (e.g., Kemple et al., 2008), have raised important questions about when and how to remediate reading disabilities with middle grade students.

Not exact matches

Achievement First has been assembling its own version of Geoffrey Canada's «conveyor belt»; this year, for the first time, one of the group's charter elementary schools began feeding students into one of their middle schools with four years of Achievement First education under their belts — arriving ahead of grade level instead of well behind it.

Señora Pasion, our Spanish teacher, begins working with our rising first grade students towards the end of their kindergarten year (at age 5 or 6), and Spanish studies continue until they graduate from our middle school.

A student struggling with algebra in high school or middle school needs some gentle guidance in the right direction to avoid failing the class, bring up their grade, and maybe even actually enjoy math.

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.

The proposal calls for giving students who score below grade level priority access to 25 percent of seats at each of the district's 18 middle schools starting with next year's application process.

In fact, compared with elementary schools, middle grade schools often have more students per grade, lower levels of student autonomy, less positive teacher - student relationships, and more competition and less cooperation among students.

Even in a country whose progressive public education system dispenses with tests and grades until middle school and provides every high school student with a laptop, Nordahl Grieg stands out for its commitment to innovation.

FOR GIRLS» SCHOOLS OR SCHOOL PROGRAMS FOR GIRLS This lesson is for students in middle grades and students with learning disabilities in higher grades.

Turning Points 2000: A Blueprint For Middle Grades Education Reform A new report by the President's Advisory Commission on Educational Excellence for Hispanic Americans advises that groups need to work together to help Hispanic students close the achievement gap with students of other ethnic groups.

Since 2007, the proportion of D.C. students scoring proficient or above on the rigorous and independent National Assessment of Educational Progress (NAEP) more than doubled in fourth grade reading and more than tripled in fourth grade math, bringing Washington up to the middle of the pack of urban school districts at that grade level, while the city's black students largely closed gaps with African American students nationwide.

These lessons were created for middle school students (grades 6 - 8) but could also be used with upper elementary and high school students.

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).

Drawing on the results of computer - adaptive tests given periodically throughout the year, the 7th and 8th grade humanities teacher and her students at Oak Valley Middle School in San Diego set classroom goals that target the areas the youngsters struggle with the most.

Our lottery analysis is based on the sample of LUSD 5th - grade students determined to be eligible for G&T programs in 2007 — 08 who applied for admission to one of the two middle schools with an oversubscribed G&T magnet program.

As with many other successful data - driven schools, at Elm City the work begins before school starts, when teachers and principals — both Dale Chu, who heads up the elementary grades, and Marc Michaelson, who oversees the middle school — use a variety of diagnostic tests to understand the ability and achievement levels of their incoming students.

CAMBRIDGE, MA — Studies of two middle - school programs for high - achieving students — known as gifted and talented (G&T) programs — show that being placed in programs with academically strong peers does not boost students» achievement over and above what is learned in a regular classroom from the start of 6th grade to mid-way through 7th grade.

Jeanne Seilor - Phillips, who teaches sixth grade at Muirland Middle School in La Jolla, California, has used the Writers Workshop concept with her students for years.

This is particularly the case with middle schools and high schools, serving as they do students who might be four or five grade levels behind when they enter.

Students in states with «report card» systems, where scores are publicly reported but no consequences are attached to performance, fell in the middle: they could expect to gain 1.2 percent in achievement between grades 4 and 8, over and above what they would normally learn from grade to grade.

Contrast that decline with the 6th - grade test scores for students who will enter middle school the following year, in the 7th grade.

Of the elementary and middle schools the survey respondents rated, 14 percent received a grade of «A,» 41 percent received a «B» grade, while 36 percent received a «C.» Seven percent were given a «D» and 2 percent an «F.» These subjective ratings were compared with data on actual school quality as measured by the percentage of students in each school who achieved «proficiency» in math and reading on states» accountability exams during the 2007 - 08 school year.

This raises the possibility that the measured effects of attending a charter high school on educational attainment could simply reflect advantages of grouping middle and high school grades together, thereby creating greater continuity for students and eliminating the disruption often associated with changing schools.

The researchers point out that this raises the possibility that the positive effects of attending a charter high school on educational attainment could simply reflect advantages of grouping middle and high school grades together, thereby creating greater continuity for students and eliminating the disruption often associated with changing schools.

Yet Calkins herself, in the middle of The Art of Teaching Reading, describes with some derision two 2nd - grade students using jargon to discuss a book.

