Sentences with phrase «school district student proficiency»

** San Jose Unified School District Student Proficiency Data.

Not exact matches

To see where the public stands, we asked questions about visa programs for highly specialized workers, federal aid to school districts impacted by immigration, and the desirability of instructing immigrants and students with limited English proficiency in their native language.

She's permitted some school districts that have failed to reach proficiency targets to continue to provide tutoring to students, and given leeway when it comes to using alternative assessments for special education students.

These results add to evidence that boosting student achievement has few simple fixes — particularly in a school district like Houston, in which 88 percent of students are black or Hispanic, about 30 percent have limited English proficiency, and about 80 percent are eligible for free or reduced - price lunch.

Since PLCs were organized at the district's Jefferson Elementary School, where 60 percent of the students are English - language learners, those students have hit 53 percent proficiency in English language arts, an enormous jump from 3 percent in 2002.

For starters, the school district's computer couldn't accept SOF's narrative - style report cards, which evaluated students» proficiency in the core competencies rather than giving them traditional numeric grades in individual subjects.

This is evident in the federal law's requirement that each state's accountability system generate a report card for each school and district indicating the proportion of students meeting proficiency standards on state tests of math and reading.

Academic Boot Camps Get Students in Test Shape Concentrated reading and test - taking instruction in small groups — known as boot camps — is one of the strategies a California school district uses to help elementary and middle - school students on the cusp of proficiency improve their reading and testStudents in Test Shape Concentrated reading and test - taking instruction in small groups — known as boot camps — is one of the strategies a California school district uses to help elementary and middle - school students on the cusp of proficiency improve their reading and teststudents on the cusp of proficiency improve their reading and test scores.

Accountability groups shall mean, for each public school, school district and charter school, those groups of students for each grade level or annual high school cohort, as described in paragraph (16) of this subdivision comprised of: all students; students from major racial and ethnic groups, as set forth in subparagraph (bb)(2)(v) of this section; students with disabilities, as defined in section 200.1 of this Title, including, beginning with the 2009 - 2010 school year, students no longer identified as students with disabilities but who had been so identified during the preceding one or two school years; students with limited English proficiency, as defined in Part 154 of this Title, including, beginning with the 2006 - 2007 school year, a student previously identified as a limited English proficient student during the preceding one or two school years; and economically disadvantaged students, as identified pursuant to section 1113 (a)(5) of the NCLB, 20 U.S.C. section 6316 (a)(5)(Public Law, section 107 - 110, section 1113 [a][5], 115 STAT.

[23] The designated ESEA requirements that can be set aside in states that obtain such waivers include some of the most significant outcome accountability requirements, such as the requirement that states set performance standards for schools and LEAs aiming toward a goal of 100 percent student proficiency in reading and mathematics by the end of the 2013 - 14 school year and take a variety of specific actions with respect to all schools and districts that fail to make adequate yearly progress toward this goal.

On recent New York State tests, students in city charter schools, serving a population of more than 90 percent African - American and Latino students, exceeded district - wide proficiency rates in math by 13 percentage points and by 5 percent in English.

Its sole aim was to make sure that every school would by 2014 bring every student up to proficiency, and a level - based system is needed to direct reformers» attention to those schools and districts with the farthest distance to go.

For a school or district to make adequate yearly progress, both the overall student population and each subgroup of students — major racial and ethnic groups, children from low - income families, students with disabilities, and students with limited proficiency in English — must meet or exceed the target set by the state.

Academic Standards (PDF) Academic and Career Plan (PDF) ADA 504 Notice (PDF) Asbestos Management Plan (PDF) Assessment Information (PDF) ATOD (PDF) Attendance Policy (PDF) Bullying (PDF) Child Nutrition (PDF) Directory and Yearbook Information (PDF) District Wellness Policy (PDF) Education for Employment — Career Counseling (PDF) Education Options Available to Resident Children (PDF) Homeless Education Program (PDF) Human Growth and Development (webpage) Indoor Air Quality (PDF) Limited English Proficiency (PDF) Meal Charge Policy (PDF) Participation (PDF) Public Use of School Facilities (PDF) Possession or Use of Cell Phones (PDF) Program and Curriculum Modifications — Programs for Children At Risk (PDF) School Accountability Report (webpage) Special Education (PDF) Special Needs Scholarship Program (PDF) Student Locker Searches (PDF) Student Non-Discrimination and Complaint Procedures (PDF) Student Records (PDF) Suicide Prevention Resources (PDF) Student Privacy — Pupil Records (PDF) Student Privacy — Directory and Yearbook Information (PDF) Title I Family Engagement Policy (PDF) Title I Professional Qualifications — Teacher (PDF) Title I Professional Qualifications — Teacher Assistant Youth Options Courses (PDF)

