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TIME AND LEARNING
Learning Time: In Pursuit of Educational Equity. This important book, featuring a chapter by NCTL's Jennifer Davis and David Farbman, explores how education time can be expanded, reimagined, and reorganized in an effort to enhance the educational opportunities andoutcomes of
MAKE EVERY MINUTE COUNT School leaders and teachers also work to minimize disruptions such as frequent locker breaks, transitions between classes, and lengthy dismissal procedures. Make Every Minute Count. Promising Practice 1. In this chapter of Time Well Spent, read about how successful, expanded-time schools make every minute count by maximizing time ontask and
CLASSROOM TIME ANALYSIS TOOL Classroom Time Analysis Tool. The CTAT is a web-based observation tool that helps individual teachers understand how they are using time in their classrooms, and helps schools identify and capture effective time management strategies across classrooms. Schools typically use it as a self or peer observation tool and to supplement existing school CREATING LEARNING ENVIRONMENTS IN THE EARLY GRADES THAT Introduction: Research-based Practices and the Value of More Time 1 Profile One: John Barry Elementary School, Meriden, Connecticut 7 Profile Two: Centennial Elementary School, Denver, Colorado 12 Profile Three: Hill Elementary School, Revere, Massachusetts 17 Conclusion 22 A WELL-ROUNDED EDUCATION A Well-Rounded Education. In addition to developing academic skills, much of the public expects schools to furnish students with experiences that nurture aptitude in critical thinking, problem solving, teamwork, etc. Further, schools are also expected to includearts,
TIME FOR TEACHERS
TIME FOR TEACHERS National Center on Time & Learning www.timeandlearning.org 24 School Street, 3rd Floor Boston, MA 02108 617.378.3900 Join us on Facebook MAKING EVERY MINUTE COUNT Making Every Minute Count is an essential element of effective expanded learning time schools. When coupled with other essentials such as time for teachers to collaborate and a positive school culture exciting things happen for students. See for yourself in these three video clips from a Palo Alto, CA third grade classroom as featured on the Teaching Channel. THE CASE FOR IMPROVING AND EXPANDING TIME IN SCHOOL 1 Common sense tells us that when it Comes to learning, time matters.An individual simply cannot advance in any given area of study without committing a certain amount of time to grasping new content, practicing and honing FRAMEWORK FOR ASSESSING TEACHER COLLABORATION Framework for Assessing Teacher Collaboration © National Center on Time & Learning 24 School Street, 3rd Floor, Boston, MA 02108 www.timeandlearning.org Key Principles STAGGERED SCHEDULES: COST -EFFECTIVE SOLUTION TO INCREASED National Center on Time & Learning 24 School Street 3rd Floor, Boston, MA 02108 www.timeandlearning.org Staggered Schedules: Cost -Effective Solution to IncreasedTIME AND LEARNING
Learning Time: In Pursuit of Educational Equity. This important book, featuring a chapter by NCTL's Jennifer Davis and David Farbman, explores how education time can be expanded, reimagined, and reorganized in an effort to enhance the educational opportunities andoutcomes of
MAKE EVERY MINUTE COUNT School leaders and teachers also work to minimize disruptions such as frequent locker breaks, transitions between classes, and lengthy dismissal procedures. Make Every Minute Count. Promising Practice 1. In this chapter of Time Well Spent, read about how successful, expanded-time schools make every minute count by maximizing time ontask and
CLASSROOM TIME ANALYSIS TOOL Classroom Time Analysis Tool. The CTAT is a web-based observation tool that helps individual teachers understand how they are using time in their classrooms, and helps schools identify and capture effective time management strategies across classrooms. Schools typically use it as a self or peer observation tool and to supplement existing school CREATING LEARNING ENVIRONMENTS IN THE EARLY GRADES THAT Introduction: Research-based Practices and the Value of More Time 1 Profile One: John Barry Elementary School, Meriden, Connecticut 7 Profile Two: Centennial Elementary School, Denver, Colorado 12 Profile Three: Hill Elementary School, Revere, Massachusetts 17 Conclusion 22 A WELL-ROUNDED EDUCATION A Well-Rounded Education. In addition to developing academic skills, much of the public expects schools to furnish students with experiences that nurture aptitude in critical thinking, problem solving, teamwork, etc. Further, schools are also expected to includearts,
TIME FOR TEACHERS
