Since 2009, the Member Council and CCSA members have continued to work to refine this framework and the associated
academic performance criteria.
In 2009, CCSA's Member Council, which consists of charter school leaders from across California, unanimously adopted an approach that called for improving
academic performance criteria and addressing deficiencies in current law that make it difficult to close underperforming schools.
Not exact matches
Poor
academic performance will not be tolerated, the government said today, as latest figures show a fifth of schools would face closure under the prime minister's own
criteria.
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.
There are no
academic performance standards beyond the
criteria set by the university itself for admission.
There are many different
criteria one might use to judge a state's
academic performance and then many technical nuances about how to create various metrics.
Based on
performance criteria established by the commissioner, certain school districts may be required to submit their description of
academic intervention services for specific schools to the department for review and approval.
We have also worked with the National Association of Charter School Authorizers (NACSA) to develop an «
academic performance framework» authorizers can use to identify high - and low - performing schools based on clear
criteria.
In 1999, the state legislature amended the law, named after the late Republican state senator John Stull, to require that «the governing board of each school district shall evaluate and assess certificated employee
performance as it reasonably relates to: the progress of pupils toward the standards established pursuant to subdivision (a) and, if applicable, the state adopted
academic content standards as measured by state adopted
criterion referenced assessments.»
«44662 (b) The governing board of each school district shall evaluate and assess certificated employee
performance as it reasonably relates to: (1): The progress of pupils toward the standards established pursuant to subdivision (a) and, if applicable, the state adopted
academic content standards as measured by state adopted
criterion referenced assessments.»
Two sections currently mention the use of the tests in teacher evaluations: «44662 (b) The governing board of each school district shall evaluate and assess certificated employee
performance as it reasonably relates to: (1): The progress of pupils toward the standards established pursuant to subdivision (a) and, if applicable, the state adopted
academic content standards as measured by state adopted
criterion referenced assessments.»
The following schools fall below our minimum renewal
criteria and perform far below average on several other
academic performance measures.
The Code of Virginia requires that (1) principal evaluations be consistent with the
performance objectives (standards) set forth in the Board's Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents and (2) school boards» procedures for evaluating principals address student academi
performance objectives (standards) set forth in the Board's Guidelines for Uniform
Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents and (2) school boards» procedures for evaluating principals address student academi
Performance Standards and Evaluation
Criteria for Teachers, Administrators, and Superintendents and (2) school boards» procedures for evaluating principals address student
academic progress.
Today, the California Charter Schools Association (CCSA) called for the non-renewal of six charter schools across the state that fall below our minimum renewal
criteria and perform far below average on several other
academic performance measures.
The Code of Virginia requires that (1) superintendent evaluations be consistent with the
performance objectives (standards) set forth in the Board's Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents and (2) school boards» procedures for evaluating principals address student academi
performance objectives (standards) set forth in the Board's Guidelines for Uniform
Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents and (2) school boards» procedures for evaluating principals address student academi
Performance Standards and Evaluation
Criteria for Teachers, Administrators, and Superintendents and (2) school boards» procedures for evaluating principals address student
academic progress.
The Board's Guidelines for Uniform
Performance Standards and Evaluation
Criteria for Principals calls for each principal to receive a summative evaluation rating and that the rating be determined by weighting the first six standards equally at 10 percent each, and that the seventh standard, student
academic progress, account for 40 percent of the summative evaluation.
This information can fill the need cited by many of the most vociferous critics of accountability schemes in education, who have railed against reliance on students»
academic test
performance as the sole
criterion for judging school quality.
While providers vary in their approaches to admissions
criteria, they appear to use largely similar indicators to predict candidate success in their
academic performance.
Upon the publication of the 2013
Academic Performance Index (API) results, CCSA identified six charter schools across California that were below CCSA's Minimum
Criteria for Renewal.
According to analysis from legislative staff, the state currently requires that a charter school must meet at least one of five
criteria to receive renewal, including having attained its
Academic Performance Index growth target in the prior year or in two of the last three years or in the aggregate for the prior three years.
The approved settlement targets schools for protection from layoffs and defines those targeted schools as the 25 ranked in the bottom 30 percent by
Academic Performance Index (API) score, high teacher turnover rates, and other determining
criteria.
Today, CCSA called for the non-renewal of five California charter schools that fell below CCSA's minimum renewal
criteria and are chronically underperforming on several other
academic performance measures.
Some placement
criteria are based on student
academic performance such as test scores, while others are based on non-
academic factors such as student discipline and motivation.
(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the
academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the
criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic
performance, special need, proficiency in the English language or
academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable
academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.
In addition to establishing a minimum bar for
academic achievement, CCSA's Minimum
Criteria for Renewal enables us to look across a continuum of
performance to identify schools that are far exceeding the
performance of other schools serving similar student populations and compare charter
performance with that of traditional public schools.
To inform schools, authorizers and the public on school
performance, every fall, CCSA publishes
Academic Accountability Report Cards that show the results of every charter school on the Accountability Framework and CCSA's Minimum
Criteria for Renewal.
HB2663 provides explicit authority to the Arizona State Board for Charter Schools to reference financial
performance criteria when considering a charter holder's renewal application, rather than basing renewal decisions solely on
academic performance.
To inform schools, authorizers and the public on school
performance, CCSA publishes
Academic Accountability Report Cards every fall that show the results of each charter school on the Accountability Framework and CCSA's Minimum
Academic Accountability
Criteria.
Since 2009, CCSA's Member Council has led CCSA's accountability advocacy efforts for renewing and replicating charter schools, including the development of CCSA's Accountability Framework that sets Minimum
Academic Accountability Criteria to measure academic performance of charter
Academic Accountability
Criteria to measure
academic performance of charter
academic performance of charter schools.
They look beyond your credit and also use
criteria such as your education, area of study,
academic performance, and work history in their approval process.
Like SoFi, Upstart takes a closer look at non-traditional underwriting
criteria, preferring to look at a borrower's potential, which includes consideration of the school you attended, the area of study, your
academic performance, and your work history.
GRANGER HIGH SCHOOL, Killeen, TX (6/2009 to Present) Basketball Coach • Assess students to determine which ones have the physical stamina and training to meet the selection
criteria • Interview students to decipher their comprehension of the game beyond mere game play • Select students based on
academic and physical
performances • Create and implement core basketball programs and enroll the right athletes for it • Conduct coaching sessions by providing individual attention to each team member • Coordinate scouting activities and ensure that all team members are on the same page during training sessions • Monitor and maintain the discipline and conduct of athletes to support the image and reputation of the alma mater • Plan and implement coaching sessions for individual athletes to assist them in overcoming their specific shortcomings • Arrange for tournaments with schools and other competitive tours and ensure that team members indulge in extra practice to live up to expectations • Arrange for uniforms, basketball supplies and correlating equipment to be procured from registered vendors
(a) Document a minimum of twenty - four hours of
academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation
criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee
performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.