Sentences with phrase «assessments meet the needs of all students»

These resources ensure that the assessments meet the needs of all students.

Not exact matches

Unlike summative assessment, which is typically given at the end of a lesson unit or year (for example, with a final exam or course grade), formative assessment is used throughout a lesson to help educators adjust their instruction to meet student needs.

All of this extra effort is aimed at meeting student needs identified by state assessments and helping Holton High make AYP, Beam added.

Regardless, teachers can aim beyond the standardized test as just a summative assessment, and instead use it as a tool to reflect upon instruction and meet the needs of individual students.

Formative assessment identifies areas where students are excelling and struggling so that teachers can best alter their instruction to meet the needs of all students.

Holding all students to a single performance standard, whether that is proficiency under NCLB or a single cut score for graduation under assessments linked to CCSS, will never meet the needs of all students.

District performance - based assessments in reading, writing, spelling, and math are given, on average, three times each year, and numerous staff development hours are spent reviewing results and discussing ways in which the findings can be used to inform and change classroom instruction to meet the needs of individual students.

«I also needed to learn how to design instruction to meet the needs of all the different students in my classroom and develop more real assessments — not just pen - and - paper tests — for my students that capture what they know but also how they know it.»

The primary purpose of formative assessment is to understand where students» skills exist so that we can diagnose gaps (and extensions for gifted), and develop and implement a differentiated lesson that meets each student's needs — and then repeat the cycle.

Surveys from district staff indicate a need for exemplary models of how to analyze student data to determine which practices work best for which students, adapt instructional practices to meet students» individual needs, and develop curriculum - embedded formative assessments.

School principals need support to face a tidal wave of challenges: new college and career readiness standards and assessments, new educator performance evaluation, fewer resources available to meet expanding student needs, and short timelines for improving performance.

Read our new blog post to learn about how technology tools for formative assessment can help you better personalize instruction to meet the needs of your students.

Before selecting any assessment measure, educators are advised to carefully critique, evaluate, and select the best measure to meet the objectives of their educational program and the learning needs of their students.

promote the continuous use of student data (such as from formative, interim, and summative assessments) that shall inform and differentiate instruction in order to meet the academic needs of individual students;

We ask students to memorize reams of information that they will rarely if ever use again, but we often fail to teach them the critical skills needed to meet the daily challenges of the 21st century, skills such as information literacy, collaboration, metacognitive reflection, and self - assessment.

Not only was the principal committed to the use of assessment data for identifying and addressing student learning needs, she delivered data - use training for teachers, and she sat in on grade - level team meetings to facilitate teachers «use of assessment data in their planning of six - week tutoring cycles.

Students with chronic and acute health conditions have their health needs met at school because of their School Nurses» clinical assessments, judgments, planning, interventions and evaluations.

If a teacher understands sound assessment practice, then they are able to meet the diverse needs of all students.

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the South Dakota State Learning Standards.

Common criticisms of accountability assessments are that they take time that could be better used to meet the specific needs and interests of students and that they detract from teachers» ability to differentiate instruction.

Provide instructional leadership that enhances articulation regarding curriculum alignment with standards, the development and implementation of common assessments, and the use of effective instructional strategies that will most appropriately meet the needs of students.

These components are designed to help the school site focus on helping students meet standards and address the needs identified in a continuous assessment of the school's needs.

Assessments are used to help teachers meet the needs of students.

She is able to determine which students need to come to tutoring immediately from his tracking system on assessments so that she can meet the needs of students» who have not mastered the objectives.

One way for schools and kindergarten teachers to tailor instruction to meet the needs of individual students is through using data from a kindergarten entry assessment (KEA).

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the Hawaii State Learning Standards.

Through frequent and ongoing assessments, teachers target instruction to meet the learning needs of each individual student.

They create and / or select assessments that balance formative and summative purposes to meet the information needs of all stakeholders, including students.

Rigorous, integrated reading, writing, speaking, and listening instruction meets the needs of districts implementing a reading collaborative, balanced approach, or workshop model, and enables all students to master rigorous learning goals with strong resources for differentiated instruction and responsive teaching based upon ongoing assessments.

This four - part series will focus on utilizing formative and summative assessments to design coherent lessons and how to use differentiation to meet the needs of their students.

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the Alabama State Learning Standards.

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the Kentucky State Learning Standards.

Schools and districts, in developing and refining the professional development system, shall also review and monitor school discipline data; school environment surveys; assessments of parental satisfaction; performance appraisal data of teachers, managers, and administrative personnel; and other performance indicators to identify school and student needs that can be met by improved professional performance.

Teachers use their knowledge of best practices and of their students to create instructional environments and assessments that meet their needs.

If we begin with the end in mind when designing assessments, we can use personalization to keep time as a malleable component to meet the needs of all students.

Through the formative assessment process, we can differentiate, give feedback, and meet the needs of students.

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the Iowa State Learning Standards.

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the Georgia State Learning Standards.

She knows that the real work around curriculum, assessments, student data and what to do to meet the needs of all the students is the work she has to get at with her staff but first, she needed the relationships.

With the right assessments and interventions in place, an MTSS is likely to help schools meet the needs of most students.

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the Michigan State Learning Standards.

Student - facing activity pages and assessment items are translated into Spanish to help teachers meet the needs of Spanish - speaking students.

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the Guam State Learning Standards.

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the Mississippi State Learning Standards.

They are unique in the nation in that they have autonomy over budget, staffing, governance, curriculum and assessment, and the school calendar to provide increased flexibility to organize schools and staffing to best meet students» needs, while operating within the economy of scale of a large urban public school district.

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the Arkansas State Learning Standards.

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the Oklahoma State Learning Standards.

In this age of federal mandates for high - stakes assessment and accountability, educators need easily accessed data that will help them predict if all students are on - track to meet grade level expectations.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

Gifted student — A student who is exceptional under section 1371 of the School Code (24 P. S. § 13 - 1371) because the student meets the definition of «mentally gifted» in this section, and needs specially designed instruction beyond that required in Chapter 4 (relating to academic standards and assessment).