TIME FOR TEACHERS National Center on Time & Learning www.timeandlearning.org 24 School Street, 3rd Floor Boston, MA 02108 617.378.3900 Join us on Facebook MAKING EVERY MINUTE COUNT Making Every Minute Count is an essential element of effective expanded learning time schools. When coupled with other essentials such as time for teachers to collaborate and a positive school culture exciting things happen for students. See for yourself in these three video clips from a Palo Alto, CA third grade classroom as featured on the Teaching Channel. THE CASE FOR IMPROVING AND EXPANDING TIME IN SCHOOL 1 Common sense tells us that when it Comes to learning, time matters.An individual simply cannot advance in any given area of study without committing a certain amount of time to grasping new content, practicing and honing FRAMEWORK FOR ASSESSING TEACHER COLLABORATION Framework for Assessing Teacher Collaboration © National Center on Time & Learning 24 School Street, 3rd Floor, Boston, MA 02108 www.timeandlearning.org Key Principles STAGGERED SCHEDULES: COST -EFFECTIVE SOLUTION TO INCREASED National Center on Time & Learning 24 School Street 3rd Floor, Boston, MA 02108 www.timeandlearning.org Staggered Schedules: Cost -Effective Solution to Increased ABOUT US | TIME AND LEARNING “Time alone guarantees nothing. But with it, all else is possible.” - Paul Reville, former MA Secretary of Education The National Center on Time & Learning has been dedicated to expanding and improving learning time in school to improve student achievement and enable a well-rounded education: MAKE EVERY MINUTE COUNT School leaders and teachers also work to minimize disruptions such as frequent locker breaks, transitions between classes, and lengthy dismissal procedures. Make Every Minute Count. Promising Practice 1. In this chapter of Time Well Spent, read about how successful, expanded-time schools make every minute count by maximizing time ontask and
BLOG | TIME AND LEARNING Massachusetts students consistently rank at the top of the charts nationally and internationally, but these results do not tell the full story: while 4 th and 8 th graders had the highest performance on standardized tests in 2015, the Commonwealth’s achievement gap based on socioeconomic status was the third highest in the nation. Massachusetts students are performing extraordinarily well EXPANDED-TIME SCHOOLS DATABASE Welcome to The National Center on Time & Learning’s Database of Expanded-Time Schools LAST UPDATED 2013 - 2014 School Year The National Center on Time & Learning has compiled this unique database of U.S. public schools to catalogue and track those that operate with substantially more time per day and/or more days per year (compared to a neighboring public school) for all enrolled students MAKING EVERY MINUTE COUNT Making Every Minute Count is an essential element of effective expanded learning time schools. When coupled with other essentials such as time for teachers to collaborate and a positive school culture exciting things happen for students. See for yourself in these three video clips from a Palo Alto, CA third grade classroom as featured on the Teaching Channel. EDUCATION IN AMERICA: DOING LESS WITH LESS After spending months in school, American students are given a 2 1/2-month summer vacation, during which time they invariably forget much of what they learned. Studies have shown this summer “learning loss” sets most students back about two months in reading and three months in math. Low-income students, whose parents are less able to FRAMEWORK FOR ASSESSING TEACHER COLLABORATION Framework for Assessing Teacher Collaboration © National Center on Time & Learning 24 School Street, 3rd Floor, Boston, MA 02108 www.timeandlearning.org Key Principles LEARNING TIME IN AMERICA 1 Learning Time in America: Trends to Reform the American School Calendar A Snapshot of Federal, State and Local Action SPRING 2015 UPDATE I n the nearly two years since the National CenterTIME FOR TEACHERS
About the Report Time for Teachers explores the ways in which an expanded schedule creates opportunities for schools to invest in six teacher development practices: other effective-practices research on teacher development has TRANSFORMING SCHOOLS THROUGH ORCHARD GARDENS K–8 PILOT 1 Orchard Gardens K–8 Pilot School Update 2013 For years, Orchard Gardens K–8 Pilot School was plagued by low student achievement and high staff turnover. Then, in 2010, with an expanded schoolTIME AND LEARNING
Learning Time: In Pursuit of Educational Equity. This important book, featuring a chapter by NCTL's Jennifer Davis and David Farbman, explores how education time can be expanded, reimagined, and reorganized in an effort to enhance the educational opportunities andoutcomes of
