Not exact matches
All programs reinforce and complement Texas Essential Knowledge and
Skills, the State
of Texas
Assessments of Academic Readiness, and the National Science Education Standards.
Harvard Graduate School
of Education will work with the Strategic Education Research Partnership and other partners to complete a program
of work designed to a) investigate the predictors
of reading comprehension in 4th - 8th grade students, in particular the role
of skills at perspective - taking, complex reasoning, and
academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning,
academic language
skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components
of the proposed work: Instrument development: Pilot data collection using interviews and candidate
assessment items, collaboration with DiscoTest colleagues to develop coding
of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning,
academic language
skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development
of a discussion - based curriculum for 4th - 5th graders, and to the expansion
of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and
academic language
skills (Snow & Uccelli).
When used with self -
assessment and peer -
assessment strategies, rubrics can improve writing and critical - thinking
skills and support engagement and
academic performance in a range
of subjects (Andrade, 2007; Andrade, Du, & Mycek, 2010; Andrade, Du, & Wang, 2008; Andrade & Valtcheva, 2009).
Meanwhile, it provides $ 2.5 billion to support professional development that can be used to «improve the knowledge
of teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional strategies, methods, and
skills, and use
of challenging State
academic content standards and student
academic achievement standards, and State
assessments, to improve teaching practices and student
academic achievement.»
Demanding accountability for results and measuring achievement with the Texas
Assessment of Academic Skills (TAAS), a criterion - referenced
assessment — actually, a rather blunt instrument — has spurred significant improvement in student achievement.
Core
Academic Language Skills (CALS): Operational construct and instrument The Language for Learning Research Group, led by Dr. Paola Uccelli, engaged in a systematic review of the literature in order to design a construct of academic language skill that could inform assessment and inst
Academic Language
Skills (CALS): Operational construct and instrument The Language for Learning Research Group, led by Dr. Paola Uccelli, engaged in a systematic review
of the literature in order to design a construct
of academic language skill that could inform assessment and inst
academic language
skill that could inform
assessment and instruction.
Many achievement tests created and administered at the state level — such as the Massachusetts Comprehensive Assessment System (MCAS), the Texas Assessment
of Academic Skills (TAAS), or the Virginia Standards
of Learning (SOL)
Assessments — use criterion - referenced scoring.
The new system would enable the state to measure a full range
of college - and career - ready knowledge and
skills, shift toward personalized learning, and use meaningful student
assessments to ensure effective
academic support for students who need it.
Testing for 21st century
skills and depth
of knowledge, these
assessments aim to give administrators and educators a better understanding
of individual student need,
skill levels, and
academic growth.
It has helped millions
of students worldwide to improve their reading and writing
skills, master increasingly rigorous
academic standards, and prepare for high - stakes
assessments.
® About Northwest Evaluation Association Northwest Evaluation Association ™ (NWEA ™) is a global not - for - profit educational services organization known for our suite
of assessments including our flagship Measures
of Academic Progress ® (MAP ®) and
Skills Navigator ®, a skills mastery, and progress monitoring
Skills Navigator ®, a
skills mastery, and progress monitoring
skills mastery, and progress monitoring tool.
While multiple meta - analyses and large - scale research studies have found that models following the bilingual approach can produce better outcomes than ESL models, as measured by general
academic content
assessments or measures
of reading comprehension or
skills, other studies indicate that the quality
of instructional practices matter as well as the language
of instruction.
Students will have an opportunity to display
academic ability across a variety
of contexts, and
assessments can use material from science, art, and history courses to judge the development
of broader analytical
skills.
This collection
of 12 discipline - specific formative
assessments can be used to easily identify secondary students who would benefit from instruction in multisyllabic word identification — a
skill that's critical for reading and understanding complex,
academic texts.
