Achieve3000 believes that differentiated online literacy instruction can help all students succeed, including English learners and students with special needs. It provides literacy solutions for grades 2-12 that assess students' reading levels, assign passages matched to their skills, and progressively increase the difficulty of texts as students improve. Achieve3000 solutions have been shown to more than double students' expected reading gains.
ADAA\' for Professional Development is an Experiential Learning Company that transforms the KABS (Knowledge, Attitudes, Behaviors, and Skills) of people and organizations
The document is an education services brochure that provides summaries of various services offered including:
- Curriculum development services to free up teachers' time, including assistance with identifying, producing, delivering and evaluating curricula.
- Co-curricular and holiday programs focused on life skills like speech/drama, leadership programs, and English language clubs.
- English language programs using Cambridge syllabus and teachers to integrate into the schools' timetables.
- Specialist teachers for learning disabilities support, including diagnosis, learning support teachers, and resources for teachers and parents.
- Recruitment services for sourcing qualified educators and conducting candidate screening, interviews, referrals and retention services.
Assessment tools in CLIL (Content and Language Integrated Learning) include performance tasks, portfolios, checklists, observations, and other methods to help students learn and measure their progress. Portfolios involve students in the assessment process and help develop self-reflection, critical thinking, and content knowledge. Selection criteria for portfolios are linked to learning outcomes and demonstrate student progress, effort, and results. Performance tasks present complex real-world problems for students to solve and include a tangible product for evaluation.
Presentation delivered by Timothy M. Renick (Georgia State University) on March 2, 2015.
ABSTRACT
Through the proactive use of data and analytics, Georgia State University has designed a series of interventions which have been partly responsible for raising institutional graduation rates by 22 percentage points. Large-scale programs have included transforming all 7,500 seats in pre-calculus math courses into a hybrid format using adaptive learning (responsible for cutting DWF rates in these courses in half over a five-year period), implementing financial counseling and academic-skills interventions for students who lose the Hope scholarship (which has helped to double the graduation rates for these students), and developing an advising system based on predictive analytics which tracks all undergraduates daily (and which has produced a 5-point increase in semester-to semester retention).
The document provides guidelines for The Bridge Project summer program for grade school and junior high students. It specifies that grade school participants must be in 4th through 6th grade or 9 years old, while junior high participants must be in 7th through 9th grade. It requires parents to sign a hold harmless agreement and acknowledges that the program does not provide accident insurance. It allows photographs of participants to be used for promotional purposes and outlines basic rules of behavior. It provides the schedule, dates, contact information and registration form for the program.
In a Fl. school district where up to 57% of 6th-8th grade students have been failing math and reading we as a community set out to force the changes we want to see in our community. This is an overview of that plan.
1) The Developmental Algebra Project aimed to reduce attrition and improve pass rates in remedial math courses through study skills training and peer coaching of at-risk students.
2) At-risk students were identified using a diagnostic test, survey, and observations and then assigned peer coaches. Peer coaches met weekly with students to review work and prepare for tests.
3) The treatment group that received study skills training and peer coaching had significantly higher retention rates compared to the control group. However, there was no significant difference in pass rates between the groups. Peer coaching seemed to positively impact pass rates based on number of sessions attended.
ADAA\' for Professional Development is an Experiential Learning Company that transforms the KABS (Knowledge, Attitudes, Behaviors, and Skills) of people and organizations
The document is an education services brochure that provides summaries of various services offered including:
- Curriculum development services to free up teachers' time, including assistance with identifying, producing, delivering and evaluating curricula.
- Co-curricular and holiday programs focused on life skills like speech/drama, leadership programs, and English language clubs.
- English language programs using Cambridge syllabus and teachers to integrate into the schools' timetables.
- Specialist teachers for learning disabilities support, including diagnosis, learning support teachers, and resources for teachers and parents.
- Recruitment services for sourcing qualified educators and conducting candidate screening, interviews, referrals and retention services.
Assessment tools in CLIL (Content and Language Integrated Learning) include performance tasks, portfolios, checklists, observations, and other methods to help students learn and measure their progress. Portfolios involve students in the assessment process and help develop self-reflection, critical thinking, and content knowledge. Selection criteria for portfolios are linked to learning outcomes and demonstrate student progress, effort, and results. Performance tasks present complex real-world problems for students to solve and include a tangible product for evaluation.
Presentation delivered by Timothy M. Renick (Georgia State University) on March 2, 2015.
ABSTRACT
Through the proactive use of data and analytics, Georgia State University has designed a series of interventions which have been partly responsible for raising institutional graduation rates by 22 percentage points. Large-scale programs have included transforming all 7,500 seats in pre-calculus math courses into a hybrid format using adaptive learning (responsible for cutting DWF rates in these courses in half over a five-year period), implementing financial counseling and academic-skills interventions for students who lose the Hope scholarship (which has helped to double the graduation rates for these students), and developing an advising system based on predictive analytics which tracks all undergraduates daily (and which has produced a 5-point increase in semester-to semester retention).
The document provides guidelines for The Bridge Project summer program for grade school and junior high students. It specifies that grade school participants must be in 4th through 6th grade or 9 years old, while junior high participants must be in 7th through 9th grade. It requires parents to sign a hold harmless agreement and acknowledges that the program does not provide accident insurance. It allows photographs of participants to be used for promotional purposes and outlines basic rules of behavior. It provides the schedule, dates, contact information and registration form for the program.
In a Fl. school district where up to 57% of 6th-8th grade students have been failing math and reading we as a community set out to force the changes we want to see in our community. This is an overview of that plan.
1) The Developmental Algebra Project aimed to reduce attrition and improve pass rates in remedial math courses through study skills training and peer coaching of at-risk students.
2) At-risk students were identified using a diagnostic test, survey, and observations and then assigned peer coaches. Peer coaches met weekly with students to review work and prepare for tests.
3) The treatment group that received study skills training and peer coaching had significantly higher retention rates compared to the control group. However, there was no significant difference in pass rates between the groups. Peer coaching seemed to positively impact pass rates based on number of sessions attended.