ABOUT US | TIME AND LEARNING About Us. “Time alone guarantees nothing. But with it, all else is possible.”. The National Center on Time & Learning has been dedicated to expanding and improving learning time in school to improve student achievement and enable a well-rounded education: Building Support. We built support for expanded learning time as anecessary
CREATING LEARNING ENVIRONMENTS IN THE EARLY GRADES THAT Introduction: Research-based Practices and the Value of More Time 1 Profile One: John Barry Elementary School, Meriden, Connecticut 7 Profile Two: Centennial Elementary School, Denver, Colorado 12 Profile Three: Hill Elementary School, Revere, Massachusetts 17 Conclusion 22TIME FOR TEACHERS
TIME FOR TEACHERS National Center on Time & Learning www.timeandlearning.org 24 School Street, 3rd Floor Boston, MA 02108 617.378.3900 Join us on Facebook MAKING EVERY MINUTE COUNT Making Every Minute Count is an essential element of effective expanded learning time schools. When coupled with other essentials such as time for teachers to collaborate and a positive school culture exciting things happen for students. See for yourself in these three video clips from a Palo Alto, CA third grade classroom as featured on the Teaching Channel. LEARNING TIME IN AMERICA 1 Learning Time in America: Trends to Reform the American School Calendar A Snapshot of Federal, State and Local Action SPRING 2015 UPDATE I n the nearly two years since the National Center LESSONS FROM FIVE HIGH TIME FOR SCHOOLS DEEPER 2 National Center on Time & Learning executive summAry Executive Summary: Time for Deeper Learning To answer these questions, a growing number of educators and policymakers are now focused on en-suring that schools engage students in an approach FRAMEWORK FOR ASSESSING TEACHER COLLABORATION Framework for Assessing Teacher Collaboration © National Center on Time & Learning 24 School Street, 3rd Floor, Boston, MA 02108 www.timeandlearning.org Key Principles GIVING ENGLISH LANGUAGE LEARNERS THE TIME THEY NEED TO SUCCEED and effect, identify alliteration and rhyme, understand structural features of texts such as theme, plot, and setting; read fluently and correctly at least 80 words per minute, add TRANSFORMING SCHOOLS THROUGH TUMBLEWEED ELEMENTARY SCHOOL 1 Tumbleweed Elementary School Once among the highest-performing schools in Palmdale, a city 60 miles north of Los Angeles, Tumbleweed Elementary had fallen on tough times over the last decade. Then, in 2010, California labeled Tumbleweed “persistentlyTIME AND LEARNING
Learning Time: In Pursuit of Educational Equity. This important book, featuring a chapter by NCTL's Jennifer Davis and David Farbman, explores how education time can be expanded, reimagined, and reorganized in an effort to enhance the educational opportunities andoutcomes of
ABOUT US | TIME AND LEARNING About Us. “Time alone guarantees nothing. But with it, all else is possible.”. The National Center on Time & Learning has been dedicated to expanding and improving learning time in school to improve student achievement and enable a well-rounded education: Building Support. We built support for expanded learning time as anecessary
CREATING LEARNING ENVIRONMENTS IN THE EARLY GRADES THAT Introduction: Research-based Practices and the Value of More Time 1 Profile One: John Barry Elementary School, Meriden, Connecticut 7 Profile Two: Centennial Elementary School, Denver, Colorado 12 Profile Three: Hill Elementary School, Revere, Massachusetts 17 Conclusion 22TIME FOR TEACHERS
TIME FOR TEACHERS National Center on Time & Learning www.timeandlearning.org 24 School Street, 3rd Floor Boston, MA 02108 617.378.3900 Join us on Facebook MAKING EVERY MINUTE COUNT Making Every Minute Count is an essential element of effective expanded learning time schools. When coupled with other essentials such as time for teachers to collaborate and a positive school culture exciting things happen for students. See for yourself in these three video clips from a Palo Alto, CA third grade classroom as featured on the Teaching Channel. LEARNING TIME IN AMERICA 1 Learning Time in America: Trends to Reform the American School Calendar A Snapshot of Federal, State and Local Action SPRING 2015 UPDATE I n the nearly two years since the National Center LESSONS FROM FIVE HIGH TIME FOR SCHOOLS DEEPER 2 National Center on Time & Learning executive summAry Executive Summary: Time for Deeper Learning To answer these questions, a growing number of educators and policymakers are now focused on en-suring that schools engage students in an approach FRAMEWORK FOR ASSESSING TEACHER COLLABORATION Framework for Assessing Teacher Collaboration © National Center on Time & Learning 24 School Street, 3rd Floor, Boston, MA 02108 www.timeandlearning.org Key Principles GIVING ENGLISH LANGUAGE LEARNERS THE TIME THEY