Sentences with phrase «local testing policies»

The opt - out movement has led to changes in state and local testing policies in other states like New York.

The exploding opt - out movement has already achieved its first victories.It is altering state and local testing policies for the better, reducing the number of tests and lowering their stakes.

Not exact matches

Sure you can minimise risk at home by having at least two CNMs who are accredited with the local hospital, a minimum standard for prenatal care and testing, strict risk - out criteria (no primips, twins, breech, PIH, diabetics) and liberal transfer policy, but there will always be unforeseen complications.

A better, tried - and - tested method through congress is to make certain (significant) aspects of federal funding of local police forces contingent upon compliance with a camera program / policy.

However, if raising overall test - score performance and addressing the achievement gap are to be the main focus of federal policy, it is foolish to have a panoply of programs that direct state and local officials toward a host of other priorities, distracting them from their core mission.

American philanthropy, by local and national foundations, corporations, and wealthy individuals, has played many important roles in K — 12 education: creating new schools, underwriting research, funding scholarships, testing hypotheses, generating new curricula, invoking ideals, setting agendas, bolstering training, and building a case for policy changes.

Regardless of the relative merits of standardized testing, federally mandated annual testing would continue to have a real effect on local school policy.

To argue that she has been even moderately successful with her approach, we would have to ignore the legitimate concerns of local and national charter reformers who know the city well, and ignore the possibility that Detroit charters are taking advantage of loose oversight by cherry - picking students, and ignore the very low test score growth in Detroit compared with other cities on the urban NAEP, and ignore the policy alternatives that seem to work better (for example, closing low - performing charter schools), and ignore the very low scores to which Detroit charters are being compared, and ignore the negative effects of virtual schools, and ignore the negative effects of the only statewide voucher programs that provide the best comparisons with DeVos's national agenda.

This helps account for at least some of the trauma and disruption caused by the storms, the quality of schools students attended in other regions while their local schools were closed, and any changes in the state tests and state education policies that affected both groups.

8:30 AM — 9:15 AM Keynote: Dr. Joshua Starr, CEO, PDK International Understanding Public Attitudes About Schools During this presentation, Dr. Starr will discuss new polling data that shows the public's current attitudes about public education; the overall quality of local schools; curriculum and standards; school funding and taxes; homework and testing policies; school choice; and more.

People can debate whether the flood of international, comparative data is helpful, but we can agree that, because educational systems have historically been locally controlled, international test results have had little effect on state and local educational policies and practices... until now.

(Calif.) Confronted with a host of new policies and conditions created by a wholesale restructuring of the school testing and accountability system, local educational agencies submitted 416 waiver applications last year — a 30 percent increase over 2016.

The report recommended that: policy makers ensure curriculum and assessments are aligned at state, district and local levels; districts survey teachers on test prep activities and keep those that are highly rated, while dropping those that aren't; districts expand access to technology so students can develop skills before taking tests and teachers can support them; and districts only use interim tests aimed at predicting performance on end - of - the - year tests, if teachers believe they are high - quality.

If some districts or classrooms administer only the summative assessments while others avail themselves of all the resources in the SBAC toolkit, won't some students have a testing advantage based solely upon local policy decisions, the CORE group excluded?

The four «guiding principles» for the march are: equitable funding for all public school communities; an end to high - stakes testing used for the purpose of student, teacher, and school evaluation; curriculum developed for and by local school communities; and teacher, family, and community leadership in forming public education policies.

These included a strong vision of and value for public education in which almost Finnish children participate as the creator of Finland's future society; resulting high status for the country's teaching profession whose members are stringently selected through rigorous university - based teacher education programs that confer Masters degrees on all of them; a widespread culture of collaboration in curriculum development among teachers in each school district; an equally robust culture of collaboration among all partners in strong local municipalities where most curriculum and other policy decisions are made; and a system of widespread cooperation and trust instead of US - style test - based accountability.

The local school board shall develop policies governing this method of delivery of instruction that shall include the provisions of 8 VAC 20-131-110 and the administration of required SOL tests prescribed by 8 VAC 20-131-30.

To be sure, the policy here — keep the NCLB law's schedule while trimming back local and state tests to the bare minimum — isn't exactly contradictory.

What is needed instead is a fundamental shift in direction in federal education policy, and ESSA is not it; therefore every family that can afford it should opt out of state schooling whenever possible until No Child Left Behind's failed strategy for social improvement via annual testing and publishing the results is abandoned entirely, and until Sacramento gets serious about subsidiary devolution, which implies that assessing and reporting on the results of local schools should be left to the local districts, whose citizens may have different priorities and values that the state and federal governments should learn to respect.

Today, elected officials of all political stripes and advocates for a range of school policies scrutinize the results from international exams and comparisons with the intensity that, a decade ago, would have been reserved for state and local test scores.

«If Washington, D.C., went to one extreme,» Barnum writes, «in focusing on test - driven accountability policies, as some argue, California has gone to the other: placing a lengthy pause on school accountability, devolving control to local districts, eliminating certain data systems and declining to tie teacher evaluations to student test scores.»

