Sentences with phrase «school evaluation report»

Bronx Success Academy Charter School 2: School Evaluation Report, 2010 - 11.

Not exact matches

One headmaster proudly reported an observation made by a visiting committee during his school's ten - year accreditation evaluation.

The next afternoon Chiefs coach Win Case, 33, brought LoVett to Whatley's office for a five - hour evaluation, and when that was over, Whatley spent five hours more — his first all - nighter since graduate school — writing his preliminary report so he could accommodate the school's request that it be delivered the next morning, the last business day before grades were to be posted for the fall term.

Freitas produces evaluations and reports of high school and junior college prospects throughout the western US that are sent to the colleges and universities to assist in their recruiting process.

If the teachers aren't reporting or indicating that they think that there is a learning difference but a parent remains concern, a parent should absolutely follow up and ask for an evaluation whether through the school district or with someone privately in the community.

The good news is that football and soccer coaches at public high schools in Washington State nearly all reported completing the required concussion education annually, concussion knowledge among coaches was high, and nearly all reported being somewhat comfortable or very comfortable in deciding whether an athlete needed an additional evaluation for a suspected concussion.

Oregon also provides the report of its Food Choices in Oregon Schools Task Force, which includes recommendations and evaluation data that are pertinent to crafting and implementing local wellness policies.

In our most recent evaluations, 70 % of schools reported seeing an increase in school lunch participation after implementing salad bars.

After we complete our comprehensive evaluation, we'll provide a detailed report to the parents, your doctor and if school requests an evaluation they will also receive a copy of the evaluation.

The New York Post and the Daily News are reporting that Cuomo will try to force a resolution to the teacher evaluation stalemate in his budget, by requiring that schools who want a promised 4 % increase in education funding must agree with a newer plan devised by the State's Education Department.

The report is the latest step in the state's retreat from the Common Core school standards, national benchmarks that New York adopted in 2010, and especially from using student test scores in teacher evaluations.

Cuomo's Common Core Overhaul: A task force created by Governor Andrew Cuomo issued a report Thursday which found that the state made a number of mistakes in its implementation of Common Core learning standards and recommended reducing the tendency to «teach to a test,» giving shorter tests, and not linking test results to teacher evaluations until the 2018 - 2019 school year.

In the report, StudentsFirstNY also presents recommendations for New York City schools including financial incentives for retaining effective teachers and an agreement between the City and the teachers» union on a new teacher evaluation system.

Developing a new teacher evaluation system, one of ten recommendations brought forth by StudentsFirstNY in the report, could improve the number and distribution of quality teachers in New York City schools.

DCSF: revised GCSE results 2007 - 8 Academy schools and pupil performance The Academies programme: Progress, problems and possibilities Academies Evaluation: Fifth Annual Report

Fred Dicker of the Post reported that a «source» told him, «All the systems, including the New York City schools, will have until Dec. 31 of this year to adopt the teacher - evaluation systems or lose the money.»

The governor's Common Core Task Force unveiled the plan in its final report, which recommends a moratorium on linking teacher evaluations to student test scores until the 2019 - 20 school year in order to «avoid the errors caused by the prior flawed implementation,» according to an official press release.

In addition to the marijuana bill, Mr. Cuomo and lawmakers had not been able to reach agreements on disclosure rules for teacher evaluations and on a requirement that college and high school coaches report possible acts of sexual abuse to law enforcement.

The New York State Board of Regents is expected to act on two committee reports Tuesday, calling for a delay the impact of Common Core - related state assessments on educators and students and reducing the level of local school district testing associated with the new teacher evaluation law and higher standards for teaching and learning.

BOX 14, I -1-4; 30188578 / 734260 Slides Plus Audiotape - SAPA II, Orientation Filmstips, AAAS, «The Integrated Process», Filmstrip 4, 1974 SAPA II, Orientation Filmstrips, AAAS, «Measuring», Filmstrip 3, 1974 Plus Audiotape - SAPA II, Orientation Filmstrips, AAAS, «Teaching Strategies», Filmstrip 3, 1974 Plus Transcript of orientation tape - SAPA II, Orientation Filmstrips, AAAS, «The Basic Processes of Science», Filmstrip 2, 1974 «Laboratory Exercises for Use in a College Science Course for Non-Science Majors» - by James Wallace Cox, 1970 «A Process Approach to Learning, Supplementary Manual», based on SAPA developed by AAAS, by Ruth M. White, 1970 «Science Process Instrument, Experimental Edition», COSE, 1970 «Preservice Science Education of Elementary School Teachers - Guidelines, Standards and Recommendations for Research and Development» report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?&report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?&Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?»

