Sentences with phrase «assessments of academic skills»

Not exact matches

All programs reinforce and complement Texas Essential Knowledge and Skills, the State of Texas Assessments of Academic Readiness, and the National Science Education Standards.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

When used with self - assessment and peer - assessment strategies, rubrics can improve writing and critical - thinking skills and support engagement and academic performance in a range of subjects (Andrade, 2007; Andrade, Du, & Mycek, 2010; Andrade, Du, & Wang, 2008; Andrade & Valtcheva, 2009).

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.»

Demanding accountability for results and measuring achievement with the Texas Assessment of Academic Skills (TAAS), a criterion - referenced assessment — actually, a rather blunt instrument — has spurred significant improvement in student achievement.

Core Academic Language Skills (CALS): Operational construct and instrument The Language for Learning Research Group, led by Dr. Paola Uccelli, engaged in a systematic review of the literature in order to design a construct of academic language skill that could inform assessment and instAcademic Language Skills (CALS): Operational construct and instrument The Language for Learning Research Group, led by Dr. Paola Uccelli, engaged in a systematic review of the literature in order to design a construct of academic language skill that could inform assessment and instacademic language skill that could inform assessment and instruction.

Many achievement tests created and administered at the state level — such as the Massachusetts Comprehensive Assessment System (MCAS), the Texas Assessment of Academic Skills (TAAS), or the Virginia Standards of Learning (SOL) Assessments — use criterion - referenced scoring.

The new system would enable the state to measure a full range of college - and career - ready knowledge and skills, shift toward personalized learning, and use meaningful student assessments to ensure effective academic support for students who need it.

Testing for 21st century skills and depth of knowledge, these assessments aim to give administrators and educators a better understanding of individual student need, skill levels, and academic growth.

It has helped millions of students worldwide to improve their reading and writing skills, master increasingly rigorous academic standards, and prepare for high - stakes assessments.

® About Northwest Evaluation Association Northwest Evaluation Association ™ (NWEA ™) is a global not - for - profit educational services organization known for our suite of assessments including our flagship Measures of Academic Progress ® (MAP ®) and Skills Navigator ®, a skills mastery, and progress monitoringSkills Navigator ®, a skills mastery, and progress monitoringskills mastery, and progress monitoring tool.

While multiple meta - analyses and large - scale research studies have found that models following the bilingual approach can produce better outcomes than ESL models, as measured by general academic content assessments or measures of reading comprehension or skills, other studies indicate that the quality of instructional practices matter as well as the language of instruction.

Students will have an opportunity to display academic ability across a variety of contexts, and assessments can use material from science, art, and history courses to judge the development of broader analytical skills.

This collection of 12 discipline - specific formative assessments can be used to easily identify secondary students who would benefit from instruction in multisyllabic word identification — a skill that's critical for reading and understanding complex, academic texts.

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

Collectively, they use more than 30 different assessments to measure reading and math skills and evaluate their programs» academic performance... and that's just the tip of the iceberg.

The Minnesota Comprehensive Assessments (MCAs and MTAS) Minnesota Comprehensive Assessments (MCAs) and alternate assessment, Minnesota Test of Academic Skills (MTAS), are the statewide tests that help districts measure student progress toward Minnesota's academic standards and meet the requirements of the Elementary and Secondary Education ActAcademic Skills (MTAS), are the statewide tests that help districts measure student progress toward Minnesota's academic standards and meet the requirements of the Elementary and Secondary Education Actacademic standards and meet the requirements of the Elementary and Secondary Education Act (ESEA).

The widespread use of formative assessments at the classroom level can undermine teaching of the 21st - century skills called for by the next generation academic standards.

While federal legislation calls for «multiple up - to - date measures of student academic achievement, including measures that assess higher - order thinking skills and understanding» (NCLB, Sec. 1111, b, I, vi), most assessment tools used for federal reporting focus on lower - level skill that can be measured on standardized mostly multiple - choice tests.

Courses will examine first and second language development; second language literacy development, assessment, and instruction; successful approaches to assessing and teaching oral language and content skills including designs for differentiating instruction according to students» levels of language proficiency; and the multiple factors that influence academic achievement among this student population.

(In the 2009 - 10 academic year, 78 percent of candidates passed the state's basic skills assessment, and 81 percent of applicants passed the reading instruction exam.)

A school - based teacher preparation program in which a prospective teacher, for not less than one academic year, teaches alongside an effective teacher, as determined by the state or local educational agency, who is the teacher of record for the classroom, receives concurrent instruction during the year, through courses that may be taught by local educational agency personnel or by faculty of the teacher preparation program; and in the teaching of the content area in which the teacher will become certified or licensed; and acquires effective teaching skills, as demonstrated through completion of a residency program, or other measure determined by the state, which may include a teacher performance assessment.»

Dr. Eckert's research interests focus on the assessment and intervention of children with academic skills problem.

