Sentences with phrase «focused on student improvement»

By using a growth methodology to calculate student outcomes, the Department recognizes that students enter each grade level at varying starting points and with unique challenges and that we should focus on student improvement, rather than simply how many students attain proficiency.

Not exact matches

The idea arrived at a key time — nearly a decade into the No Child Left Behind era, when schools nationwide focused obsessively on year - to - year improvements in students» basic math and reading skills.

«We would reserve to see what kind of receivership would be offered we don't want a receivership that doesn't focus first and foremost on student improvement.

Educational improvement efforts, Eye concludes, should focus not on correcting a nonexistent overall deficit but on improving the academic performance of the students «in the lower portion of the performance distribution,» many of whom face social and familial challenges that interfere with their education.

We are a community of mindbodygreen, accepting of differences, celebrating the success of others, students, and friends focused on the improvement of ourselves and our fellow person.

States should seize the possibilities for more innovative approaches to school improvement posed by the Every Student Succeeds Act (ESSA), which replaces a law much criticized for its heavy - handed federal role and for focusing schools heavily on teaching for low - level multiple - choice tests in reading and math to the neglect of other subject areas and higher - level skills.

Previous conferences focused on themes of Australian Curriculum, Teachers driving school improvement, and Improving assessments of student learning.

But RTI was quickly adopted as a model for overall school improvement because of its focus on providing assistance quickly to struggling students, before any academic deficits have a chance to become entrenched.

OECD Director of Education and Skills Andreas Schleicher says Indigenous students face tough challenges in most education systems, but analysis of outcomes in Canada, New Zealand and Queensland, Australia reveals sustained improvements have been achieved through focusing on several or all of six areas.

These «value - added» measures are subject to some of the same problems, but by focusing on what students learn over the course of the year, they are a significant improvement over a simple average test score (or, worse yet, the percentage of students that score above an arbitrary «proficiency» threshold).

Schools would do better scrapping student progress and focussing instead on school improvements, according to Russell Hobby, general secretary of the National Association of Head Teachers (NAHT).

Yet some may wonder about the potential cost of this focus on higher - achieving students, for whom improvements over the same time period have been modest.

Such interventions focus not on improving academic skills or knowledge, but on changing students» mindsets about learning — combating negative feelings, or increasing a sense of belonging, or reframing failure as an opportunity for improvement.

Accountability provisions such as these are likely to be muted under the new NCLB waivers, which stipulate that states must focus their improvement efforts on the lowest - performing 15 % of schools, but de-emphasize performance of student sub-groups in every school.

On the other hand, when schools can achieve substantial «improvements» by focusing on a relatively small group of students, they face a strong incentive to game the systeOn the other hand, when schools can achieve substantial «improvements» by focusing on a relatively small group of students, they face a strong incentive to game the systeon a relatively small group of students, they face a strong incentive to game the system.

You can avoid that by focusing on the student's improvement rather than on his performance relative to his classmates.

Over the past twenty years, Mapp's research and practice focus has been on the cultivation of partnerships among families, community members and educators that support student achievement and school improvement.

One possible explanation is that principals focus on the average test scores in a teacher's classroom rather than on student improvement.

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

They have a strong focus on continual improvement, often with explicit school - wide goals for improving current school practices and levels of student achievement».

Have students focus on the positive aspects of the work before pointing out areas of improvement.

In exchange for that flexibility, the administration will require states to adopt standards for college and career readiness, focus improvement efforts on 15 percent of the most troubled schools, and create guidelines for teacher evaluations based in part on student performance.

A few major areas I hope will receive attention during reauthorization are college / workplace readiness, including the promotion of more rigorous standards; greater accountability at the secondary level; more sophisticated policy and greater accountability for improving teacher effectiveness, particularly at the late elementary and secondary levels; a broadening of attention to math and science as well as to history; and refinements in AYP to focus greater attention and improvement on the persistently failing schools by offering real choices to parents of students stuck in such schools.

In Kelly School, which is discussed in the book, these characteristics were built through a set of interrelated organizational routines including close monitoring of each student's academic progress, an explicit link between students» outcomes and teachers» practices, weekly 90 - minute professional development meetings focused on instructional improvement, and the cultivation of a formal and informal discourse emphasizing high expectations, cultural responsiveness, and teachers» responsibility for student learning.

Research confirms that, by requiring states that had not previously implemented school accountability systems to do so, No Child Left Behind worked to generate modest improvements in student learning, concentrated in math and among the lowest - performing students — precisely those on whom the law was focused.

Focusing on teachers» deep understanding of mathematics, and of students» math reasoning, may help bring about real improvements in elementary math teaching.

