Sentences with phrase «academic achievement standards»

Although the alternate assessment is based on alternate academic achievement standards, these achievement standards must be based on grade level academic content standards.
The student is or will be participating in his or her statewide alternate assessment based on alternate academic achievement standards.
The purpose of Title III is to help ensure that students with limited English proficiency master English and meet the same challenging state academic achievement standards that all children are expected to meet.
TCTA is not aware of any similar effort to eliminate the ability of states to administer tests based on alternative academic achievement standards for students with the most significant cognitive disabilities (STAAR - Alt), and in fact, various ESEA / NCLB reauthorization bills filed by key congressmen either specifically or by implication allow the continued use of these tests.
When the USDE issued the final regulations, it stated that it was building upon the flexibility that was already available under federal Title I regulations, which allow states to develop alternative academic achievement standards for students with the most significant cognitive disabilities.
ECAA: States must «provide an assurance that the State has adopted challenging academic content standards and aligned academic achievement standards,» but states are not required to submit their standards to anyone.
The IDEA not only provides IEP teams with the authority to determine whether the child is entitled to alternate academic achievement standards based on severe cognitive disabilities, but also, aligned with the Every Student Succeeds Act (ESSA), specifies counterbalancing limits on the number of such children in the state who will not count in the assessment indicator for district and school accountability.
The primary purpose of Title III is to «help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging state academic content and student academic achievement standards as all children are expected to meet» (Title III, Part A, Sec. 3102).
Accordingly, USDE authorized states to develop assessments based on modified academic achievement standards that cover grade - level content.
According to the U.S. Department of Education, the purpose of Title 1 funding, «is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at minimum, proficiency on challenging state academic achievement standards and state academic assessments.»
ESSA allows states to adopt alternate academic achievement standards for students with the most significant cognitive disabilities if they are aligned with the challenging state academic standards noted above and reflect professional judgment as to the highest possible standards achievable by such students.
Meanwhile, it provides $ 2.5 billion to support professional development that can be used to «improve the knowledge of teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional strategies, methods, and skills, and use of challenging State academic content standards and student academic achievement standards, and State assessments, to improve teaching practices and student academic achievement.»
In a targeted assistance school, however, Title I funds may be used to provide services only to those students who are not meeting, or most at risk of not meeting, a state's academic achievement standards.
be aligned with challenging state academic content and student academic achievement standards and developed in consultation with core content specialists, teachers, principals, and school administrators;
Title I provides financial assistance through SEAs to LEAs and public schools with high numbers or percentages of poor children to help ensure that all children meet challenging state academic content and student academic achievement standards.
Ensure that migratory children who move among the states are not penalized in any manner by disparities among academic content and student academic achievement standards;
Ensure that migratory children receive full and appropriate opportunities to meet the same challenging state academic content and student academic achievement standards that all children are expected to meet;
«NCLB asked states and districts to focus their efforts on interventions for students in Title I schools that were failing or at risk of failing the state's academic achievement standards, as measured by annual assessments.
NCSECS advocated and helped influence the law including a provision raising the bar a bit higher to ensure high standards for special education students by limiting their participation in tests based on alternate (lower) academic achievement standards to 1 % of students tested (and not just limiting the reporting of their scores on such tests, as was done under NCLB).
«Because WVDE has not explained the clear relationship of Lexile and Quantile scales to the State's academic achievement standards, which are used to measure proficiency, it does not appear that WVDE's long - term goals constitute goals that are measured by grade - level proficiency on the State's annual assessments in reading / language arts and mathematics,» the federal agency commented.
The purpose of Title I is to ensure that every student has access to an equal, fair, and high - quality education that meets, at a minimum, proficiency on challenging state academic achievement standards and assessments.
Title I — Federal funding program authorized by Title I of the Elementary and Secondary Education Act to support instructional needs of students from low - income families to ensure that all children have a fair and equal opportunity to obtain a high - quality education and reach (at a minimum) proficiency on state academic achievement standards and assessments.
«is to ensure that all children have a fair, equal, and significant opportunity to obtain a high - quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.»
Title I — Improving the Academic Achievement of the Disadvantaged The purpose of Title I, Part A Improving the Academic Achievement of the Disadvantaged is to ensure that all children have a fair, equal, and significant opportunity to obtain a high - quality education and reach proficiency on challenging state academic achievement standards and assessments.
The purpose of Title I is to ensure that all children have a fair, equal, and significant opportunity to obtain a high - quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.
Title IV, B — 21st Century Community Learning Centers The 21st Century Community Learning Centers (21st CCLC) program provides services, during nonschool hours or periods, to students and their families for academic enrichment, including tutorial and other services to help students, particularly those who attend low - performing schools, to meet state and local student academic achievement standards.
improve educational services for children and youth in local and state institutions for neglected or delinquent children and youth so that such children and youth have the opportunity to meet the same challenging state academic content standards and challenging state student academic achievement standards that all children in the state are expected to meet;
Its purpose is to ensure these students develop English proficiency and meet the same academic content and academic achievement standards that other students are expected to meet.
Homeless children and youth must have access to the educational and other services that they need to enable them to meet the same challenging State student academic achievement standards to which all students are held.
They must be based on a needs assessment, and, among other things, be aligned with state academic content standards, student academic achievement standards, and state assessments (for formula grants).
NCLB prohibits federal departments or agencies from mandating, directing, or controlling «a State, local educational agency, or school's specific instructional content, academic achievement standards and assessments, curriculum, or program of instruction.»
USDE further elaborated that at that time, the only choice for special education students was to either take a grade - level assessment or an alternate assessment based on alternate academic achievement standards and that neither of these options provided an accurate assessment of what these students know and can do.
The purpose of Title III is to ensure that limited English proficient (LEP) students, including immigrant children and youth, develop English proficiency and meet the same academic content and academic achievement standards that other children are expected to meet.
Is the PLC assessing regularly the effectiveness of the professional development in achieving identified learning goals, improving teaching, and assisting all students in meeting challenging state academic achievement standards?
Assisting ELs in meeting Pennsylvania's academic content and academic achievement standards.
The purpose of Title I, Part A Improving the Academic Achievement of the Disadvantaged is to ensure that all children have a fair, equal, and significant opportunity to obtain a high - quality education and reach proficiency on challenging state academic achievement standards and assessments.
The Recovery Act provides $ 10 billion in additional Title I, Part A funds to state education agencies (SEAs) and local education agencies (LEAs) to support schools that have high concentrations of students from families that live in poverty in order to help improve teaching and learning for students most at risk of failing to meet state academic achievement standards.
The Title I funds are used to provide supplemental core academic instruction, instructional support, and parental involvement and engagement to schools to ensure that all children have a fair, equal, and significant opportunity to obtain a high - quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.
is aligned with challenging state academic content and student academic achievement standards and developed in consultation with core content specialists, teachers, principals, and school administrators;

Phrases with «academic achievement standards»

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