Local efforts to reduce the negative effects of high - stakes testing are thus right in line with national PTA policy.

Wentzell said Monday that the policy on whether such children must remain in the testing room or be allowed to leave for the duration of the test is a «local management decision.»

So as a result of the policies being pushed by Commissioner Stefan Pryor, Connecticut teachers and students spent thousands of hours during the past school year prepping and taking the Connecticut Mastery Test and state and local taxpayers spent tens of millions of dollars paying for the Connecticut Mastery Test but the man in charge of the entire testing scheme now says that «some of the more pronounced decreases in lower grades may be due to the shift to the Common Core curriculum... [and]... Students using the new curriculum haven't covered some of the areas in the test.&raTest and state and local taxpayers spent tens of millions of dollars paying for the Connecticut Mastery Test but the man in charge of the entire testing scheme now says that «some of the more pronounced decreases in lower grades may be due to the shift to the Common Core curriculum... [and]... Students using the new curriculum haven't covered some of the areas in the test.&raTest but the man in charge of the entire testing scheme now says that «some of the more pronounced decreases in lower grades may be due to the shift to the Common Core curriculum... [and]... Students using the new curriculum haven't covered some of the areas in the test.&ratest.»

As we demonstrated in our 2015 analysis of the Common Core debate on Twitter, the dispute about the standards was largely a proxy war over other politically - charged issues, including opposition to a federal role in education, which many believe should be the domain of state and local education policy; a fear that the Common Core could become a gateway for access to data on children that might be used for exploitive purposes rather than to inform educational improvement; a source for the proliferation of testing which has come to oppressively dominate education; a way for business interests to exploit public education for private gain; or a belief that an emphasis on standards reform distracts from the deeper underlying causes of low educational performance, which include poverty and social inequity.

Still others don't like the idea of any kind of national standards and testing, saying that education approaches and policies should left to local communities to decide.

The FACT is there is no federal or state law, regulation or policy that allows the government or local school district to punish parents or their children if the parent refuses to allow their child or children to participate in the Common Core SBAC testing scam.

By using the «Sit and Stare» approach to punish students who have been opted out, these local school officials are violating the Common Core SBAC testing policy and are engaging in a serious breach of security and duty.

Some teachers, at risk of retribution from the Malloy administration, are even helping parents understand that they have an inalienable and constitutionally guaranteed right to opt their children out of these destructive tests and that there is no law, regulation or policy that allows the state or local school districts to punish a child or parent who instructs their school that their child will not be taking the SBAC Test.

Putting aside the fact that the Common Core Smarter Balanced Assessment Consortium (SBAC) Test is not a true mastery exam because it does not measure «grade - appropriate skills in reading, writing...,» the actual truth is that there is absolutely no federal or state law, regulation or policy that allows the state or local school district to punish a child (or parent) who opts their children out of the Common Core SBAC exam.

If the state board of education and local school officials support this policy, I will no longer have to refer to the Pentagon Papers case to explain prior restraint; I will merely have to read students the SBAC test rules.

If Washington, D.C., went to one extreme, in focusing on test - driven accountability policies, as some argue, California has gone to the other: placing a lengthy pause on school accountability, devolving control to local districts, eliminating certain data systems, and declining to tie teacher evaluations to student test scores.

Call on state policymakers and local school districts to formulate and pass legislation and policies that allow school employees to discuss standardized tests with parents and inform them of their ability to exclude children from state and / or district standardized tests.

But in the case of opting out of the Common Core SBAC test, there is no federal or state law, regulation or policy that allows the state or local school district to punish a child (or parent) if the parent opts their children out of the Common Core SBAC test.

But of course, parents have the fundamental right to protect their children and there is absolutely no federal or state law, regulation or policy that allows the state or local school districts to punish children whose parents refuse to allow their children to be abused by this Common Core testing system.

While recognizing that public education continues to face major challenges and problems that must be addressed, Representative Ziobron has become an advocate for parents who wish to opt their children out of the Common Core tests and for policies that support, not undermine, the role of parents, teachers, and local citizens in how their local schools should be run.

State and local policies also say that key administrators should be in their buildings and on duty when students are engaged in the major standardized testing periods, but Perry was away multiple days last spring when students were suffering through the unfair and inappropriate Common Core Smarter Balanced Assessment Test.

The reasons are complex and include an overreliance on standardized tests, narrow conceptions of intelligence and the resulting definitions of giftedness, and the procedures and policies that guide local and state gifted programs.

- Examine vehicle to determine if additional safety or service work is required - Advise Manager if additional work is needed - Document all work performed as soon as job is completed - Attend factory sponsored training classes and keep abreast of factory technical bulletins - Understand and follow federal, state and local regulations such as disposal of hazardous wastes - Ensure that vehicles are kept clean - Perform all other duties as assigned - Follow all company safety policies and procedures & immediately report any and all accidents to Manager or Supervisor REQUIREMENTS: - High School Diploma or equivalent - ASE Certification preferred - Automotive Technician - Minimum 2 years previous experience - Excellent driving record - Self - motivated with ability to perform quality work with efficiency - All applicants must be authorized to work in the USA - All applicants must have the ability to pass pre-employment testing to include background checks, MVR, drug test, and valid driver's license - All applicants must perform duties and responsibilities in a safe manner - Ability to read & comprehend instructions and information - Personal & Professional Integrity - Desire for long - term employment If you're looking to work in a progressive environment with a rapidly growing organization, than we have a position available for you.