Contemporary accountability policies have created the added expectation that districts will differentiate support to schools on the basis of achievement results from state testing programs and other accountability measures, with particular attention to be given to schools where large numbers of students are not meeting standards of proficiency.

The letter lauds the bill for leaving teacher evaluations up to states and local districts, maintaining collective bargaining rights, improving assessments for English language learners and rolling back No Child Left Behind's punitive accountability system that scores schools and states based on student proficiency.

If teachers, schools, districts, and states are to succeed at teaching students to meet proficiency on the CCRS, they need solutions that are doable.

State accountability systems focus attention and resources on low performance and remediation, but in many school districts across the country district leaders are as much concerned, if not more, about sustaining good performance and about establishing agendas for student learning beyond proficiency scores on standardized tests.

This bill would prevent educators from using PARCC scores, «to determine a student's placement in a gifted and talented program, another program or intervention, grade promotion, as the State graduation proficiency test, any other school or district - level decision that affects students, or as part of any evaluation rubric submitted to the Commissioner of Education for approval.»

The letter lauds the bill for leaving teacher evaluations up to states and local districts, maintaining collective bargaining rights, improving assessments for English language learners and rolling back NCLB's punitive accountability system that scores schools and states based on student proficiency.

In one large, high - performing suburban district (i.e., 90 % or more of students in most schools achieving at or above state proficiency standards), district leaders noticed demographic changes occurring in several elementary schools.

In Tennessee, for example, the state's traditional districts need only to ensure that 42.8 percent of black high school students are proficient in Algebra I during the 2012 - 2013 school year, some 20 percentage points lower than the rate of proficiency for white peers.

INDIANAPOLIS (AP)-- School districts across several states are rescheduling high - stakes tests that judge student proficiency and even determine teachers» pay because of technical problems involving the test administrators» computer systems.

That's nearly 20 percentage points lower than the proficiency expectations the Evergreen State has set for districts in improving achievement of white middle - school students, which, in turn, are slightly lower than for Asian peers.

Madison School District Superintendent Jen Cheatham delivers remarks Monday regarding the district's annual report at Glendale Elementary School, where she highlighted progress in early literacy and math proficiency scores in the 50 - school district serving 27,000 students, along with improved parental engagement district -School District Superintendent Jen Cheatham delivers remarks Monday regarding the district's annual report at Glendale Elementary School, where she highlighted progress in early literacy and math proficiency scores in the 50 - school district serving 27,000 students, along with improved parental engagement districtDistrict Superintendent Jen Cheatham delivers remarks Monday regarding the district's annual report at Glendale Elementary School, where she highlighted progress in early literacy and math proficiency scores in the 50 - school district serving 27,000 students, along with improved parental engagement districtdistrict's annual report at Glendale Elementary School, where she highlighted progress in early literacy and math proficiency scores in the 50 - school district serving 27,000 students, along with improved parental engagement district -School, where she highlighted progress in early literacy and math proficiency scores in the 50 - school district serving 27,000 students, along with improved parental engagement district -school district serving 27,000 students, along with improved parental engagement districtdistrict serving 27,000 students, along with improved parental engagement districtdistrict - wide.

Forty - one states, Washington D.C. and a group of eight districts in California have been let out of some of the No Child Left Behind law's biggest requirements — getting 100 percent of students to proficiency in math and reading by the end of this school year, paying for tutors for students at low - performing schools and allowing students to transfer to other schools.

Compared to neighboring district schools, KIPP middle schools have student bodies characterized by higher concentrations of poverty and racial minorities, but lower concentrations of special education and limited English proficiency students.