Building Language Interest, Confidence, Motivation and Skills: Supporting Str...Chiungwen
This document discusses strategies for supporting struggling Chinese language students using small group instruction. It outlines how the Chinese Language Support program at the Chinese American International School works, including evaluating students' needs, designing instruction plans, and implementing lessons. Two case studies are presented that focus on character recognition and speaking. Specific activities are described such as using radicals, drawing pictures, drills, and games to help students with characters, and communication drills to build speaking skills. Resources for additional support include iPad apps and books on supporting struggling language learners.
Laura and Joep's presentation (Mextesol Puebla, 2014) about what dyslexia is (and what it isn't), how to recognize the symptoms in your classroom, and how to help learners.
This document discusses assessing struggling learners through response to intervention (RTI). It defines screening as assessing all students to identify areas where more assistance is needed. RTI is a multi-tiered model including Tier 1 school-wide core instruction, Tier 2 targeted supplemental interventions, and Tier 3 intensive individualized interventions. The document outlines each tier, including that Tier 2 involves small group instruction 30-45 minutes per week using progress monitoring assessments biweekly or monthly, and Tier 3 is intensive individualized instruction often involving a special education referral.
The document discusses how technology can help narrow achievement gaps for underachieving students in secondary schools. It identifies gaps in competencies, opportunities, and achievement compared to more successful learners. These include failing to meet national benchmarks or achieve personal potential. The use of video in small groups is highlighted, allowing students to collaborate and communicate their learning individually but scientifically correctly.
This risk assessment document identifies potential hazards students may face while filming and taking photographs for a college media studies course. The hazards include slipping on stairs, obstructing pedestrian traffic near a brick wall, congestion in a small blue screen room, and slipping on muddy crates. Control measures are outlined to mitigate each risk, such as being careful on the stairs, only taking photos when no students are nearby the wall, using the blue screen room one group at a time, and only taking photos on dry days near the crates. The document also proposes additional control actions like coordinating with teachers about student break times and having a teacher available to assist any injured students.
Engaging At Risk Students Through Both Reactive and Proactive MeansKimberly Knowles
The document describes proactive and reactive programs created by an undergraduate program to increase student retention. It provides an overview of multiple intervention points to lay a solid foundation for students, repair cracks and build barriers when issues arise, and reverse damage for at-risk students. Proactive programs include freshman seminars and workshops on time management and majors exploration. Reactive programs include early alert systems, outreach to struggling students, and academic success plans. The document advocates a blueprint for retention that includes dedicated advising, faculty relationships, and online resources. It prompts discussion of effective retention practices and how to develop new intervention points.
Dyslexia is a lifelong neurological condition that causes difficulties with reading, writing, organization, and other skills. It affects people in varying degrees from mild to severe. While dyslexia cannot be cured, people can develop strategies to overcome challenges. The document provides indicators of dyslexia in adults and guidelines for making text and websites more accessible for those with dyslexia, such as using non-serif fonts and clear navigation. It also lists resources for learning more about dyslexia awareness and support.
Exceptional students include those who are gifted, talented, or creative. They often demonstrate advanced language, cognitive, and problem-solving skills. Teaching strategies for exceptional students include enrichment, acceleration, and curriculum differentiation. Special needs students may have learning difficulties, underachievement, or disabilities. They receive support through mainstreaming, special schools, or alternative schools to meet their individual needs. The goal is providing the least restrictive environment possible while ensuring students get the support required.
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
This document provides information for parents about an 8th grade parent information night presented by GEAR UP. It summarizes the goals of GEAR UP to increase academic performance, high school graduation rates, and knowledge of post-secondary options. The presentation will cover special 8th grade dates, workshops, an overview of high school options and the school choice fair, EXPLORE test, what is college readiness, and summer program options. It also provides details on high school graduation requirements, UC and CSU entrance requirements, and motivational activities offered through GEAR UP.
Students at risk are those who may have difficulty completing high school or living independently due to warning signs, tendencies, basic needs not being met, social influences, language/cultural obstacles, home circumstances, learning disabilities, medical conditions, or learned helplessness patterns. Factors putting students at risk can be academic, physiological, behavioral, social, familial, cultural/environmental, or historical. Strategies to help at-risk students include individualized attention, interest-based material, differentiated instruction, authentic assessments, intervention plans, and support services.
Using curriculum mapping to assist at risk students finalMike Fisher
The document discusses using curriculum mapping to help "at-risk" students. It begins by laying the foundation, which involves inviting representatives from the school and collaborating social services to collect data on standards, assessments, and student records. This data is then used to research technology options like NovaNET for curriculum delivery and student management. The next steps are to collect and assess the data to create an ongoing action plan. Curriculum mapping provides an opportunity to differentiate instruction and build learning communities to meet students' specific needs through a connected, meaningful learning experience.
100% of our students say that our programmes help boost their confidenceErrol Lawson
100% of the students that take part in our programmes say that our programmes help them to grow their self confidence.
At Emerge Leadership we're are committed to helping as many teenagers as possible fulfil their God given potential.
Contact us to find out how we can best support the young people that you work with.
This document discusses scrapping levels in assessment and implementing a growth and threshold model. Key points:
1) Levels focus on pace not depth, and different interpretations exist. Successful systems don't use levels.
2) The growth and threshold model identifies big ideas and excellence in subjects. Formative assessment focuses on feedback, and summative assessments track progress against thresholds three times per year.
3) This new system celebrates the progress of all students and identifies those below expectations to provide intervention. It has increased challenge but response has been positive with a focus on growth mindset.
OSD district strategic plan and SIP plans introduction 12.6.12 ShepardDr. Marci Shepard
(1) Dr. Marci Shepard from the Orting School District presented the district's strategic plan and school improvement plans to the school board.
(2) The plan is focused on developing excellent instructional leaders, cultivating learning partnerships, and engaging in inquiry around student learning results to improve teaching quality and increase student achievement.
(3) The district uses strategies like the 5D instructional framework, professional learning communities, and aligning to common core state standards to realize this theory of action and ensure system alignment between the district plan, school plans, teacher goals, and professional growth.