Stigler and Hiebert note that, rather than reform, the aim of lesson study is to produce «small, incremental improvements over long periods of time» and however long the process there remains «an unrelenting focus on student learning».

Maria Izolda Cela Coelho, the secretary of education of Ceará State in Brazil, says the seminar was an excellent opportunity for her to reflect on relevant issues of public education improvement, such as the promotion of high - quality learning among students, performance gap reduction between different social groups, and the implementation of curricula focused on the development of 21st - century skills.

I currently help lead a 11 district VA «Networked Improvement Community» that is focused on exploring student - led assessment.

Not only were teachers and staff focused on improvement, but students also internalized where they needed to go and what they needed to do to get there.

The latest study focuses on six Boston schools that, in an earlier analysis, were found to produce large improvements in students» performance in the statewide standardized test, the Massachusetts Comprehensive Assessment System.

With the PLC at Work model, data analysis focuses on the progress of each individual student, looking at specific percentage improvements and sharing strategies around how to maximize strengths and overcome weaknesses.

And it promotes equity and continuous improvement by focusing on disparities among student groups across all indicators, which supports local decision - makers and stakeholders in prioritizing improvement efforts.

Perhaps the best two pieces I've come across are from the Newark Star - Ledger's Tom Moran including an opinion piece on where things stand that notes district progress along with charter school improvements and reformers» misguided focus on the parts of the story Russakoff leaves out (Newark students are better off, despite the political noise) and also a Q & A with Russakoff in which the author rebuts a deeply flawed NYT review, proposes a forensic audit of Newark's $ 23,000 - per student spending, but calls the Zuckerberg - funded reform efforts a «wash» over all (Author Dale Russakoff discusses new book).

This proposal would also undoubtedly incentivize LEAs and schools to focus only on those students whose achievement falls near the proficiency cut scores instead of encouraging improvement among all students.

It is in this vein that we submit these comments, which are not intended to reflect the entirety of our concerns with the proposed regulations, but rather to illustrate where they impede progress toward ESSA's overall goal: to provide states with maximum flexibility while ensuring a focus on improving performance, equity and access, and improvement for all students.

True educational equity comes from comprehensive school reform, which incorporates academic improvements along with health care, housing policy, funding changes, family support and other policies that allow students to go to class safely and actually focus on their work, and that provides teachers with a work environment and enough support to operate creatively, not like infantilized robots.

Evidence points to the improvement - focused messaging having a stronger impact on both credit attainment and student attendance, though the size of the study limits our ability to call the difference in outcomes between positive and improvement messaging statistically significant.

This is a huge improvement on NCLB - era systems, which encouraged a focus on «bubble kids,» those just below or above states» proficiency cutoffs, to the detriment of other students.

Principals this summer focused on what Mason calls the three main legs of the curriculum: school improvement, school culture, and student outcomes.

The 44 higher - performing schools (those with average school - wide math and English test scores a full standard deviation above the mean) «create a shared, school - wide intense focus on the improvement of student outcomes,» it says.

Substantial policy effort has focused on improving the educational opportunities for students in these schools, including the Obama administration's School Improvement Grants (SIG).

It also mentions the importance of increasing capacity to develop faculty that focuses on school needs and improvement of student learning.

Instructional improvement requires a school - wide focus on goals and expectations for student achievement.

For our analysis of the relationship between district improvement efforts and state influences (see also section 3.3), we focused mainly on the small - to medium - sized districts, given that more than 90 % of school districts in the United States serve less than 25,000 students, and given our impression that much research on the district role in educational reform is concentrated on the experiences of large, urban districts.

More complex and coordinated patterns of distributed leadership appear when school improvement initiatives focus directly on student learning goals, as distinct from the implementation of specific programs.

The staff of the Minnesota New Country School model the focus and assess the progress of students and the school itself through regular self - reflection, school - wide assessment, and on - going planning for continuous improvement of programming, instruction, collaboration, and opportunities to serve the goals, the mission, the students, the communities, and the future more effectively.

This required focusing on specific areas of leadership practice separately (e.g., methods of clinical supervision, school - improvement planning, classroom walk - throughs, uses of student performance data), or within comprehensive guidelines or frameworks for leadership practice.240 In one of the higher - performing urban districts in our sample, district officials organized a three - year principaldevelopment program based on Marzano «s balanced leadership program.

Describing the most important aspects of instructional leadership in more detail and clarity, this refined version of the framework helps school leaders better identify areas for instructional improvement and focus their time and energy on academic achievement for all students.

Focusing improvement efforts solely on low - performing schools and students is not a productive strategy for continual improvement in a district.