[BOX 8] Committee on Science in Secondary Schools - Education Council Study, 1963 Council Study / Committee on Natural Areas as Research Facilities, 1962 - 1977 AAAS Meetings, 1965 - 1977 Graduate Science Education and Standards, 1960 - 1963 Administrative of Science Work, 1960 - 1963 Ethics and Responsibilities of Scientists files I, 1966 - 1975 Ethics and Responsibilities of Scientists files II, 1965 - 1966 Production of PhDs in the Sciences, 1965 - 1966 Natural Areas as Research Facilities (book) Council Study / Committee on Research in Small Colleges, 1960 - 1964 Population Explosion and Birth Control, 1965 - 1968 AAAS Cooperation with Developing Countries, 1965 - 1967 International Scientific Communication, 1960 - 1962 Air Conservation Commission, 1962 - 1964 Race (proposed Commission on), 1962 - 1963 Committee on Environmental Alterations (Ad Hoc - DuBos), 1967 Committee on Environmental Alerations Files (See also: Herbicide Assessment Commission): I, 1968 - 1976 Committee on Environmental Alerations Files (See also: Herbicide Assessment Commission): II, 1968 - 1976 Herbicides Files: Vietnam (Council; Board; Defense Dept., Midwest Research Institute; Report, etc.) I, 1965 - 1969 Herbicides Files: (Council; Board; Defense Dept., Midwest Research Institute; Report, etc.) II, 1967 - 1968 Herbicide Assessment Commission (older), 1969 - 1970 Herbicide Assessment Commission (See also: Herbicides - Vietnam; See also: Committee on Environmental Alterations), 1970 - 1979 Committee on Cooperation Among Scientists, 1959 - 1957 Committee on Fallout, 1955 Cooperative Committee on the Teaching of Science and Mathematics Files: I, 1964 - 1970 Cooperative Committee on the Teaching of Science and Mathematics Files: II, 1951 - 1963 Evaluation of Scientific Merit, Committee on, 1950 - 1952 Membership Development Committee, 1954 - 1957 Metric Education, Ad Hoc Committee on, 1974 - 1975 Metric Committee, 1957 - 1958

Evaluation of Charter Schools Program: 2004 Final Report.

The correct name of the evaluation is «San Francisco Bay Area KIPP Schools: A Study of Early Implementation, First Year Report 2004 - 2005.»

Before evaluations, data from the federal Office for Civil Rights reported that 47 percent of New Mexico teachers were chronically absent, missing 10 days or more of school in a year.

This PAIR (Partnerships for Arts Integration Research) report is an evaluation of a four year project with Chicago Public Schools involving three pairings of school populations (three arts - integrated schools paired with a world languages - focused school, a fine - arts focused school; and a math and science focused sSchools involving three pairings of school populations (three arts - integrated schools paired with a world languages - focused school, a fine - arts focused school; and a math and science focused sschools paired with a world languages - focused school, a fine - arts focused school; and a math and science focused school).

The findings in the report are from the first year of a three - year evaluation of KIPP schools in the Bay area.

This report, developed by Catherine Awsumb Nelson, synthesizes the findings of a four - year evaluation of the A + Schools Program pilot in 25 North Carolina Schools.

This report examines attempts to clarify the definition of personalized learning, looks at where this educational movement is heading, and provides evaluations of how personalized learning efforts are currently playing out in schools.

New York Performance Standards Consortium Schools» Alternative Assessment Systems: An Evaluation Report.

The evaluation report released on 12 April by Mission Australia and the University of Adelaide highlights that quality intensive casework support is critical to the program's success in addressing the multiple and complex barriers that can affect a young person's ability to stay in school, their social participation and achievement of positive learning and self - development outcomes.

But all previous evaluations of the effects of private schools or of school voucher programs reported test - score results for both reading and math, or a composite measure of the two, even if the researchers thought that one or the other was a better measure of school performance.

An item in the Report Roundup in the March 22, 2006, issue of Education Week («KIPP Charter Schools») gave an incorrect title for an evaluation of the Bay Area KIPP Schools.

Each project cycle lasts for one school year, with teams typically planning in Term 1, implementing in Terms 2 - 3 and finalising evaluation and reporting in Term 4.