This document provides information about computer training and tutoring services offered by We Teach Success. They offer various computer training courses to develop skills for employment or enhance existing job skills, including courses on computer basics, computer literacy, and desktop publishing programs and design. They also provide tutoring for all ages across various subjects.
Private tuition provides individualized learning that benefits students in three key ways:
1) It allows tutors to focus on the specific areas each student needs help with, rather than having to teach to the whole class.
2) Some students experience anxiety in large classroom settings if they begin to fall behind, and private tuition can help overcome temporary barriers to learning through patient support.
3) Private tutors provide holistic education, mentoring and pastoral care alongside academic subjects to support students' confidence, life skills and overall development.
The document proposes a tutoring program partnership between East Tech High School, Lighthouse Inc., and Sylvan Learning to address low graduation rates in Cleveland. Each student would receive individual assessments to evaluate their learning style, grade level, and study skills. They would then receive one-on-one tutoring with a trained volunteer tutor based on an individualized lesson plan. The goal of the program is to advance students two grade levels each year to help them catch up and increase graduation rates.
Ron Maines has taught for 30 years at the University of Redlands and John Brown University. He has found that [1] teaching helps sharpen his skills and exposes him to new ideas, [2] he must make the material relevant to his students' interests and careers, and [3] his role is to exceed student expectations and help them achieve their dreams through excellent education.
Building Language Interest, Confidence, Motivation and Skills: Supporting Str...Chiungwen
This document discusses strategies for supporting struggling Chinese language students using small group instruction. It outlines how the Chinese Language Support program at the Chinese American International School works, including evaluating students' needs, designing instruction plans, and implementing lessons. Two case studies are presented that focus on character recognition and speaking. Specific activities are described such as using radicals, drawing pictures, drills, and games to help students with characters, and communication drills to build speaking skills. Resources for additional support include iPad apps and books on supporting struggling language learners.
Laura and Joep's presentation (Mextesol Puebla, 2014) about what dyslexia is (and what it isn't), how to recognize the symptoms in your classroom, and how to help learners.
This document discusses assessing struggling learners through response to intervention (RTI). It defines screening as assessing all students to identify areas where more assistance is needed. RTI is a multi-tiered model including Tier 1 school-wide core instruction, Tier 2 targeted supplemental interventions, and Tier 3 intensive individualized interventions. The document outlines each tier, including that Tier 2 involves small group instruction 30-45 minutes per week using progress monitoring assessments biweekly or monthly, and Tier 3 is intensive individualized instruction often involving a special education referral.
The document discusses how technology can help narrow achievement gaps for underachieving students in secondary schools. It identifies gaps in competencies, opportunities, and achievement compared to more successful learners. These include failing to meet national benchmarks or achieve personal potential. The use of video in small groups is highlighted, allowing students to collaborate and communicate their learning individually but scientifically correctly.
This risk assessment document identifies potential hazards students may face while filming and taking photographs for a college media studies course. The hazards include slipping on stairs, obstructing pedestrian traffic near a brick wall, congestion in a small blue screen room, and slipping on muddy crates. Control measures are outlined to mitigate each risk, such as being careful on the stairs, only taking photos when no students are nearby the wall, using the blue screen room one group at a time, and only taking photos on dry days near the crates. The document also proposes additional control actions like coordinating with teachers about student break times and having a teacher available to assist any injured students.
Engaging At Risk Students Through Both Reactive and Proactive MeansKimberly Knowles
The document describes proactive and reactive programs created by an undergraduate program to increase student retention. It provides an overview of multiple intervention points to lay a solid foundation for students, repair cracks and build barriers when issues arise, and reverse damage for at-risk students. Proactive programs include freshman seminars and workshops on time management and majors exploration. Reactive programs include early alert systems, outreach to struggling students, and academic success plans. The document advocates a blueprint for retention that includes dedicated advising, faculty relationships, and online resources. It prompts discussion of effective retention practices and how to develop new intervention points.
Dyslexia is a lifelong neurological condition that causes difficulties with reading, writing, organization, and other skills. It affects people in varying degrees from mild to severe. While dyslexia cannot be cured, people can develop strategies to overcome challenges. The document provides indicators of dyslexia in adults and guidelines for making text and websites more accessible for those with dyslexia, such as using non-serif fonts and clear navigation. It also lists resources for learning more about dyslexia awareness and support.
Exceptional students include those who are gifted, talented, or creative. They often demonstrate advanced language, cognitive, and problem-solving skills. Teaching strategies for exceptional students include enrichment, acceleration, and curriculum differentiation. Special needs students may have learning difficulties, underachievement, or disabilities. They receive support through mainstreaming, special schools, or alternative schools to meet their individual needs. The goal is providing the least restrictive environment possible while ensuring students get the support required.
Poor academic performance; low student and staff morale; prevalent discipline issues-sound familiar? In an era infatuated with achievement test scores, educators struggle to find an appropriate balance between demonstrating that students are, indeed, learning while also providing rigorous and relevant lessons which engage students’ minds and hearts. This session will inspire participants to empower students to be learners no matter where they lie on the continuum of achievement.
This document provides information for parents about an 8th grade parent information night presented by GEAR UP. It summarizes the goals of GEAR UP to increase academic performance, high school graduation rates, and knowledge of post-secondary options. The presentation will cover special 8th grade dates, workshops, an overview of high school options and the school choice fair, EXPLORE test, what is college readiness, and summer program options. It also provides details on high school graduation requirements, UC and CSU entrance requirements, and motivational activities offered through GEAR UP.
Students at risk are those who may have difficulty completing high school or living independently due to warning signs, tendencies, basic needs not being met, social influences, language/cultural obstacles, home circumstances, learning disabilities, medical conditions, or learned helplessness patterns. Factors putting students at risk can be academic, physiological, behavioral, social, familial, cultural/environmental, or historical. Strategies to help at-risk students include individualized attention, interest-based material, differentiated instruction, authentic assessments, intervention plans, and support services.
Using curriculum mapping to assist at risk students finalMike Fisher
The document discusses using curriculum mapping to help "at-risk" students. It begins by laying the foundation, which involves inviting representatives from the school and collaborating social services to collect data on standards, assessments, and student records. This data is then used to research technology options like NovaNET for curriculum delivery and student management. The next steps are to collect and assess the data to create an ongoing action plan. Curriculum mapping provides an opportunity to differentiate instruction and build learning communities to meet students' specific needs through a connected, meaningful learning experience.
