Sentences with phrase «english measuring system»

Why do Americans cling to the awkward English measuring system of pounds, inches, and gallons?

Not exact matches

In Google Maps, the distance - measuring tool offers a choice of three unit systems: Metric, English or «I'm Feeling Geeky.»

The provisional school results will include performance measures such as the percentage of pupils achieving five or more GCSEs or equivalents at A * to C, the percentage of pupils achieving the English Baccalaureate (EBacc), and the Attainment 8 scores, showing average achievement across eight subjects, including English and maths, for those schools that have opted into the new accountability system a year early.

In their article, «The Relative Equitability of High - Stakes Testing versus Teacher - Assigned Grades: An Analysis of the Massachusetts Comprehensive Assessment System (MCAS),» Harvard Graduate School of Education researchers Robert T. Brennan and James S. Kim, and UMass Boston researchers Melodie Wenz - Gross and Gary N. Siperstein compared 736 student results on the MCAS with teacher - assigned grades in order to analyze the relative equitability of the two measures across three subject areas — math, English, and science.

Under the new system, grades one through three are measured against a goal of reading by the end of third grade; grades four through six on proficient or advanced performance on the English and math portions of a state test indicating middle school readiness; seven, eight, and nine on high school readiness with passing all ninth - grade; grades 10, 11, and 12 focus on the goal of high school graduation.

So I organized an effort to put a measure on the ballot that would shift the state of California away from so - called bilingual education programs towards a simple and effective system of intensive English immersion.

ESSA also requires state accountability systems to measure «progress in achieving English language proficiency, as defined by the State.»

After Remsdaq's integration partner in Dubai, Leisure Secure, were awarded a contract to supply, install and commission a new integrated access control system at the Jumeirah English Speaking School (JESS) in the UAE, Remsdaq's EntroWatch access control software was selected as a key security measure.

The primary aims of this study are to document the process of moving towards new, integrated systems in each of these cities; to highlight which strategies moved the cities forward in creating these systems and what barriers the cities encountered; to examine how these cities incorporated the needs of students with disabilities, English language learners, and students from different economic backgrounds into their system designs; to understand how students, teachers, and parents, and others experience elements of the new system and how these experiences differed for students with special needs; and to document quantitative outcomes on a range of measures, disaggregated by student subgroup.

As of September, the EBacc system will become compulsory, meaning all pupils will have to study core subjects - English, maths, science, history or geography and a language - as part of a Government performance measure of schools.

For the 2017 exam series, the Attainment 8 measure was calculated using pupils best 8 exam grades including English and maths and a new points system in which pupils jumping from a grade B to an A are awarded 1.5 extra points, while the difference between a G grade and F is just 0.5.

RIDE's 2016 classifications, the highest in their accountability system, are based on Composite Index Scores that comprise measures of student proficiency (in English language arts and mathematics), gap -LSB-...]

English Language Learners and complexity theory: Why current accountability systems do not measure up.

The assessment system measures the progress of English language learner (ELL) students toward English language proficiency based on the new English Language Proficiency (ELP) Standards.

Acknowledging the diverse and rich language experiences English learners (ELs) bring to school, ELPA21 is committed to producing an assessment system that measures students» growth in using English effectively.

We are being told that our evaluation system will require our full comprehension and maintenance of: measures of teacher practice observation option selection forms, evaluator forms, consistent update of class lists / rosters, observation options A, B, C, D, the Matrix, and MOSL options (project based learning assessments, student learning inventories, performance based assessments, and progress monitoring assessments), not to mention how this plays out for what people teach (elementary / middle / high school, alternative assessment, English as a New Language, content areas, etc).

Using a measure of growth allows states greater flexibility in demonstrating the progress English learners are making without having to include actual proficiency scores in their systems of accountability.

States would also be required to include graduation rates in their accountability systems, as well as one measure of post-secondary education or workforce readiness (such as college enrollment rates, for example), and English proficiency rates for English - language learners.

Teacher observation systems, which are increasingly used to measure teacher effectiveness, also tend to vary in how they assess teachers in meeting the needs of English language learner students.

The College and Career Readiness System (ACT and ACT WorkKeys) measures a student's skills in English, math, reading, writing, and science.

ASSETS is funded by a $ 10.5 million Enhanced Assessment grant which supports the development of a next generation assessment system that measures students progress in attaining English proficiency needed to succeed in college and career.

States are required to establish new accountability systems that include annual test scores, graduation rates for high schools, an additional academic indicator for pre-secondary schools and a measure of how well English learners are achieving proficiency.

ELPA21 Consortium Collaborates With Educators and Policymakers on New English Language Proficiency Test: Computer - based assessment system measures skills English language learners need for college and career readiness

WASHINGTON — A consortium of states, along with educators, English language learning experts and researchers, is preparing to launch a new assessment system designed to measure English language development in students learning English.

The ELPA21 assessment system measures student proficiency relative to the English Language Proficiency (ELP) Standards developed by WestEd, CCSSO, the Understanding Language initiative of Stanford University, and states.

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

ESSA requires state accountability systems to annually measure five indicators that assess progress toward the state's long - term educational goals, with a particular focus on certain student subgroups: those who are economically disadvantaged, minorities, children with disabilities, and English language learners.

Self - described education «reformers» advocate top - down overhauling of systems, using standardized testing in math and English as the primary measure of student and teacher performance and success, and using competition to leverage change, although neither approach has been shown to improve student achievement.

There are a number of measures states are already planning to include in their accountability systems — such as chronic absenteeism, English language proficiency, teacher absenteeism, student discipline, school climate, etc. — that could easily include students in kindergarten through second grade.

State Board of Education should change how the progress of English learners is measured to make the system more fair.

Measuring a minimum of 20 students per subgroup, like English Learners, low - income students, Latino students or students with disabilities, forces schools to track categories of students who would have been bypassed under the old «No Child» system.

In a scenario which played itself out in various European capitals the measures imposed by the Icelandic government in order to prop up its banking system potentially undermined the agreement's exclusive jurisdiction clause in favour of the English High Court as well as its governing English law provision.

Special Projects Vocational Empowerment: The Development of a Culturally Competent Peer - Run Photovoice Training Program (2010 — Present) Project Co-Director Development of an Instrument to Measure Recovery Promoting Competences Among Providers Serving Spanish Speaking Mental Health Consumers (2007 — 2010) Project Director The Development of a Latino Consumer - Provider Training Program (2004 — 2010) Project Director A Study Evaluating the Effectiveness of a Structured Psycho - Educational Recovery Intervention with English Speaking and Latino Samples (2004 — 2010) Project Coordinator Project A: Building of Capacity of CBOs for Participatory Research & Program Evaluation (Under the Center for Capacity Building on Minorities with Disability Research at the University of Illinois at Chicago (2005 — 2008) Northeast Coordinator Phase II: Community Action Grant for System Change (2002 — 2006) Principal Investigator Field Initiated Project (NIDRR): Rehabilitation Readiness Tool for Latinos with Psychiatric Disabilities (1999 — 2002) Co-Principal Investigator Phase I: Community Action Grant for System Change (1998 — 1999) Co-Principal Investigator Transitional Rehabilitation Services (1996 — 1997) Project Director