Sentences with phrase «test of academic proficiency»

Massachusetts should require candidates to pass a test of academic proficiency that assesses reading, mathematics and writing prior to program admission.

The state does not require aspiring teachers to pass a test of academic proficiency, nor does the state require a minimum GPA for admission to teacher preparation programs.

Nervous about the TAP (Test of Academic Proficiency) Exam?

GRE or SAT study guides from major test preparation providers (Barrons, The College Board, Kaplan, Princeton Review, etc.) can be helpful in preparing for the Test of Academic Proficiency.

All versions of the Test of Academic Proficiency / Basic Skills test (096, 300, or 400) are acceptable.

Preparing for the Test of Academic Proficiency (TAP) is critical.

The Illinois State Board of Education allows applicants to use their ACT / SAT score in lieu of passing the Test of Academic Proficiency (TAP) for admission.

Additionally, admittance into the program will be conditional upon successful enrollment into Relay GSE and passing all required state exams (Test of Academic Proficiency (TAP), Learning Behavior Specialist I, and Special Education General Curriculum) by specific deadlines.

Examples of a standardized achievement tests include the California Achievement Test (CAT); Comprehensive Test of Basic Skills (CTBS), which includes the «Terra Nova»; Iowa Test of Basic Skills (ITBS) and Tests of Academic Proficiency (TAP); Metropolitan Achievement Test (MAT); and Stanford Achievement Test (SAT.)

Not exact matches

The quality of standardized tests and the English language proficiency of students also need to be considered, Rumore said, as well as how to evaluate teachers on the academic performance of special education students.

And the evidence on the importance of teacher academic proficiency generally suggests that effectiveness in raising student test scores is associated with strong cognitive skills as measured by SAT or licensure test scores, or the competitiveness of the college from which teachers graduate.

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 test scoTest 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 test scotest - 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 test scotest scores.

Since ESSA requires the use of proficiency rates, one design objective is a combination of measures on academic achievement to reduce both the short - term gaming around «bubble kids» (both real and perceived) and also the long - term incentive to lowball cut - scores for various achievement bands on statewide tests.

The Every Student Succeeds Act (ESSA) takes a more comprehensive approach to assessing school quality than the No Child Left Behind Act (NCLB), moving beyond NCLB's focus on annual test performance to also consider factors like student academic growth, graduation rates, and rates of proficiency for English language learners.

It also required testing of all students in grades 3 through 8 and once in high school to measure whether they were progressing adequately toward proficiency in those two fundamental academic subjects.

When student test scores on the Ohio Academic Assessment indicated that only 33 % of Jones sixth graders were at the minimum state acceptance rates, middle childhood education students at Lourdes College stepped in to volunteer an hour each week to work with the sixth grade students to improve their reading proficiency.

Engagement Based Sheltered Instruction A rich model of student engagement that helps educators understand students» language proficiency levels and the language demands of content areas, texts and tests; develop student academic language in content areas; and plan, teach and observe for maximum cognitive engagement.

Tests are designed to align with state proficiency standards, [10] which in many states require a fairly low level of academic skill.

The Dept. of Education is also «sending West Virginia back to the drawing board» on the state's ESSA plan regarding «how much weight West Virginia gives to different areas of its academic accountability system, whether West Virginia is holding its counties accountable for English - language proficiency and the viability of locally - selected tests in lower grades.»

The report cited proficiency rates in reading and math for students in grades 3, 5 and 8, as measured by the Measures of Academic Progress exam, which tests students throughout the school year.

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.

According to West Virginia MetroNews» Brad McElhinny, West Virginia's final ESSA plan — recently approved by the U.S. Education Department — included several changes based on feedback from the federal agency, including how much weight the state «gives to different areas of its academic accountability system,» whether or not the state properly holds counties accountable for English - language proficiency, and the «viability of locally - selected tests in lower grades.»

Wisconsin's plan uses a broad array of factors to determine school performance, including academic achievement in reading and math tests, graduation rates, progress in attaining English language proficiency and chronic absenteeism.

If measured in proficiency rates, even if all schools succeed in closing the achievement gap, the «real» gap (i.e. gap in test scores between groups of students) are most likely to remain because closing the achievement gap simply means that more students are moving towards proficiency, not that the gap in academic performances between two groups of students is decreasing (Dahlin & Cronin, 2010).

Adult Nurse Practitioner — Duties & Responsibilities Provide exceptional patient care and medical team support across multiple medical specialties Currently completing clinical and academic work toward a master of science in nursing Utilize strong background in biology, chemistry and mathematics Maintain working knowledge of current medical technology, procedures, and standards of care Proven ability to remain calm and levelheaded in high pressure situations Direct therapeutic, educational, and recreational activities for eight developmentally disabled adults Responsible for patient health, safety, and attainment of therapy goals Train and supervise medical lab personnel ensuring efficient and professional operations Offer guidance and support to junior lab technicians and medical technologists Perform a wide variety of daily testing utilizing machines such as AXSYM — Hitachi RA 1000 CX 7 Responsible for preventative maintenance on machines by running calibrations and controls Successfully complete monthly state proficiency tests for therapeutic drug, blood, and urine chemistries Prioritize stat specimens for immediate reporting Maintain direct contact with clients to resolve problems regarding appropriate tests and specimens Oversee confidential patient information, customer service, phones, and other administrative functions as needed Perform all duties in a positive, professional, and courteous manner