100% of our students say that our programmes help boost their confidenceErrol Lawson
100% of the students that take part in our programmes say that our programmes help them to grow their self confidence.
At Emerge Leadership we're are committed to helping as many teenagers as possible fulfil their God given potential.
Contact us to find out how we can best support the young people that you work with.
This document discusses scrapping levels in assessment and implementing a growth and threshold model. Key points:
1) Levels focus on pace not depth, and different interpretations exist. Successful systems don't use levels.
2) The growth and threshold model identifies big ideas and excellence in subjects. Formative assessment focuses on feedback, and summative assessments track progress against thresholds three times per year.
3) This new system celebrates the progress of all students and identifies those below expectations to provide intervention. It has increased challenge but response has been positive with a focus on growth mindset.
OSD district strategic plan and SIP plans introduction 12.6.12 ShepardDr. Marci Shepard
(1) Dr. Marci Shepard from the Orting School District presented the district's strategic plan and school improvement plans to the school board.
(2) The plan is focused on developing excellent instructional leaders, cultivating learning partnerships, and engaging in inquiry around student learning results to improve teaching quality and increase student achievement.
(3) The district uses strategies like the 5D instructional framework, professional learning communities, and aligning to common core state standards to realize this theory of action and ensure system alignment between the district plan, school plans, teacher goals, and professional growth.
This document provides information about computer training and tutoring services offered by We Teach Success. They offer various computer training courses to develop skills for employment or enhance existing job skills, including courses on computer basics, computer literacy, and desktop publishing programs and design. They also provide tutoring for all ages across various subjects.
Private tuition provides individualized learning that benefits students in three key ways:
1) It allows tutors to focus on the specific areas each student needs help with, rather than having to teach to the whole class.
2) Some students experience anxiety in large classroom settings if they begin to fall behind, and private tuition can help overcome temporary barriers to learning through patient support.
3) Private tutors provide holistic education, mentoring and pastoral care alongside academic subjects to support students' confidence, life skills and overall development.
The document proposes a tutoring program partnership between East Tech High School, Lighthouse Inc., and Sylvan Learning to address low graduation rates in Cleveland. Each student would receive individual assessments to evaluate their learning style, grade level, and study skills. They would then receive one-on-one tutoring with a trained volunteer tutor based on an individualized lesson plan. The goal of the program is to advance students two grade levels each year to help them catch up and increase graduation rates.
Ron Maines has taught for 30 years at the University of Redlands and John Brown University. He has found that [1] teaching helps sharpen his skills and exposes him to new ideas, [2] he must make the material relevant to his students' interests and careers, and [3] his role is to exceed student expectations and help them achieve their dreams through excellent education.
EdisonLearning aims to provide innovative, world-class education to all students based on research-driven principles. It was founded over 20 years ago to create unique, holistic learning environments and has since expanded its services. EdisonLearning works with schools and educators to establish rigorous curricula, improve teacher effectiveness, use data to inform instruction, turn around underperforming schools, and ensure students are college and career ready. It is committed to educating the whole child and promoting eight core values to encourage positive learning cultures.
Proficiency-Based Teaching and Learning for OSBA 2011Rinda Montgomery
The document outlines an educational presentation on proficiency-based teaching and learning given to the Oregon Small Schools Association in 2011, discussing shortcomings of the traditional educational model and benefits of a proficiency-based model in preparing students for future careers through standards-aligned learning. Case studies and examples from schools that have implemented proficiency-based models show improved student engagement, performance, and preparation for post-secondary education and careers.
This document outlines the Whole Education Network, which aims to provide a "whole education" for all young people. It discusses (1) defining a whole education, (2) the mission to ensure all youth have access to it, and (3) guiding principles of being light touch, school-led, and iterative. Interest groups will focus on skills, qualities, leadership, and cross-cutting topics to support change over time as the network expands to include more pathfinder and network schools.
Mercy College celebrated its first Founders' Day on October 26, 2008. Mary "Mimi" Lyon received the inaugural Founders' Day Medal for her contributions to Mercy College through her late husband Frank Lyon's creation of the Daddy Short Legs Scholarship. The scholarship provides short-term financial assistance to Mercy College seniors in need. Dr. Kimberly Cline, Mercy College's president, believes the new Founders' Day tradition is important for recognizing individuals who have contributed to the College's continuous growth.
Emolior Academy prepares students for success through 7 key strategies: 1) Developing productive community contributors, 2) Fostering strong character development, 3) Using data-driven decision making, 4) Providing thorough college preparation, 5) Maintaining high expectations, 6) Employing effective teaching, and 7) Encouraging family support and involvement. Students participate in advisory groups, complete individualized learning plans and college exit projects, visit colleges annually, and receive peer mediation training and Latin instruction to achieve proficiency in core subjects and develop qualities for college admission and success.
The document describes the Executive MBA program in Supply Chain Management offered by ETH Zurich, focusing on providing students with a global perspective on business, in-depth training in supply chain management, and the skills to become effective leaders. The 18-month part-time program includes blocks covering general management, the global economy, supply chain management, and a master's thesis, combining academic rigor with practical experience through company visits and international field studies.
The document discusses using a Claims-Evidence-Reasoning (C-E-R) framework to improve student academic progress and language proficiency. It describes how incorporating C-E-R into classroom culture, literacy activities, and the teaching of subjects like social studies, math, and science can help students develop skills like analytical thinking, research, and argumentation. Lessons learned include improved writing skills when C-E-R is used consistently, and students gaining tools to expand and support their own ideas.
Final core proposition powerpoint presentationLesiaAlford
This document discusses the importance of effective teaching practices and strategies. It emphasizes that teachers should continuously improve their practice through learning, reflection, and incorporating new strategies. The document provides examples of how the author applies these ideas, such as obtaining multiple degrees, designing lesson plans using various techniques, and setting goals to further their education through a doctorate and workshops. Artifacts provided demonstrate the author's use of techniques like multiple intelligences, metacognition, technology, and Kagan cooperative learning.
