Sentences with phrase «student ownership of data»

Ms. Vickers, a middle school ELA teacher at Manatee Charter School, is promoting Student Ownership of Data!

Not exact matches

For the sake of their growth and development, let's allow students to take greater ownership of their learning, starting with their data.

By displaying grade - level data where all can see it has helped us become more of a team and to take ownership of all students.

Students can make gains in taking ownership of their work when they're given access to their data around that work.

Importantly, data from the Literacy Continuum showed that the majority of students were engaged with literacy, showing ownership over their learning and demonstrating a desire to improve.

This short - cycle feedback loop allows students not only to make progress — and feel ownership of their progress — in steady, frequent increments, but also to have access to actionable data.

By increasing our own staffing for in - district programs, we were able to maintain ownership of our students» data and programming needs.

I think that as we introduce this «new» concept to the field, we need to be careful to clarify that longstanding commitment to data - driven differentiated instruction still remains at the heart of a self - directed approach, even if students are experiencing teaching and learning in radically new ways that imbue ownership.

The article offers the authors» insights on the aspects of the four core elements of personalized learning which include integrated digital content, data - driven decision, targeted instruction, and student reflection and ownership.

These learner profiles give students ownership of their own data, goals, and growth.

The key ingredients include establishing clear learning intentions and success criteria, providing targeted instruction in light of student assessment data, and ensuring a culture is established that focuses on students taking ownership over their learning and acting as a resource to others in their learning.

Just as there's a lot of information and data out there that talks about students, particularly low - income students coming from low - performing schools or communities, going to college and struggling because they've been so used to being spoon - fed information and not taking responsibility for their own learning, we need to use blended learning to support students being more self - directed and have more ownership of their learning so they're able to more successful in college and career.

Over time, students not only understand their learning data but also take meaningful ownership of them by building and frequently adjusting their own plans for improvement.

Students take ownership of their data by graphing results and setting goals for themselves.

● Six years of experience in educational leadership with a track record of student achievement results ● Strong understanding of progressive pedagogy ● Demonstrated experience leading highly effective professional learning for teachers and / or leaders around instructional best practices ● Ability to use data to inform practice, with a clear understanding of the metrics that lead to student achievement ● Exceptional results leading others and managing a team to achieve ambitious goals ● Demonstrated success creating and managing systems and work product ● Incredibly high excellence bar and ownership over results ● A team player with a strong work ethic and consistent follow - through ● Ability to build lasting and meaningful relationships with team members, students, and families ● Strong organizational skills and attention to detail ● Master's degree

Mountain View educators have also used the data from adaptive assessments to encourage students to take greater ownership of their learning.

Plus, giving students increased ownership over the format of their instruction can lead to more motivation (bonus points if students are involved in tracking their own data as well!).

Doing data - driven instruction helped Ryan push her students to develop ownership of their learning.

During the first year of implementation, Mineola launched a pilot using a highly personalized station rotation model in 6th — 8th grade math classrooms at Mineola Middle School.The Mineola blended learning models include targeted use of small group time, data - driven instruction, goal setting, student progress ownership and transparency, increased choice and flexibility, and targeted attention to student attitudes towards math and learning.