NEED TO SUCCEED and effect, identify alliteration and rhyme, understand structural features of texts such as theme, plot, and setting; read fluently and correctly at least 80 words per minute, add TRANSFORMING SCHOOLS THROUGH TUMBLEWEED ELEMENTARY SCHOOL 1 Tumbleweed Elementary School Once among the highest-performing schools in Palmdale, a city 60 miles north of Los Angeles, Tumbleweed Elementary had fallen on tough times over the last decade. Then, in 2010, California labeled Tumbleweed “persistently EDUCATION EQUALITY & FAIRNESS Too many students in our high-poverty communities are falling behind academically while alsomissing out on opportunities to excel in a well-rounded set of subjects and activities, such as arts, music, physical education, robotics, foreign language, and apprenticeships. | PAGE 4 | TIME AND LEARNING A quadrennial survey of principals conducted by the National Center on Education Statistics. In the latest analysis we’ve produced in partnership with our good friend, Professor Tammy Kolbe of the University of Vermont, we found on these two basic questions that, among non-charter schools, the length of the school day has increased slightly over the last few years to 6.8 daily hours—and a LESSONS FROM TIME FOR FIVE HIGH SCHOOLS DEEPER LEARNING 4 National Center on Time & Learning time for deePer learning To achieve the significant aim of sharing the best practices of high-performing, deeper learn-ing schools and extending thesepractices to the
TRENDS TO REFORM THE AMERICAN SCHOOL CALENDAR II. Momentum on Learning Time at the Federal Level Ever since the release of A Nation at Risk in 1983, the call for more learning time has been a prominent theme in education reform circles. A SNAPSHOT OF FEDERAL, STATE, AND LOCAL ACTION 1 Learning Time in America: Trends to Reform the American School Calendar A Snapshot of Federal, State, and Local Action “Over the last several years, momentum has been building across the country to expand learning time TRANSFORMING SCHOOLS THROUGH TUMBLEWEED ELEMENTARY SCHOOL 1 Tumbleweed Elementary School Once among the highest-performing schools in Palmdale, a city 60 miles north of Los Angeles, Tumbleweed Elementary had fallen on tough times over the last decade. Then, in 2010, California labeled Tumbleweed “persistently FRAMEWORK FOR ASSESSING SCHOOL-COMMUNITY PARTNERSHIPS Framework for Assessing School-Community Partnerships © National Center on Time & Learning 24 School Street, 3rd Floor, Boston, MA 02108 www.timeandlearning.orgTIME FOR TEACHERS
About the Report Time for Teachers explores the ways in which an expanded schedule creates opportunities for schools to invest in six teacher development practices: other effective-practices research on teacher development has TRANSFORMING SCHOOLS THROUGH ORCHARD GARDENS K–8 PILOT 1 Orchard Gardens K–8 Pilot School Update 2013 For years, Orchard Gardens K–8 Pilot School was plagued by low student achievement and high staff turnover. Then, in 2010, with an expanded schoolTIME AND LEARNING
Time and Learning
TIME AND LEARNING
Learning Time: In Pursuit of Educational Equity. This important book, featuring a chapter by NCTL's Jennifer Davis and David Farbman, explores how education time can be expanded, reimagined, and reorganized in an effort to enhance the educational opportunities andoutcomes of
| TIME AND LEARNING
Author (s): Jennifer Davis, David Farbman. This important book, featuring a chapter by NCTL's Jennifer Davis and David Farbman, explores how education time can be expanded, reimagined, and reorganized in an effort to enhance the educational opportunities and outcomes of disadvantaged students. Read more. Buffalo, NY Moving inthe Right
MAKE EVERY MINUTE COUNT School leaders and teachers also work to minimize disruptions such as frequent locker breaks, transitions between classes, and lengthy dismissal procedures. Make Every Minute Count. Promising Practice 1. In this chapter of Time Well Spent, read about how successful, expanded-time schools make every minute count by maximizing time ontask and
RAISE ACHIEVEMENT
Students in high-poverty schools with at least 25% more time outperform their peers in schools with less time. Expanded learning time can raise achievement by ensuring students have more individualized learning time. Not only does more time allow for longer class periods in which students can examine topics in greater depthand in varied ways