1) The document outlines characteristics of teacher performance at different levels for various teaching standards.
2) It describes the minimum expectations for teachers meeting standards at a "satisfactory" level and characteristics of teachers performing at "good" and "outstanding" levels.
3) The standards cover areas like setting high expectations, promoting pupil progress, demonstrating subject knowledge, planning and teaching lessons, and adapting teaching to meet pupil needs.
The document summarizes the Alliance High School model, which is designed to help increase student achievement and graduation rates, especially in low-performing schools. The model takes a comprehensive approach, focusing on creating a culture of high expectations and engagement, providing demanding curriculum and instruction, developing strong leadership and teaching, and using data-driven management. Key elements include establishing small learning communities, implementing college and career readiness programs, developing rigorous academic plans, and providing intensive support from an on-site Alliance Achievement team.
INSPIRE was founded in 2009 by expert educators – Radhika Suri and Sameera Sood. Along with Tilottama Mukherjee, they form the Executive Team of Inspire.
1) ICBM - SBE is a 2-year full-time PGDM program approved by AICTE with the mission of enhancing management education through excellent curriculum, faculty, infrastructure, and advisory council.
2) The document discusses ICBM - SBE's vision, associations with organizations like AIMA and NHRD, and world-class facilities including a library, computer lab, sports facilities, and hostel.
3) It provides an overview of ICBM - SBE's experienced faculty and core strengths of excellence, versatility, and strong career opportunities for students.
The National Competency-Based Teacher Standards (NCBTS) provides a single framework that defines effective teaching in the Philippines. It is intended to guide all aspects of a teacher's professional development and practice. The NCBTS framework is organized into 7 domains that represent distinct areas of the teaching and learning process, with each domain defined by a principle related to enhancing student learning. The NCBTS aims to establish consistent standards for quality teaching across the country and provide a common language for teachers to evaluate and improve their practice.
The document discusses issues related to labeling students, including:
1) Historically, labeling was used to segregate and stigmatize students with disabilities, but views have shifted toward inclusion in recent decades.
2) Personal experiences illustrate how labeling can make students feel isolated, different, or that they do not belong.
3) School districts have become adept at coding and labeling students to receive funding, but this may not serve students' individual needs.
4) Redefining learning disabilities to focus on students' strengths and challenges, rather than labels, can help provide more meaningful learning opportunities.
Similar to Achieve3000® Literacy Solutions Brochure (20)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
1. districtsbelieveteachersbelievestudentsbelieveparentsbelieve
Believing is Achieving Our purpose:
to give all students the opportunity to reach higher
Helping every student reach higher reading standards and be prepared for college
We believe that
Achieve3000 believes that every student – mainstream, English language
learners, special needs and gifted alike – can reach higher. That all students
and the workforce. This is our purpose at Achieve3000. With over one million students
using our solutions to read and write better, students are seeing literacy gains that translate differentiated literacy
instruction for grades 2-12
into high-stakes test and cross-curricular success. At Achieve, our beliefs run deep.
have the ability to improve their reading and writing. And that with this ability,
they have the means to master the curriculum…to succeed on state and
Achieve believes:
unlocks learning.
national assessments and meet AYP goals...to meet and exceed the standards That the challenge of so many students being unprepared for college
and career absolutely must and can be solved
set by Common Core…to be prepared for college and career with the tools
and confidence to excel. That every child – mainstream, special needs kids, gifted kids, English
language learners, all kids – deserves every opportunity to reach higher
That, in order to reach higher, students need to and can read and Achieve3000® believes in the power
Achieve3000 believes that the key to unlocking the vast and unrealized of differentiated online instruction
write above level – and that this is the surest path to self-esteem,
potential of America’s and the world’s learners is literacy. With the differentiated intrinsic motivation and lifelong success to improve students’ reading and
instruction solutions and support they need, teachers are empowered as writing proficiency.
There is no such thing as an underachieving student – every student
never before to lead their students to be proficient readers and writers. By is ready and able to start achieving
With literacy instruction for grades 2-12
reaching and teaching all kids at their individual reading levels – where they
That differentiated online literacy instruction using non-fiction targeted to each individual’s reading
are right now – and constantly challenging them to achieve the next level of content and real-time Lexile assessment is the difference maker. level, all students can step up to higher
success, teachers using Achieve’s solutions are making literacy breakthroughs Our customers believe this as much as we do. The students and Common Core standards and to
parents we touch believe it even more college/workforce readiness.
every day for more than one million students.
Reason to believe: Achieve3000
The improvements we’ve seen are phenomenal. solutions double-to-triple
Achieve3000 excites and engages kids…and the expected Lexile/reading gains
teachers think it’s wonderful. in just 40 sessions.
Lupita Cavazos-Garcia
Assistant Superintendent
Tucson Unified School District
Achieve3000 Differentiated Literacy Solutions for Grades 2-12
The leader in differentiated instruction
Achieve3000 is the leader in differentiated online instruction serving more than one million students across the country. In addition
to our KidBiz3000,® TeenBiz3000® and Empower3000™ literacy solutions, we have recently introduced Achieve Language and
AchieveLanguage Achieve Intervention, which include additional scaffolds and supports to ensure that the needs of every learner are being addressed.
AchieveIntervention Learn more about all our solutions at achieve3000.com
KidBiz3000 for grades TeenBiz3000 is the only Empower3000 gets your Language and Intervention
2-5 delivers proven- differentiated literacy high school students Special Editions address
effective literacy instruction solution created specifically college- and career-ready the needs of every learner To learn more about Achieve3000 AchieveLanguage
as individual as your for middle school students with the differentiated through additional scaffolds
learners are. grades 6-8. literacy solution for and supports. and our proven solutions, AchieveIntervention
grades 9-12. call 888-968-6822
or visit achieve3000.com
2. Achieve3000 Differentiated
Teacher
Proprietary technology, Student takes Data that’s easily and
proven methodology immediately actionable
an initial
placement test
to establish
Literacy Solutions:
Achieve3000’s KidBiz,® TeenBiz® and Empower™ solutions a baseline Student
Lexile level. Achieve provides data where, when and how it counts. In easy-to-read visual reports – so information is easily
are all built on a uniquely effective foundation – the use of The student receives differentiated
non-fiction passages, matched to his or In the classroom – so diagnostic data can enable applicable. In aggregated/disaggregated reports –
non-fiction text and real-time Lexile assessment enabled her Lexile- and grade-level standards.
individualized intervention and remediation based on a so administrators gain holistic and drill-down data views
at the core of achievement
by our partnership with MetaMetrics, developers of the
®
given student’s needs. In real time – so teachers can to drive school- and district-wide improvement.