Strong technical
skills, particularly in integrating technology in the classroom to drive
academic achievement Demonstrated volunteer or community service At least one (or more)
of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years
of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas
of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving
skills Prepare students for strong
academic achievement and passing
of all required
assessments Communicate regularly with parents Continually assess student progress toward mastery
of standards and keep students and parents well informed
of student progress by collecting and tracking data, providing daily feedback, weekly
assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside
of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies
Collectively, they use more than 30 different
assessments to measure reading and math
skills and evaluate their programs»
academic performance... and that's just the tip
of the iceberg.
The Minnesota Comprehensive
Assessments (MCAs and MTAS) Minnesota Comprehensive
Assessments (MCAs) and alternate
assessment, Minnesota Test
of Academic Skills (MTAS), are the statewide tests that help districts measure student progress toward Minnesota's academic standards and meet the requirements of the Elementary and Secondary Education Act
Academic Skills (MTAS), are the statewide tests that help districts measure student progress toward Minnesota's
academic standards and meet the requirements of the Elementary and Secondary Education Act
academic standards and meet the requirements
of the Elementary and Secondary Education Act (ESEA).
The widespread use
of formative
assessments at the classroom level can undermine teaching
of the 21st - century
skills called for by the next generation
academic standards.
While federal legislation calls for «multiple up - to - date measures
of student
academic achievement, including measures that assess higher - order thinking
skills and understanding» (NCLB, Sec. 1111, b, I, vi), most
assessment tools used for federal reporting focus on lower - level
skill that can be measured on standardized mostly multiple - choice tests.
Courses will examine first and second language development; second language literacy development,
assessment, and instruction; successful approaches to assessing and teaching oral language and content
skills including designs for differentiating instruction according to students» levels
of language proficiency; and the multiple factors that influence
academic achievement among this student population.
(In the 2009 - 10
academic year, 78 percent
of candidates passed the state's basic
skills assessment, and 81 percent
of applicants passed the reading instruction exam.)
A school - based teacher preparation program in which a prospective teacher, for not less than one
academic year, teaches alongside an effective teacher, as determined by the state or local educational agency, who is the teacher
of record for the classroom, receives concurrent instruction during the year, through courses that may be taught by local educational agency personnel or by faculty
of the teacher preparation program; and in the teaching
of the content area in which the teacher will become certified or licensed; and acquires effective teaching
skills, as demonstrated through completion
of a residency program, or other measure determined by the state, which may include a teacher performance
assessment.»
Dr. Eckert's research interests focus on the
assessment and intervention
of children with
academic skills problem.
Recently, Killeen ISD's professional development team sought to expand their professional development efforts again, this time to support middle school mathematics educators as they work to meet the State
of Texas
Assessments of Academic Readiness (STAAR ™), which has replaced the Texas Assessment
of Knowledge and
Skills (TAKS).
2012 - 2013 for grades 3 - 8 reading (Minnesota Comprehensive
Assessments and Minnesota Test
of Academic Skills)
Achieve3000's LevelSet ™
assessment is the world's only universal screener for the reading comprehension
of nonfiction text in both English and Spanish, a primary focus
of the Oklahoma Priority
Academic Student
Skills (PASS) and the OCCT and ACE - EOI
assessments.
Finally, the paper outlines eight system - level characteristics
of a high - quality CTE program, including: career - oriented educational systems; strong options for all students; rigorous
academic curricula; rigorous technical
skill development; employability
skills; professional development for teaching staff and leaders; support services for students; and
assessment / accountability.
This course is designed to help future and current teachers
of culturally and linguistically diverse elementary school students to (1) understand, develop, and implement a range
of effective, practical strategies for assessing and documenting the
academic achievement
of their students, including English Learners, students with identified / unidentified exceptionalities, and students eligible for free or reduced price lunch (TPEs 1.1, 2.2, 3.5, 4.4, and 5.1 - 5.8); (2) develop the
skills and habits
of mind necessary to use
assessment results to plan effective instruction for every student (TPEs 3.5, 4.4, and 5.1 - 5.8); (3) learn how to present and discuss
assessment results with other education professionals and with students» parents (TPEs 1.2, 2.6, 3.2, 4.5, 5.1 - 5.8).