CREATING LEARNING ENVIRONMENTS IN THE EARLY GRADES THAT Introduction: Research-based Practices and the Value of More Time 1 Profile One: John Barry Elementary School, Meriden, Connecticut 7 Profile Two: Centennial Elementary School, Denver, Colorado 12 Profile Three: Hill Elementary School, Revere, Massachusetts 17 Conclusion 22 MAKING EVERY MINUTE COUNT Making Every Minute Count is an essential element of effective expanded learning time schools. When coupled with other essentials such as time for teachers to collaborate and a positive school culture exciting things happen for students. See for yourself in these three video clips from a Palo Alto, CA third grade classroom as featured on the Teaching Channel.TIME FOR TEACHERS
TIME FOR TEACHERS National Center on Time & Learning www.timeandlearning.org 24 School Street, 3rd Floor Boston, MA 02108 617.378.3900 Join us on Facebook THE CASE FOR IMPROVING AND EXPANDING TIME IN SCHOOL 1 Common sense tells us that when it Comes to learning, time matters.An individual simply cannot advance in any given area of study without committing a certain amount of time to grasping new content, practicing and honingTIME FOR TEACHERS
www.timeandlearning.org 24 School Street, 3rd Floor Boston, MA 02108 617.378.3900 Join us on Facebook @expanding_time Time for Teachers Leveraging Expanded Time to Strengthen Instruction FRAMEWORK FOR ASSESSING TEACHER COLLABORATION Framework for Assessing Teacher Collaboration © National Center on Time & Learning 24 School Street, 3rd Floor, Boston, MA 02108 www.timeandlearning.org Key PrinciplesTIME AND LEARNING
Learning Time: In Pursuit of Educational Equity. This important book, featuring a chapter by NCTL's Jennifer Davis and David Farbman, explores how education time can be expanded, reimagined, and reorganized in an effort to enhance the educational opportunities andoutcomes of
| TIME AND LEARNING
Author (s): Jennifer Davis, David Farbman. This important book, featuring a chapter by NCTL's Jennifer Davis and David Farbman, explores how education time can be expanded, reimagined, and reorganized in an effort to enhance the educational opportunities and outcomes of disadvantaged students. Read more. Buffalo, NY Moving inthe Right
MAKE EVERY MINUTE COUNT School leaders and teachers also work to minimize disruptions such as frequent locker breaks, transitions between classes, and lengthy dismissal procedures. Make Every Minute Count. Promising Practice 1. In this chapter of Time Well Spent, read about how successful, expanded-time schools make every minute count by maximizing time ontask and
RAISE ACHIEVEMENT
Students in high-poverty schools with at least 25% more time outperform their peers in schools with less time. Expanded learning time can raise achievement by ensuring students have more individualized learning time. Not only does more time allow for longer class periods in which students can examine topics in greater depthand in varied ways
CREATING LEARNING ENVIRONMENTS IN THE EARLY GRADES THAT Introduction: Research-based Practices and the Value of More Time 1 Profile One: John Barry Elementary School, Meriden, Connecticut 7 Profile Two: Centennial Elementary School, Denver, Colorado 12 Profile Three: Hill Elementary School, Revere, Massachusetts 17 Conclusion 22 MAKING EVERY MINUTE COUNT Making Every Minute Count is an essential element of effective expanded learning time schools. When coupled with other essentials such as time for teachers to collaborate and a positive school culture exciting things happen for students. See for yourself in these three video clips from a Palo Alto, CA third grade classroom as featured on the Teaching Channel.TIME FOR TEACHERS
TIME FOR TEACHERS National Center on Time & Learning www.timeandlearning.org 24 School Street, 3rd Floor Boston, MA 02108 617.378.3900 Join us on Facebook THE CASE FOR IMPROVING AND EXPANDING TIME IN SCHOOL 1 Common sense tells us that when it Comes to learning, time matters.An individual simply cannot advance in any given area of study without committing a certain amount of time to grasping new content, practicing and honingTIME FOR TEACHERS
www.timeandlearning.org 24 School Street, 3rd Floor Boston, MA 02108 617.378.3900 Join us on Facebook @expanding_time Time for Teachers Leveraging Expanded Time to Strengthen Instruction FRAMEWORK FOR ASSESSING TEACHER COLLABORATION Framework for Assessing Teacher Collaboration © National Center on Time & Learning 24 School Street, 3rd Floor, Boston, MA 02108 www.timeandlearning.org Key Principles ABOUT US | TIME AND LEARNING About Us. “Time alone guarantees nothing. But with it, all else is possible.”. The National Center on Time & Learning has been dedicated to expanding and improving learning time in school to improve student achievement and enable a well-rounded education: Building Support. We built support for expanded learning time as anecessary
| TIME AND LEARNING