These efforts will be complemented by local pilot - testing of identified best policies and practices to generate proof of concept that park - based climate education programs are effective, replicable, and scalable.

Local: In order to better help our partners create new Healthy Parks, Healthy People policies and programs, we're creating a testing ground here in our own backyard so we can deepen our knowledge of how these partnerships really work and can contribute back to the national and international community of practice.

In Communications, Energy and Paperworkers Union of Canada, Local 30 v Irving Pulp & Paper Ltd., («Irving Pulp & Paper») the Supreme Court ruled that a dangerous workplace was not sufficient grounds to justify a random drug and alcohol testing policy.

Recently, the Alberta Court of Queen's Bench (per Justice R. Paul Belzil) granted Unifor, Local 707A (the Union) an interim injunction prohibiting Suncor Energy Inc (Suncor) from implementing its random drug and alcohol testing policy pending either a successful application for leave to appeal to the Supreme Court of Canada or, failing that, the parties holding a fresh arbitration hearing in early 2018.

In Suncor Energy Inc v Unifor Local 707A, the Alberta Court of Appeal sent the issue of whether Suncor's random drug and alcohol testing policy violated the privacy rights of its unionized workers back to a new arbitration hearing before...

Exit the Local Group Policy Editor and restart your computer (or sign out and back in) to test the changes.

To test the changes, exit the Local Group Policy Editor, restart your computer, and then log on as the user (or a member of the user group) for whom you made the changes.

Provided fire safety as per the life safety management plan through training, fire drills, equipment testing and implementation of policies and procedures in compliance with federal, state, local laws and regulations.

Areas of Expertise IT Management Network Engineering Citrix Engineer \ Administration Active Directory / File Security Manager VMWare Engineer \ Administration Network Design / Architecture Local Area Networks (LAN) Wide Area Networks (WAN Help Desk Management Data Center Management / Design * Altiris Administration System Automation Server Configuration Security Systems Management * Hardware Installation Software Configuration Remote Software Deployment Patch Management * Change Management Project Management Business Process Analysis Business Communications Sales / Marketing Management Risk Management / Disaster Recovery Analyst Statistical Analysis Database Management Policy Development Contract Negotiation * Grant Writing Total Quality Management (TQM) Training & Development TCP / IP Configuration Change Management Monitoring Ability to increase organizational effectiveness and staff skill level through training and awareness of best practices Unique blend of technical experience administrative skills and team - building capabilities Mastery of all phases of project development life cycle including requirements analysis specifications development application design implementation data conversion design review and system testing * Proven ability to communicate effectively with all involved parties to ensure the development of viable business solutions to technical issues Ability to manage complex systems spanning multiple platforms and multiple functionalities * Demonstrated leadership and team - building capabilities in the professional environment as well as through active community involvement * Ability to cultivate trust and respect through open communication and shared goals among various business units

Smartronix (CA & MD) 08/2004 — 12/2008 S6 Information Systems Coordinator • Serve as Section Chief and Contract Lead at the MCNOSC providing overall support for the MCNOSC IT Systems • Manage the network, servers, switches, applications, and information and infrastructure security • Utilize DoD applications for network scanning and remediation of the classified and unclassified networks • Develop plans, procedures, and policies to directly support and defend the MCNOSC Network from security threats • Oversee the MCNOSC's PKI (public key infrastructure) and integration with the MCNOSC services with the coordination of recovery strategies with the Alternate Network Operations and Security Center (AltNOSC) • Determine minimum processing requirements for recovery site and provide guidance for recovering infrastructure processing • Provide technical input to the Contingency of Operations (COOP) Plan ensuring all activities, resources and procedures required to recover critical IT infrastructure processing are accurate • Manage the day to day support of the MCNOSC Infrastructure, supervising a team of IT service contractors • Perform complex repairs, upgrades, hardware configuration, and end user training • Serve as project manager for the transition and deployment of the MCNOSC's NMCI plan • Oversee the planning and build out of the network and MCNOSC's new Headquarters and Operations Center • Coordinate with local contractors to ensure timely delivery of the network • Design and coordinate the build out of the MCNOSC Internal Data Center, Server Room, and Testing Lab • Coordinate the movement to the MCNOSC's newly built Operations Center and Head Quarters • Install cabling, servers, racks, environmental controls, a / v systems, and other technical equipment • Develop the MCNOSC IT Lifecycle management for the LAN and other IT devices • Serve as project manager for the MCCDC (Marine Corps Combat Development Center) Studies and Analysis Division and the MCCLL (Marine Corps Center for Lessons Learned)

Policy is being developed in a vacuum at the national level, with no connection to Indigenous experiences at the local and regional level and without applying the «reality test» that comes with Indigenous participation and local engagement.