Lexile® Framework. By establishing students’ Lexile/reading As the Regular map instruction to a student’s pace and progress.
levels with our LevelSet assessment tool…differentiating student assessments
progresses, aligned to
non-fiction text at 12 different levels…and continually the rigor grade-level
of the text is standards
increasing the complexity of text as students make increased. measure the
student’s
progress…Achieve3000 steadily moves students to Lexile growth.
successive levels of success. Importantly, our solutions
As the Common Core State Standards become a focal Grades Previous Lexile New Common Core enable all students to succeed – mainstream, English
point for K-12 education, the need for students to read Ranges Lexile Ranges language learners, special needs and gifted students alike.
and comprehend complex texts has never been greater.
2-3 450L-725L 450L-790L
This ability is at the core of student achievement, college
and career readiness, and meeting the competitive 4-5 645L-845L 770L-980L
challenges of a better-educated world. At Achieve3000, 6-8 860L-1010L 955L-1155L
we believe – and are proving every day – that differentiated
9-10 960L-1115L 1080L-1305L
Extended reach
online literacy instruction is the surest path to giving
students the ability to be independent readers 11-12 1070L-1220L 1215L-1355L Achieve3000 solutions extend teachers' reach by differentiating be successful. And, by reaching parents and guardians
and achievers. Source: MetaMetrics
®
content for them. Now, teachers can spend more time with our Home Edition, we also extend students’ learning
actually teaching. By providing extra scaffolds for English beyond the school day. Achieve believes – and the results
language learners and students in need of intervention, our show – that additional time on task makes every student Achieve3000’s solutions fill a gap in
An uncommon solution solutions also extend teachers' ability to help every student a better reader and writer. learning while supporting our literacy
to a too-common problem goals throughout the curriculum.
As every teacher knows from everyday experience, give teachers the means to reach every student at his or Marj Hall-Petkosh
classrooms are anything but common. In every classroom, her individual level. By delivering the same assignment Proof positive Students more than double expected Title I Administrator
Solanco School District (PA)
students have varying abilities to read and write – whether to each student at his or her specific Lexile/reading
To be college and career ready, students need to Lexile gains with Achieve3000
at, below or above expected Lexile/reading levels. Achieve level, Achieve allows everyone to be a successful, active
comprehend more complex texts. Achieve3000 makes
solutions level the playing field by taking an uncommon participant in classroom discussions and debates. 160
this happen. National studies show that students
approach. Our online differentiated solutions for grades 2-12
using Achieve3000 solutions are more than doubling 146
their expected Lexile/reading gains. The gain is 120
121
Lexile Points
even greater for below-level readers, the students most
in need of improvement. 80 94
Native
language
40 54
Audio scaffold supports
for struggling
readers
0
Normal 1 - 39 40 - 79 80+
Growth (n=129,149) (n=68,143) (n=28,527)
Completed Reading Sessions
Students who complete 40 sessions make double the expected gains.
Independent
Students who complete 80 sessions nearly triple their expected reading gains.
vocabulary 2009-2010
learning
Lexile Level 540 Lexile Level 790
- Spanish
Lexile Level 900
3. Achieve3000 Differentiated
Teacher
Proprietary technology, Student takes Data that’s easily and
proven methodology immediately actionable
an initial
placement test
to establish
Literacy Solutions:
Achieve3000’s KidBiz,® TeenBiz® and Empower™ solutions a baseline Student
Lexile level. Achieve provides data where, when and how it counts. In easy-to-read visual reports – so information is easily
are all built on a uniquely effective foundation – the use of The student receives differentiated
non-fiction passages, matched to his or In the classroom – so diagnostic data can enable applicable. In aggregated/disaggregated reports –
non-fiction text and real-time Lexile assessment enabled her Lexile- and grade-level standards.
individualized intervention and remediation based on a so administrators gain holistic and drill-down data views
at the core of achievement
by our partnership with MetaMetrics, developers of the
®
given student’s needs. In real time – so teachers can to drive school- and district-wide improvement.
Lexile® Framework. By establishing students’ Lexile/reading As the Regular map instruction to a student’s pace and progress.
levels with our LevelSet assessment tool…differentiating student assessments
progresses, aligned to
non-fiction text at 12 different levels…and continually the rigor grade-level
of the text is standards
increasing the complexity of text as students make increased. measure the
student’s
progress…Achieve3000 steadily moves students to Lexile growth.
successive levels of success. Importantly, our solutions
As the Common Core State Standards become a focal Grades Previous Lexile New Common Core enable all students to succeed – mainstream, English
point for K-12 education, the need for students to read Ranges Lexile Ranges language learners, special needs and gifted students alike.
and comprehend complex texts has never been greater.
2-3 450L-725L 450L-790L
This ability is at the core of student achievement, college
and career readiness, and meeting the competitive 4-5 645L-845L 770L-980L
challenges of a better-educated world. At Achieve3000, 6-8 860L-1010L 955L-1155L
we believe – and are proving every day – that differentiated
9-10 960L-1115L 1080L-1305L
Extended reach
online literacy instruction is the surest path to giving
students the ability to be independent readers 11-12 1070L-1220L 1215L-1355L Achieve3000 solutions extend teachers' reach by differentiating be successful. And, by reaching parents and guardians
and achievers. Source: MetaMetrics
®
content for them. Now, teachers can spend more time with our Home Edition, we also extend students’ learning
actually teaching. By providing extra scaffolds for English beyond the school day. Achieve believes – and the results
language learners and students in need of intervention, our show – that additional time on task makes every student Achieve3000’s solutions fill a gap in
An uncommon solution solutions also extend teachers' ability to help every student a better reader and writer. learning while supporting our literacy
to a too-common problem goals throughout the curriculum.