Recently, Killeen ISD's professional development team sought to expand their professional development efforts again, this time to support middle school mathematics educators as they work to meet the State of Texas Assessments of Academic Readiness (STAAR ™), which has replaced the Texas Assessment of Knowledge and Skills (TAKS).

2012 - 2013 for grades 3 - 8 reading (Minnesota Comprehensive Assessments and Minnesota Test of Academic Skills)

Achieve3000's LevelSet ™ assessment is the world's only universal screener for the reading comprehension of nonfiction text in both English and Spanish, a primary focus of the Oklahoma Priority Academic Student Skills (PASS) and the OCCT and ACE - EOI assessments.

Finally, the paper outlines eight system - level characteristics of a high - quality CTE program, including: career - oriented educational systems; strong options for all students; rigorous academic curricula; rigorous technical skill development; employability skills; professional development for teaching staff and leaders; support services for students; and assessment / accountability.

This course is designed to help future and current teachers of culturally and linguistically diverse elementary school students to (1) understand, develop, and implement a range of effective, practical strategies for assessing and documenting the academic achievement of their students, including English Learners, students with identified / unidentified exceptionalities, and students eligible for free or reduced price lunch (TPEs 1.1, 2.2, 3.5, 4.4, and 5.1 - 5.8); (2) develop the skills and habits of mind necessary to use assessment results to plan effective instruction for every student (TPEs 3.5, 4.4, and 5.1 - 5.8); (3) learn how to present and discuss assessment results with other education professionals and with students» parents (TPEs 1.2, 2.6, 3.2, 4.5, 5.1 - 5.8).

A comprehensive evaluation typically includes intellectual and academic achievement testing, as well as an assessment of the critical underlying language skills that are closely linked to dyslexia.

Learn how these general outcome measures of basic academic skills can compliment your current standards - based assessments.

Although not minimizing the importance of traditional cognitive ability, these authors point out that conventional assessments account for a small portion of the variance when examining long - term academic and career accomplishment, especially as it relates to the advancement of adult competencies in highly demanding professions where leadership skills and creative productivity are the criteria for success.

Specializing in cloud - based, differentiated learning solutions for Pre-K through Grade 12 as well as adult learners, Achieve3000 has helped millions of students worldwide to improve their reading and writing skills, master increasingly rigorous academic standards, and prepare for high - stakes assessments.

Assessments such as the Ages and Stages Questionnaire, the Flanker Inhibitory Control and Attention Task, and the Social Skills Rating System will be administered alongside more traditional measures of academic achievement.

Key features include course units aligned to common core and state standards together with local district frameworks, interactive media - driven lessons focused on core concepts and skills, closed captioning and definitions of key academic terms, embedded subject specific Tier 2 vocabulary, on - going formative assessments, summative unit tests, teacher support materials, and at - home parental involvement learning tools — all designed to be used in concert with the district's instructional program.

The most obvious example of this is through states» adoption and implementation of academic standards and assessments that align with the knowledge and skills students need to enter credit - bearing coursework in college.

Since 2003, Greenwich Education Group has provided a rich array of academic resources, including subject tutoring, SAT, ACT & ISEE test preparation, day and boarding school advisory services, college counseling, diagnostic assessment, clinical and coaching services, and social skills support.

Literacy Skills: North Dakota's early childhood education assessment does not include the incorporation of literacy into all academic subjects Struggling Readers: North Dakota's early childhood education assessment does not address the needs of struggling readers.

A personal learning plan consists of student data, personal interests, strengths and weaknesses, credits earned to date, attendance records, state standards yet to be met, a plan for the next five weeks, learning style assessment, their scores on the Measure of Academic Progress, levels of engagement, life skill assessments, and project credits earned and in progress.

Such assessments shall involve multiple up - to - date measures of student academic achievement, including measures that assess higher - order thinking skills and understanding.

Aspire uses quarterly assessments to determine the progress of every child learning grade - level academic skills.

• 7 years» extensive experience in providing physical education • Committed to deliver modern, high quality, results - oriented lessons • Highly skilled in using assessment data to recalibrate curriculum • Demonstrated ability to set and hold students to high academic, behavioral, and character standards • In - depth knowledge of developing motor skills and physical development in young adults

(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.

Cognitive assessments are given to children to determine the impact of intellectual ability, academic skills, behaviors, and cognitive functioning on academic and psychological functioning.

Their development and application, however, could lead to improved quality of care and overall health status for First Nations, Inuit and Métis peoples by: providing the skills, knowledge and attitudes that public health practitioners could draw upon to provide culturally competent and safe health services to Aboriginal individuals and communities; improving academic curriculum, training programs, professional certification, health services planning, health policy, and health program evaluation standards; and providing standardized assessment criteria to help governments and organizations share best practices more efficiently and promote culturally safe health services.