Commmunity Needs Assessments Community Needs Assessment: Overview Community Needs Assessment: All 4th - 8th Grade Student Needs Assessment High School Student Needs Assessment Student Wish List Survey Teacher Assessment Parent Interest Survey Community Focus Group Design School & Community Demographic Data School & Community Conditions Analysis Community Asset Mapping Community Asset Mapping: Overview Community Resource Assessment Overview and Community Resource Assessment Advisory Board Development Planning Community School Advisory Boards: How Resource Coordinators Can Engage Community Members in Shared Ownership of the Community School Step 1: Identifying Potential Members Step 2: Prioritizing Potential Members Step 3: Identifying Strengths of Potential Members Step 4: Inviting Advisory Board Members Creating an Engaging Environment Sample Advisory Board Meeting Agenda Out - of - School Time Planning Afterschool Lesson Plan Database Afterschool Training Toolkit: Building Quality Enrichment Activities Consumer Guide to Afterschool Science Resources Newsletter Templates General Community Schools Newsletter Template General Community Schools Newsletter Template - Spanish Addressing Complex Challenges Common Core Transition Community schools and resource coordinators, in particular, have an important role to play in supporting student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning StaStudent Needs Assessment High School Student Needs Assessment Student Wish List Survey Teacher Assessment Parent Interest Survey Community Focus Group Design School & Community Demographic Data School & Community Conditions Analysis Community Asset Mapping Community Asset Mapping: Overview Community Resource Assessment Overview and Community Resource Assessment Advisory Board Development Planning Community School Advisory Boards: How Resource Coordinators Can Engage Community Members in Shared Ownership of the Community School Step 1: Identifying Potential Members Step 2: Prioritizing Potential Members Step 3: Identifying Strengths of Potential Members Step 4: Inviting Advisory Board Members Creating an Engaging Environment Sample Advisory Board Meeting Agenda Out - of - School Time Planning Afterschool Lesson Plan Database Afterschool Training Toolkit: Building Quality Enrichment Activities Consumer Guide to Afterschool Science Resources Newsletter Templates General Community Schools Newsletter Template General Community Schools Newsletter Template - Spanish Addressing Complex Challenges Common Core Transition Community schools and resource coordinators, in particular, have an important role to play in supporting student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning StaStudent Needs Assessment Student Wish List Survey Teacher Assessment Parent Interest Survey Community Focus Group Design School & Community Demographic Data School & Community Conditions Analysis Community Asset Mapping Community Asset Mapping: Overview Community Resource Assessment Overview and Community Resource Assessment Advisory Board Development Planning Community School Advisory Boards: How Resource Coordinators Can Engage Community Members in Shared Ownership of the Community School Step 1: Identifying Potential Members Step 2: Prioritizing Potential Members Step 3: Identifying Strengths of Potential Members Step 4: Inviting Advisory Board Members Creating an Engaging Environment Sample Advisory Board Meeting Agenda Out - of - School Time Planning Afterschool Lesson Plan Database Afterschool Training Toolkit: Building Quality Enrichment Activities Consumer Guide to Afterschool Science Resources Newsletter Templates General Community Schools Newsletter Template General Community Schools Newsletter Template - Spanish Addressing Complex Challenges Common Core Transition Community schools and resource coordinators, in particular, have an important role to play in supporting student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning StaStudent Wish List Survey Teacher Assessment Parent Interest Survey Community Focus Group Design School & Community Demographic Data School & Community Conditions Analysis Community Asset Mapping Community Asset Mapping: Overview Community Resource Assessment Overview and Community Resource Assessment Advisory Board Development Planning Community School Advisory Boards: How Resource Coordinators Can Engage Community Members in Shared Ownership of the Community School Step 1: Identifying Potential Members Step 2: Prioritizing Potential Members Step 3: Identifying Strengths of Potential Members Step 4: Inviting Advisory Board Members Creating an Engaging Environment Sample Advisory Board Meeting Agenda Out - of - School Time Planning Afterschool Lesson Plan Database Afterschool Training Toolkit: Building Quality Enrichment Activities Consumer Guide to Afterschool Science Resources Newsletter Templates General Community Schools Newsletter Template General Community Schools Newsletter Template - Spanish Addressing Complex Challenges Common Core Transition Community schools and resource coordinators, in particular, have an important role to play in supporting student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning Stastudent learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning Standards.

The customer maintains ownership of all student, teacher and assessment data.

It is now more important than ever for prospective college students and their families to consider themselves «consumers» of higher education and analyze carefully their investments in college degrees and credentials by assessing their financial outlays against up - to - date occupational earnings data and managing student - loan debt in the context of other life goals, such as the prospects of home ownership, career breaks for child - rearing, or an early retirement.

I work with non-profits that are trying to save money by using online services like Facebook, Ning, Google Apps, WordPress, etc., to host their content / apps / data, and we're soooo confused about all of the language about content / data ownership in EULA's, etc. (we've got a law student looking into all of this for us, if you want to help us out, let me know!).