A comprehensive evaluation typically includes intellectual and
academic achievement testing, as well as an
assessment of the critical underlying language
skills that are closely linked to dyslexia.
Learn how these general outcome measures
of basic
academic skills can compliment your current standards - based
assessments.
Although not minimizing the importance
of traditional cognitive ability, these authors point out that conventional
assessments account for a small portion
of the variance when examining long - term
academic and career accomplishment, especially as it relates to the advancement
of adult competencies in highly demanding professions where leadership
skills and creative productivity are the criteria for success.
Specializing in cloud - based, differentiated learning solutions for Pre-K through Grade 12 as well as adult learners, Achieve3000 has helped millions
of students worldwide to improve their reading and writing
skills, master increasingly rigorous
academic standards, and prepare for high - stakes
assessments.
Assessments such as the Ages and Stages Questionnaire, the Flanker Inhibitory Control and Attention Task, and the Social
Skills Rating System will be administered alongside more traditional measures
of academic achievement.
Key features include course units aligned to common core and state standards together with local district frameworks, interactive media - driven lessons focused on core concepts and
skills, closed captioning and definitions
of key
academic terms, embedded subject specific Tier 2 vocabulary, on - going formative
assessments, summative unit tests, teacher support materials, and at - home parental involvement learning tools — all designed to be used in concert with the district's instructional program.
The most obvious example
of this is through states» adoption and implementation
of academic standards and
assessments that align with the knowledge and
skills students need to enter credit - bearing coursework in college.
Since 2003, Greenwich Education Group has provided a rich array
of academic resources, including subject tutoring, SAT, ACT & ISEE test preparation, day and boarding school advisory services, college counseling, diagnostic
assessment, clinical and coaching services, and social
skills support.
Literacy
Skills: North Dakota's early childhood education
assessment does not include the incorporation
of literacy into all
academic subjects Struggling Readers: North Dakota's early childhood education
assessment does not address the needs
of struggling readers.
A personal learning plan consists
of student data, personal interests, strengths and weaknesses, credits earned to date, attendance records, state standards yet to be met, a plan for the next five weeks, learning style
assessment, their scores on the Measure
of Academic Progress, levels
of engagement, life
skill assessments, and project credits earned and in progress.
Such
assessments shall involve multiple up - to - date measures
of student
academic achievement, including measures that assess higher - order thinking
skills and understanding.
Aspire uses quarterly
assessments to determine the progress
of every child learning grade - level
academic skills.
• 7 years» extensive experience in providing physical education • Committed to deliver modern, high quality, results - oriented lessons • Highly
skilled in using
assessment data to recalibrate curriculum • Demonstrated ability to set and hold students to high
academic, behavioral, and character standards • In - depth knowledge
of developing motor
skills and physical development in young adults
(a) Document a minimum
of twenty - four hours
of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i)
Assessment, evaluation and remediation which includes initial, formative and summative
assessment of supervisee knowledge,
skills and self - awareness; components
of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation
of supervisee
skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models
of supervision, learning models, stages
of development and transitions in supervisee / supervisor development, knowledge and
skills related to supervision intervention options, awareness
of individual differences and learning styles
of supervisor and supervisee, awareness and acknowledgement
of cultural differences and multicultural competencies needed by supervisors, recognition
of relational dynamics in the supervisory relationship, and awareness
of the developmental process
of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring
of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities
of supervisors and supervisees, and expectations
of supervisory process within the institution or agency; institutional processes for managing multiple roles
of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types
of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice
of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.
Cognitive
assessments are given to children to determine the impact
of intellectual ability,
academic skills, behaviors, and cognitive functioning on
academic and psychological functioning.
Their development and application, however, could lead to improved quality
of care and overall health status for First Nations, Inuit and Métis peoples by: providing the
skills, knowledge and attitudes that public health practitioners could draw upon to provide culturally competent and safe health services to Aboriginal individuals and communities; improving
academic curriculum, training programs, professional certification, health services planning, health policy, and health program evaluation standards; and providing standardized
assessment criteria to help governments and organizations share best practices more efficiently and promote culturally safe health services.