Linda Howard, for example, a sixth - grade English teacher at Morton Middle School in Fall River, Mass., describes her experience teaching in a model in which students rotate between working online and face - to - face: «I get to work with small groups a lot more.

To compare attrition rates at KIPP middle schools with rates at other public middle schools, we identified students who left their original schools either during or immediately after each middle school grade.

Studies show a familiar pattern: middle - income black and Latino students faring worse than their white counterparts with respect to grades, enrollment in advanced courses, and performance on standardized tests.

Below is a collection of catchy sayings that work as cues to be quiet, the first ones appropriate for early and middle grade students, and the later ones field tested to work with high school kids.

Researchers from the University of Michigan, the University of Arizona, and Detroit Public Schools studied 5,000 students in grades seven and eight in 18 historically underserved middle schools who learned science with traditional instruction or the LeTUS inquiry - based science curriculum.

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.

The National Earthquake Information Center is a heavily text - based Web site with tons of information, especially for middle - and upper - grade students.

And because some Florida students attend schools with grade six through 12 or seven through 12 configurations, he was able to compare the effect of entering a middle school in grade six or seven to that of entering high school in grade nine.

Dvornich mentions one middle school in Washington where a student from each of the seventh - grade classes was asked to come to school early to monitor soot trays that had been baited with food the evening before.

Although the book is written with the middle - grade student in mind, teachers, counselors, and parents are reading it and learning a healthy way to discuss death with young people who have loved ones with terminal illnesses.

How To Use Your Work Pack: Make sure the child / children know that stories must be planned Read the model story in the pack Ask the child / children to write down the names of the characters in the story Ask the child / children to write down where the setting takes place Ask the child / children to write down what the plot is Identify the most exciting part of the story (the climax of the story or suspense) Ask the child / children to plan a similar story - with a beginning, a middle and an end Ask the child / children to rewrite their own version of the story Ask the child / children to read their version of the story aloud Creative Story Writing work packs are essential for all students wanting to develop their literacy skills and improve their grades in English assignments and examinations.

Schools with large populations, schools exclusively serving middle school grades (e.g., grades six to eight), and schools serving a high proportion of poor or black students are all associated with elevated suspension rates for African - Americans.

For example, Mizelle (1995) found that students who stayed together with the same teachers through sixth, seventh, and eighth grades and experienced more hands - on, life - related learning activities, integrated instruction, and cooperative learning groups were more successful in their transition to high school than were students from the same school who had a more traditional middle school experience.

Research has found, however, that when middle school students took part in a high school transition program with several diverse articulation activities, fewer students were retained in the transition grade (Mac Iver, 1990).

In the same year, 89 percent, each, of students in kindergarten through second grade, and students in third through fifth grade, had a parent who attended a scheduled meeting with a teacher, compared with 71 percent of students in middle school and 57 percent of students in high school.

Teacher Bethany Smith with students in her 8th grade language arts class at Mooresville Middle School.

(Phys.org)-- Harvard economist and mathematician Gary Chamberlain has devised a means to tie a student's future earnings with the quality of teaching they had in middle and grade school.

www.challengeday.org — this non-profit provides one - day programs as a service to junior high schools, middle schools, and high schools with students in grades 7 - 12.

Chronic absenteeism is particularly high for students in pre-kindergarten and kindergarten compared with students in other elementary grades and middle school — across the country and in the mid-Atlantic region.

In 2012, more than 90 percent of students in kindergarten through fifth grade had a parent who attended a meeting with their teachers, compared with 87 percent of middle - school students, and 79 percent of ninth - through twelfth - grade students.

The data also indicate that patterns of student attrition at KIPP schools are typically no different from other local schools except that KIPP schools replace vacancies with fewer students in the last two years of middle school, and those late - arriving students are somewhat higher - achieving than students entering KIPP schools in 5th and 6th grades.

Based on statewide data, researchers Laura Hill and Margaret Weston concluded that reclassified English learners «not only outperform English learner students, but often do better than English - only students» on state standardized tests, with students reclassified in elementary grades doing better than those reclassified in middle and high school.

We supplement our analysis on math and reading achievement with similar analyses of the effects of entering a middle school on the probability of students» not being enrolled in a Florida public school in 10th grade (a proxy for dropping out of high school by this time) and on being retained in 9th grade (often a strong predictor that a student will leave school prior to graduation).