As every teacher knows from everyday experience, give teachers the means to reach every student at his or Marj Hall-Petkosh
classrooms are anything but common. In every classroom, her individual level. By delivering the same assignment Proof positive Students more than double expected Title I Administrator
Solanco School District (PA)
students have varying abilities to read and write – whether to each student at his or her specific Lexile/reading
To be college and career ready, students need to Lexile gains with Achieve3000
at, below or above expected Lexile/reading levels. Achieve level, Achieve allows everyone to be a successful, active
comprehend more complex texts. Achieve3000 makes
solutions level the playing field by taking an uncommon participant in classroom discussions and debates. 160
this happen. National studies show that students
approach. Our online differentiated solutions for grades 2-12
using Achieve3000 solutions are more than doubling 146
their expected Lexile/reading gains. The gain is 120
121
Lexile Points
even greater for below-level readers, the students most
in need of improvement. 80 94
Native
language
40 54
Audio scaffold supports
for struggling
readers
0
Normal 1 - 39 40 - 79 80+
Growth (n=129,149) (n=68,143) (n=28,527)
Completed Reading Sessions
Students who complete 40 sessions make double the expected gains.
Independent
Students who complete 80 sessions nearly triple their expected reading gains.
vocabulary 2009-2010
learning
Lexile Level 540 Lexile Level 790
- Spanish
Lexile Level 900
4. Achieve3000 Differentiated
Teacher
Proprietary technology, Student takes Data that’s easily and
proven methodology immediately actionable
an initial
placement test
to establish
Literacy Solutions:
Achieve3000’s KidBiz,® TeenBiz® and Empower™ solutions a baseline Student
Lexile level. Achieve provides data where, when and how it counts. In easy-to-read visual reports – so information is easily
are all built on a uniquely effective foundation – the use of The student receives differentiated
non-fiction passages, matched to his or In the classroom – so diagnostic data can enable applicable. In aggregated/disaggregated reports –
non-fiction text and real-time Lexile assessment enabled her Lexile- and grade-level standards.
individualized intervention and remediation based on a so administrators gain holistic and drill-down data views
at the core of achievement
by our partnership with MetaMetrics, developers of the
®
given student’s needs. In real time – so teachers can to drive school- and district-wide improvement.
Lexile® Framework. By establishing students’ Lexile/reading As the Regular map instruction to a student’s pace and progress.
levels with our LevelSet assessment tool…differentiating student assessments
progresses, aligned to
non-fiction text at 12 different levels…and continually the rigor grade-level
of the text is standards
increasing the complexity of text as students make increased. measure the
student’s
progress…Achieve3000 steadily moves students to Lexile growth.
successive levels of success. Importantly, our solutions
As the Common Core State Standards become a focal Grades Previous Lexile New Common Core enable all students to succeed – mainstream, English
point for K-12 education, the need for students to read Ranges Lexile Ranges language learners, special needs and gifted students alike.
and comprehend complex texts has never been greater.
2-3 450L-725L 450L-790L
This ability is at the core of student achievement, college
and career readiness, and meeting the competitive 4-5 645L-845L 770L-980L
challenges of a better-educated world. At Achieve3000, 6-8 860L-1010L 955L-1155L
we believe – and are proving every day – that differentiated
9-10 960L-1115L 1080L-1305L
Extended reach
online literacy instruction is the surest path to giving
students the ability to be independent readers 11-12 1070L-1220L 1215L-1355L Achieve3000 solutions extend teachers' reach by differentiating be successful. And, by reaching parents and guardians
and achievers. Source: MetaMetrics
®
content for them. Now, teachers can spend more time with our Home Edition, we also extend students’ learning
actually teaching. By providing extra scaffolds for English beyond the school day. Achieve believes – and the results
language learners and students in need of intervention, our show – that additional time on task makes every student Achieve3000’s solutions fill a gap in
An uncommon solution solutions also extend teachers' ability to help every student a better reader and writer. learning while supporting our literacy
to a too-common problem goals throughout the curriculum.
As every teacher knows from everyday experience, give teachers the means to reach every student at his or Marj Hall-Petkosh
classrooms are anything but common. In every classroom, her individual level. By delivering the same assignment Proof positive Students more than double expected Title I Administrator
Solanco School District (PA)
students have varying abilities to read and write – whether to each student at his or her specific Lexile/reading
To be college and career ready, students need to Lexile gains with Achieve3000
at, below or above expected Lexile/reading levels. Achieve level, Achieve allows everyone to be a successful, active
comprehend more complex texts. Achieve3000 makes
solutions level the playing field by taking an uncommon participant in classroom discussions and debates. 160
this happen. National studies show that students
approach. Our online differentiated solutions for grades 2-12
using Achieve3000 solutions are more than doubling 146
their expected Lexile/reading gains. The gain is 120
121
Lexile Points
even greater for below-level readers, the students most
in need of improvement. 80 94
Native
language
40 54
Audio scaffold supports
for struggling
readers
0
Normal 1 - 39 40 - 79 80+
Growth (n=129,149) (n=68,143) (n=28,527)
Completed Reading Sessions
Students who complete 40 sessions make double the expected gains.
Independent
Students who complete 80 sessions nearly triple their expected reading gains.
vocabulary 2009-2010
learning
Lexile Level 540 Lexile Level 790
- Spanish
Lexile Level 900
5. districtsbelieveteachersbelievestudentsbelieveparentsbelieve
Believing is Achieving Our purpose:
to give all students the opportunity to reach higher
Helping every student reach higher reading standards and be prepared for college
We believe that
Achieve3000 believes that every student – mainstream, English language
learners, special needs and gifted alike – can reach higher. That all students
and the workforce. This is our purpose at Achieve3000. With over one million students
using our solutions to read and write better, students are seeing literacy gains that translate differentiated literacy
instruction for grades 2-12
into high-stakes test and cross-curricular success. At Achieve, our beliefs run deep.
have the ability to improve their reading and writing. And that with this ability,
they have the means to master the curriculum…to succeed on state and
Achieve believes:
unlocks learning.
national assessments and meet AYP goals...to meet and exceed the standards That the challenge of so many students being unprepared for college
and career absolutely must and can be solved
set by Common Core…to be prepared for college and career with the tools
and confidence to excel. That every child – mainstream, special needs kids, gifted kids, English
language learners, all kids – deserves every opportunity to reach higher
That, in order to reach higher, students need to and can read and Achieve3000® believes in the power
Achieve3000 believes that the key to unlocking the vast and unrealized of differentiated online instruction
write above level – and that this is the surest path to self-esteem,
potential of America’s and the world’s learners is literacy. With the differentiated intrinsic motivation and lifelong success to improve students’ reading and
instruction solutions and support they need, teachers are empowered as writing proficiency.