So far, most schools rely on report cards, which usually include teachers» evaluations of children's socio - emotional skills.

Unfortunately, in the first five years of the initiative, according to the Evaluation of the Bill & Melinda Gates Foundation's High School Grants Initiative: 2001 — 2005 Final Report, released in August 2006, there were mixed results at best.

Among the more salient conclusions are: 1) that what children bring to school is vastly more important than what happens thereafter, as the Coleman Report found; 2) in examining all of the variables that impinge on student academic performance (teacher effectiveness, socio - economic advantage, appropriate evaluation criteria, etc.), none is demonstrably more significant than time spent learning «one - on - one»; and 3) that only an individualized computer program can address all these issues effectively and simultaneously.

But when it comes to evaluations of the nation's schools and assessments of charter schools, they report results that are strikingly similar — despite that Ednext is an online poll (executed by Knowledge Networks), while PDK is a telephone poll (conducted by Gallup).

Wolf points out that the evaluation findings also reinforce previous research that shows that parents who have been given the chance to select their child's school have reported much higher levels of satisfaction.

This includes state - level teacher evaluation, report card, or school ranking policies that rely heavily on summative assessments; but also the federal ESEA's emphasis on once - yearly tests that shaped state policy with the induction of No Child Left Behind.

Drawing on an evaluation of the Montclair model and other research, the report concludes that school - choice plans based on magnet schools «appear most promising in meeting the educational goals of achieving racial balance, providing quality education, and offering diverse educational programs.»

School districts can enhance their vocational - education programs by placing caring and competent staff members in key positions, building in evaluations from the outset, and insuring that the curriculum covers four essential components — applied academics, vocational - technical education, job - search skills, and life - coping skills, according to a report released last month.

«The Quest for Quality: An Evaluation of the Health Action Schools Project,» (Unpublished Report).

Instead of an impressionistic study of the sort offered by Mirel, the kinds of reports that would be helpful to education professionals, and ultimately to students, include evaluations of designs that track individual student performance year to year; the percentage of students reaching local and state standards; a more widely disseminated study of design implementation so others can benefit from lessons learned; and the establishment of a district - wide roadmap for bringing comprehensive school improvement to fruition.

Moreover, summative assessment sat at the core of many of the policy reforms that the leaders described: additional accountability levers such as teacher evaluation systems and statewide school report cards draw on data coming out of these summative tests to make determinations and comparisons regarding teacher and school - level performance.

Just as Delaware was releasing its report, Fordham's hosted a panel discussion, Traversing the Teacher - Evaluation Terrain, with four experts to discuss developments in the world of educator - evaluation reform: Sandi Jacobs of NCTQ, Alice Johnson Cain of Teach Plus, Chet Linton of the School Improvement Network, and Rob Weil oEvaluation Terrain, with four experts to discuss developments in the world of educator - evaluation reform: Sandi Jacobs of NCTQ, Alice Johnson Cain of Teach Plus, Chet Linton of the School Improvement Network, and Rob Weil oevaluation reform: Sandi Jacobs of NCTQ, Alice Johnson Cain of Teach Plus, Chet Linton of the School Improvement Network, and Rob Weil of the AFT.

The report's authors, Matthew Kraft of Brown University and Allison Gilmour of Vanderbilt, studied teacher ratings in roughly half of the more than three dozen states with new evaluation systems and found that a median of 2.7 percent of teachers were rated unsatisfactory, even though principals they surveyed in one large urban school system suggested that there were more low performing teachers than that in their schools.

Your article on the Milwaukee school - choice evaluation («New Studies on Private Choice Contradict Each Other,» Sept. 4, 1996) accurately reports that our study of the Milwaukee choice program found that choice students outperformed a comparable control group of Milwaukee Public Schools students on standardized tests by a considerable amount after three and four years of experience in the choice sSchools students on standardized tests by a considerable amount after three and four years of experience in the choice schoolsschools.

The report from which this paper is drawn is part of the comprehensive evaluation of the Milwaukee Parental Choice Program being conducted by the School Choice Demonstration Project at the University of Arkansas.

National Research Council, «A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence,» a report prepared by the Committee on the Evaluation of the D.C. Public Schools, co-chaired by Christopher Edley, UC Berkeley Law School dean, and Robert Hauser, executive director of the NRC's Division of Behavioral and Social Sciences and Education.

First, our evaluation found that families reported obtaining higher - quality services in a private setting with a McKay voucher than they had received in public schools.