The Common Core would drive publishers and test - makers to create better curricula and better tests and push school districts and teachers to aim for excellence, not just basic proficiency, for their students.

A school can lose points on the state report cards (a 5 - point deduction) if its test participation falls below 95 percent; however, a individual student who opts out of taking a required assessment is not counted in the calculation (i.e., is left out of the calculation) of proficiency rates for his or her school or district.

The Republican lawmaker also pointed to the massive gaps in academic achievement between white and black students in Madison School District and low reading proficiency rates in Milwaukee schools.

Henry specifically cited the achievement school district (ASD) model that Tennessee is using, which allows private charter school operators to take over public schools, fire the teachers and principals, and use their own school management approaches to try to bring students» academic proficiency rates up into the top quartile of the state's public schools.

When the English learner student population grows in an area, schools and districts need to create systems for support students in developing English proficiency while they also learn math, science, social studies and other subjects.

One of the strengths of SGP is that it can provide information at multiple levels, showing comparative performance of the student, school, and district, and predicting the amount of growth needed by the individual student, in terms of a specific scale score, to achieve proficiency by the target year.

In return, states will no longer have to face the 2014 deadline for bringing all students to proficiency in math and reading, their schools will no longer face NCLB sanctions such as providing school choice, and district officials will have more freedom to move around Title I money for disadvantaged students.

Her research (funded by the U.S. Department of Education) on the proficiency of their district - and school - level integrated management systems was used to provide recommendations to the districts and compared with student achievement outcomes and organizational values.

In 2016, according to the editorial, «children who attended public charter schools in these eight districts were 146 % more likely to pass state exams than students at traditional district schools, and three times more likely to score at the highest proficiency level.»

Providing the instructional tools to teachers, schools and districts to develop and refine writing proficiency in students of all ages, the key to improved reading and comprehension.

Previously, students without English language proficiency used a paper - based assessment tool which was much more time - intensive for both the student to take and for ScholarCentric to score, thus delaying the reporting of school and district - wide results.

Every year, urban school districts across the country release test scores showing dismal student proficiency in math and reading, especially for students in poverty.

And now, the U.S. Department of Education has taken advantage of the threat of upcoming sanctions for schools and districts that don't meet student proficiency targets under the federal No Child Left Behind law to extract agreements from states that they will overhaul their evaluations and attach them to student growth.

However, it is very difficult for me to find anything positive about the Houston results, particularly the reading proficiency levels for the fourth - and eighth - grade students in the Houston Independent School District, which were scored at 18 % and 17 %, respectively.

Using publicly available data from the California Department of Education (CDE), the results show that charter schools are making significant gains in narrowing the achievement gap, with African American students consistently earning higher Academic Performance Index (API) scores and proficiency rates statewide in many urban districts and across subjects.

In Denver, 20 % of students are enrolled in orange and red schools: schools where, on average, nearly 90 % of the students are low - income and students of color, and where proficiency levels are, on average, 16 percentage points lower than the district average.

See our analyses that compare schools and districts based on percent of students at proficiency benchmarks on TCAP v. PARCC, and the state's analysis of schools and districts based on mean scale scores on TCAP v. PARCC.

The researchers found the percent of students scoring either proficient or with advanced proficiency in reading went up at schools on a four - day schedule and were higher than their peers in school districts who remained on the five - day schedule.

If districts and schools continue to teach to grade - level standards without remediating learning gaps and increasing proficiency levels, many students will continue to struggle accessing grade - level work as they progress through high school courses.

For the past 20 years, Empowering Writers has provided instructional tools to teachers, schools and districts to help develop and refine writing proficiency in students of all ages, the key to improved reading and comprehension.

These proficiency rates represent the percentage of eleventh - grade students in the school district who met or exceeded standards on the Smarter Balanced Summative Assessments.

This transparency, in turn, can help reformers and their allies in state houses set high proficiency targets, and in turn, leverage an important tool for holding districts and schools accountable for providing all children with comprehensive college - preparatory content, for evaluating how well teachers and school leaders are doing in helping all students in their care succeed, and for providing all children with the high expectations they need to thrive in an increasingly knowledge - based economy.

4 states prohibit proficiency - based promotion or the advancement of students by subject, and 14 states leave decisions to school districts.