There is no such thing as an underachieving student – every student
never before to lead their students to be proficient readers and writers. By is ready and able to start achieving
With literacy instruction for grades 2-12
reaching and teaching all kids at their individual reading levels – where they
That differentiated online literacy instruction using non-fiction targeted to each individual’s reading
are right now – and constantly challenging them to achieve the next level of content and real-time Lexile assessment is the difference maker. level, all students can step up to higher
success, teachers using Achieve’s solutions are making literacy breakthroughs Our customers believe this as much as we do. The students and Common Core standards and to
parents we touch believe it even more college/workforce readiness.
every day for more than one million students.
Reason to believe: Achieve3000
The improvements we’ve seen are phenomenal. solutions double-to-triple
Achieve3000 excites and engages kids…and the expected Lexile/reading gains
teachers think it’s wonderful. in just 40 sessions.
Lupita Cavazos-Garcia
Assistant Superintendent
Tucson Unified School District
Achieve3000 Differentiated Literacy Solutions for Grades 2-12
The leader in differentiated instruction
Achieve3000 is the leader in differentiated online instruction serving more than one million students across the country. In addition
to our KidBiz3000,® TeenBiz3000® and Empower3000™ literacy solutions, we have recently introduced Achieve Language and
AchieveLanguage Achieve Intervention, which include additional scaffolds and supports to ensure that the needs of every learner are being addressed.
AchieveIntervention Learn more about all our solutions at achieve3000.com
KidBiz3000 for grades TeenBiz3000 is the only Empower3000 gets your Language and Intervention
2-5 delivers proven- differentiated literacy high school students Special Editions address
effective literacy instruction solution created specifically college- and career-ready the needs of every learner To learn more about Achieve3000 AchieveLanguage
as individual as your for middle school students with the differentiated through additional scaffolds
learners are. grades 6-8. literacy solution for and supports. and our proven solutions, AchieveIntervention
grades 9-12. call 888-968-6822
or visit achieve3000.com
6. districtsbelieveteachersbelievestudentsbelieveparentsbelieve
Believing is Achieving Our purpose:
to give all students the opportunity to reach higher
Helping every student reach higher reading standards and be prepared for college
We believe that
Achieve3000 believes that every student – mainstream, English language
learners, special needs and gifted alike – can reach higher. That all students
and the workforce. This is our purpose at Achieve3000. With over one million students
using our solutions to read and write better, students are seeing literacy gains that translate differentiated literacy
instruction for grades 2-12
into high-stakes test and cross-curricular success. At Achieve, our beliefs run deep.
have the ability to improve their reading and writing. And that with this ability,
they have the means to master the curriculum…to succeed on state and
Achieve believes:
unlocks learning.
national assessments and meet AYP goals...to meet and exceed the standards That the challenge of so many students being unprepared for college
and career absolutely must and can be solved
set by Common Core…to be prepared for college and career with the tools
and confidence to excel. That every child – mainstream, special needs kids, gifted kids, English
language learners, all kids – deserves every opportunity to reach higher
That, in order to reach higher, students need to and can read and Achieve3000® believes in the power
Achieve3000 believes that the key to unlocking the vast and unrealized of differentiated online instruction
write above level – and that this is the surest path to self-esteem,
potential of America’s and the world’s learners is literacy. With the differentiated intrinsic motivation and lifelong success to improve students’ reading and
instruction solutions and support they need, teachers are empowered as writing proficiency.
There is no such thing as an underachieving student – every student
never before to lead their students to be proficient readers and writers. By is ready and able to start achieving
With literacy instruction for grades 2-12
reaching and teaching all kids at their individual reading levels – where they
That differentiated online literacy instruction using non-fiction targeted to each individual’s reading
are right now – and constantly challenging them to achieve the next level of content and real-time Lexile assessment is the difference maker. level, all students can step up to higher
success, teachers using Achieve’s solutions are making literacy breakthroughs Our customers believe this as much as we do. The students and Common Core standards and to
parents we touch believe it even more college/workforce readiness.
every day for more than one million students.
Reason to believe: Achieve3000
The improvements we’ve seen are phenomenal. solutions double-to-triple
Achieve3000 excites and engages kids…and the expected Lexile/reading gains
teachers think it’s wonderful. in just 40 sessions.
Lupita Cavazos-Garcia
Assistant Superintendent
Tucson Unified School District
Achieve3000 Differentiated Literacy Solutions for Grades 2-12
The leader in differentiated instruction
Achieve3000 is the leader in differentiated online instruction serving more than one million students across the country. In addition
to our KidBiz3000,® TeenBiz3000® and Empower3000™ literacy solutions, we have recently introduced Achieve Language and
AchieveLanguage Achieve Intervention, which include additional scaffolds and supports to ensure that the needs of every learner are being addressed.
AchieveIntervention Learn more about all our solutions at achieve3000.com
KidBiz3000 for grades TeenBiz3000 is the only Empower3000 gets your Language and Intervention
2-5 delivers proven- differentiated literacy high school students Special Editions address
effective literacy instruction solution created specifically college- and career-ready the needs of every learner To learn more about Achieve3000 AchieveLanguage
as individual as your for middle school students with the differentiated through additional scaffolds
learners are. grades 6-8. literacy solution for and supports. and our proven solutions, AchieveIntervention
grades 9-12. call 888-968-6822
or visit achieve3000.com