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Implementing Distance Learning in Urban Schools. ERIC/CUE Digest, Number 150.
Site Links, Home, Search for ERIC Digests, About This Site and Copyright, Privacy Policy, Resources for Library Instruction, Information Literacy Blog ERIC Identifier: ED438338 Publication Date: 1999-12-00 Author: Majdalany, Gibran - Guiney, Susan Source: ERIC Clearinghouse...
Scholastic: Creating an Ethical Culture
Do the Right Thing | Scholastic.com Administrator Magazine: Leadership Scholastic Administrator is a must-read resource for 240,000 of today's results-driven school leaders. Every issue features leadership for education executives, insight, and analysis into what's ne...
 Summaries of the Evaluations Referenced in Emerging Answers 2007
consecutive days in 90-minute sessions (7.5 hours per year), to single-sex groups of 10-20 students. Life Skills component is a voluntary weekly session that meets for about 45 minutes throughout the school year (up to 28 hours per year). Behaviors targeted: Initiation of...
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consecutive days in 90-minute sessions (7.5 hours per year), to single-sex groups of 10-20 students. Life Skills component is a voluntary weekly session that meets for about 45 minutes throughout the school year (up to 28 hours per year). Behaviors targeted: Initiation of sex, frequency of sex, age of initiation, pregnancy, birth, and STD rates Mediating factors targeted: See measured mediating variables to the right. Basic message: Abstinence until marriage. Theoretical basis: NR Topics
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http://www.thenationalcampaign.org/ea2007/EA2007_program_summaries.pdf#page=17
www.thenationalcampaign.org/ea2007/EA2007_program_summaries.pdf#page=17
consecutive days in 90-minute sessions (7.5 hours per year), to single-sex groups <span class="highlight">of</span> 10-20 students. Life Skills <span class="highlight">component</span> is a voluntary weekly session that meets <span class="highlight">for</span> about 45 minutes throughout the school year (up to 28 hours per year). Behaviors targeted: Initiation <span class="highlight">of</span> sex, frequency <span class="highlight">of</span> sex, age <span class="highlight">of</span> initiation, pregnancy, birth, and STD rates Mediating factors targeted: See measured mediating variables to the right. Basic message: Abstinence until marriage. Theoretical basis: NR Topics
CAHSEE Study Guides: English-Language Arts
Program Improvement More... School/Teacher Recognition Academic Achievement Awards Distinguished Schools Teachers of the Year More... Testing
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included within regular classroom assessment but which are not assessed at the State level. Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 29B High School High School Reading...
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included within regular classroom assessment but which are not assessed at the State level. Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department of Education Page 29B High School High School Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD reCognition EL.HS.RE.01 Read at an independent and instructional reading level appropriate to grade level
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http://www.ode.state.or.us/teachlearn/real/documents/elcm.pdf#page=1
www.ode.state.or.us/teachlearn/real/documents/elcm.pdf#page=1
included within regular classroom assessment but which are not assessed at the State level. Skills to Support Standards - common across grade levels. Oregon Standards Newspaper — 2009–2010 School Year — Oregon Department <span class="highlight">of</span> Education Page 29B High School High School Reading analyze words, recognize words, and learn to read grade-level text fluently across the subject areas . DeCoDing AnD worD <span class="highlight">reCognition</span> EL.HS.RE.01 Read at an <span class="highlight">independent</span> and instructional reading level appropriate to grade level
Proposed New 19 TAC
Middle School §110.B. (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and o...
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Middle School §110.B. (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences for different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing information (4-8); (C) present dramatic interpretations of experiences
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=22
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=22
§110.B. Middle School (E) use effective rate, volume, pitch, and tone <span class="highlight">for</span> the audience and setting (4-8); and (F) clarify and support spoken ideas with evidence, elaborations, and examples (4-8). (6) Reading/word identification. The student uses a variety <span class="highlight">of</span> word <span class="highlight">recognition</span> strategies. The student is expected to: (A) apply knowledge <span class="highlight">of</span> letter-sound correspondences, language structure, and context to recognize words (4-8); (B) use structural <span class="highlight">analysis</span> to identify root words with prefixes such as
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=29
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=29
Middle School §110.B. (5) Listening/speaking/audiences. The student speaks clearly and appropriately to different audiences <span class="highlight">for</span> different purposes and occasions. The student is expected to: (A) adapt spoken language such as word choice, diction, and usage to the audience, purpose, and occasion (4-8); (B) demonstrate effective communications skills that reflect such demands as interviewing, reporting, requesting, and providing <span class="highlight">information</span> (4-8); (C) present dramatic interpretations <span class="highlight">of</span> experiences
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http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=42
ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.pdf#page=42
middle school students continue to read on their own or listen to texts read aloud <span class="highlight">for</span> the purpose <span class="highlight">of</span> enjoyment. Middle school students read both printed texts and electronic media independently, bringing with them various strategies to aid in comprehension. Significant blocks <span class="highlight">of</span> time are provided <span class="highlight">for</span> reading both <span class="highlight">independent</span> and instructional-level material <span class="highlight">for</span> varied purposes such as collecting <span class="highlight">information</span>, learning about and appreciating the writer's craft, and discovering models <span class="highlight">for</span> their own writing
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plan will remain in effect for students who entered ninth grade for the first time in or before 2002-2003. The revised plan is effective for students who enter the ninth grade for the first time in or after 2003-2004. Students who complete the requirements for an...
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plan will remain in effect for students who entered ninth grade for the first time in or before 2002-2003. The revised plan is effective for students who enter the ninth grade for the first time in or after 2003-2004. Students who complete the requirements for an academically challenging high school program will be named North Carolina Academic Scholars and receive special recognition. Recognition The students who qualify for this special recognition • will be designated by the State Board of
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http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculumall.pdf#page=22
www.dpi.state.nc.us/docs/curriculum/languagearts/scos/2004/elacurriculuma...
plan will remain in effect <span class="highlight">for</span> students who entered ninth grade <span class="highlight">for</span> the first time in or before 2002-2003. The revised plan is effective <span class="highlight">for</span> students who enter the ninth grade <span class="highlight">for</span> the first time in or after 2003-2004. Students who complete the requirements <span class="highlight">for</span> an academically challenging high school program will be named North Carolina Academic Scholars and receive special <span class="highlight">recognition</span>. <span class="highlight">Recognition</span> The students who qualify <span class="highlight">for</span> this special <span class="highlight">recognition</span> • will be designated by the State Board <span class="highlight">of</span>
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