Massachusetts students consistently rank at the top of the charts nationally and internationally, but these results do not tell the full story: while 4 th and 8 th graders had the highest performance on standardized tests in 2015, the Commonwealth’s achievement gap based on socioeconomic status was the third highest in the nation. Massachusetts students are performing extraordinarily wellRAISE ACHIEVEMENT
Expanded learning time can raise achievement by ensuring students have more time to benefit from instruction tailored to meet their individual needs. Not only does more time allow for longer class periods in which students can examine topics in greater depth, but expanded-time schools are also able to set aside whole periods each day to focus on small-group instruction toWHAT IT TAKES
We at NCTL want to congratulate the Edwards on this prestigious award, but, truth be told, we are not that surprised. A couple of years ago, we profiled the school’s remarkable journey from near closure in 2005 to the highest performing middle school in the city. And, since seeing is believing, check out this cool video that NCTL put together of how the Edwards individualizes instruction EDUCATION EQUALITY & FAIRNESS Too many students in our high-poverty communities are falling behind academically while alsomissing out on opportunities to excel in a well-rounded set of subjects and activities, such as arts, music, physical education, robotics, foreign language, and apprenticeships. CLASSROOM TIME ANALYSIS TOOL Classroom Time Analysis Tool. The CTAT is a web-based observation tool that helps individual teachers understand how they are using time in their classrooms, and helps schools identify and capture effective time management strategies across classrooms. Schools typically use it as a self or peer observation tool and to supplement existing school HOW TO LEARN IN THE 21ST CENTURY This post was written by Luis Ubiñas, president of the Ford Foundation, and Chris Gabrieli, Chair of the National Center on Time and Learning. They co-chair the Time to Succeed Coalition. This article is cross-posted on the Huffington Post. Imagine waking up in the morning and taking a horse and buggy to the office. Or doing your work with a quill and ink by candlelight.TIME FOR TEACHERS
www.timeandlearning.org 24 School Street, 3rd Floor Boston, MA 02108 617.378.3900 Join us on Facebook @expanding_time Time for Teachers Leveraging Expanded Time to Strengthen Instruction TRANSFORMING SCHOOLS THROUGH ORCHARD GARDENS K–8 PILOT 1 Orchard Gardens K–8 Pilot School Update 2013 For years, Orchard Gardens K–8 Pilot School was plagued by low student achievement and high staff turnover. Then, in 2010, with an expanded school ACADEMIC LEAGUE HANDBOOK Author: asahni Created Date: 9/23/2011 2:07:41 PMJump to navigation
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Where do we work across the U.S? Find more about the schools & districts we supportFEATURED FROM NCTL
FROM THE TIME MATTERS BLOG BUFFALO, NY MOVING IN THE RIGHT DIRECTION… MAYBE? Submitted by Jennifer Davis on Wednesday, August 30, 2017 - 10:13. Many years ago now I remember a phone call with John King, then New York Commissioner of Education, who expressed his concern about Buffalo Public Schools. We discussed the possibility of my organization, the National Center on Time & Learning (NCTL), providing support to some of Buffalo’s persistently low performing schools. I recall that our team felt that the district did not have stable leadership at the time or a strong educational plan for improving the schools. It would be difficult for any outside organization to provide enough support to see a measurable academic impact.Read more
FEATURED PUBLICATION LEARNING TIME: IN PURSUIT OF EDUCATIONAL EQUITY This important book, featuring a chapter by NCTL's Jennifer Davis and David Farbman, explores how education time can be expanded, reimagined, and reorganized in an effort to enhance the educational opportunities and outcomes of disadvantaged students.Read more
FROM THE PRESS ROOM
Wednesday, November 29, 2017 Follow the Leaders: Jennifer Davis and Chris Gabrieli _An Announcement from NCTL_FEATURED RESOURCES
INCREASING STEM ENGAGEMENT & KNOWLEDGE AMONG K-8 STUDENTS This new report, _Increasing STEM Engagement & Knowledge Among K-8 Students: Effective Practices & Artifacts from the Massachusetts STEM ELT Network_, provides details, examples, and project artifacts from the Massachusetts STEM ELT network.Read more
VIDEO SERIES FROM THE MASSACHUSETTS STEM ELT NETWORK Over the past two school years, the Massachusetts STEM ELT Network supported eight Massachusetts schools in expanding and improving their STEM offerings to build increased engagement and knowledge among their K-8 students. Key lessons learned are captured in this STEM Focused Schools video series.Read more
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