Sentences with phrase «meaning of the grade level»

Not exact matches

Justice Bola, having considered the arguments of all the counsel, granted bail to the defendants in the sum of N10million bond, 2 sureties in like sum who must be professors in FUTA or public officers not less than grade level 17, and must depose to affidavit of means.

Justice Bola, having considered the arguments of all the counsel, granted bail to the defendants in the sum of N10m bond, two sureties in like sum who must be professors in FUTA or public officers not less than grade level 17, and must depose to affidavits of means.

In addition, we proposed graded levels of what we call biological containment, meaning you use special viruses, special organisms that reduce the potential for escape from the lab.

«This means every ninth - grader has a big sister or big brother in each of the other classes.This vertical integration, as opposed to horizontal integration of grouping students in grade levels by age, fosters deep friendships across grades and promotes a feeling of family in our school community.

This means that if you do not know the content of a grade level, or if you do not know how to prepare a lesson plan, or if you do not know how to do whatever is expected of you, it is your responsibility to find out how to do these things.

15 pairs of word - meaning cards that we feel might be appropriate for a primary - level (grades 2 and 3) game;

It also means that others will be allowed to coast, merely because they've already reached «grade level» standards, however those are defined, and regardless of whether those actually represent anything accomplished because of school.

The assessment itself was first given in 1969, but the underlying political compromises meant that (a) students were tested by age, not grade level; (b) results were reported either as percentages of test takers getting individual questions right or (starting in 1984) on a psychometric scale that included no benchmarks, standards, or «cut points»; and (c) the «units of analysis» were the entire country and four big regions but not individual states, let alone districts or schools.

Although recent re-analyses have challenged the strength of the earlier findings, the fact remains that the influence of socioeconomic status on achievement is by no means uniform across nations, age / grade levels, gender, and subject matter.

This means that, in one classroom in each of these grades, there are 12 or so gifted students, along with another 12 or so «on - level» kids.

[13] Our outcome of interest is the third or fifth - grade score on the Florida Comprehensive Assessment Test (FCAT)[14] taken in the relevant year between 1999 and 2012, which we standardize statewide at the grade and year level to have a mean of zero and standard deviation of one.

Those responsible for NCLB reauthorization, as they struggle forward, should first and foremost establish a clear and consistent definition of grade - level proficiency in reading and math, even if it means giving up the cherished but decidedly unrealistic goal of proficiency for all students by 2014.

The researchers also point out there were 1290 unique school and grade combinations in the study sample — an average of 40 students per combination — which meant it «lacked statistical power to find significant differences between treatment conditions or grade levels».

Case Description: When holding a student back a year may mean she drops out of school, should her teachers promote her to the next grade level - even if they don't believe she's mastered the skills she'll need to succeed?

In a troubling picture of performance, the vast majority of Illinois students failed to reach the high academic bar on the new state PARCC exams, meaning they weren't on track academically for the next grade level, let alone for college or careers.

I get nervous when I hear reformers talk about competency - based learning, eliminating grade levels, personalized learning, virtual schooling, and other means of upsetting the traditional paradigm of schooling.

As the percentage of students reading at grade level changes little between 8th and 12th grades, it means that more than 90 percent of Black students in these states are unlikely to graduate from high school college - and career - ready.

Accountability groups shall mean, for each public school, school district and charter school, those groups of students for each grade level or annual high school cohort, as described in paragraph (16) of this subdivision comprised of: all students; students from major racial and ethnic groups, as set forth in subparagraph (bb)(2)(v) of this section; students with disabilities, as defined in section 200.1 of this Title, including, beginning with the 2009 - 2010 school year, students no longer identified as students with disabilities but who had been so identified during the preceding one or two school years; students with limited English proficiency, as defined in Part 154 of this Title, including, beginning with the 2006 - 2007 school year, a student previously identified as a limited English proficient student during the preceding one or two school years; and economically disadvantaged students, as identified pursuant to section 1113 (a)(5) of the NCLB, 20 U.S.C. section 6316 (a)(5)(Public Law, section 107 - 110, section 1113 [a][5], 115 STAT.

It includes the following classroom - level variables: school year and grade indicators, class - type indicators (honors, remedial), class size, indicators for teacher experience, and cubics in class and school - grade means of lagged test scores in math and English each interacted with grade.

Teaching isn't easy, and working at Alliance means having high expectations for ourselves and for all 13,000 of our scholars, including the majority who come to us significantly behind grade level, those who have special needs, and the high achievers whom we must keep engaged and motivated.

This common preparation means that less time is spent on review for previous grade level standards and more time to assure student learning of the essentials.

But also note: The red line in this picture is above the blue line, meaning that a greater proportion of black high school graduates completed college than tested at a college - ready level in twelfth grade.

That meant that nearly half of the school's 600 5th, 6th, 7th, and 8th graders were failing to make grade - level in English and in math.

We have a culture in schools of radical teacher autonomy where every teacher closes the door behind them and does whatever they want, and in too many cases that means that innovation happens in classrooms, but not in departments, not in grade level teams, and not in whole schools.

This means that the SGP calculation compares the pre / post progress for a student with a history of high achievement to the pre / post progress of other high - achieving students nationwide at that grade level.

Educators know that there is no consistency in the meaning of letter grades on report cards across classrooms at the same grade level within the same building, let alone across schools or districts.

This means that, regardless of how well the student scores on their PSSA test, they have only done work at that test's grade level.

Although there was no statistically significant difference on mean beginning level of regular education, special education, and at - risk students, results showed that upper - class special education males and ninth - grade at - risk females had the largest increase in mean ending level within the program.

This means that if your 3rd grader receives a grade equivalent score on an individual achievement test of grade 5.8 in math, that she is working, at least on the questions that were asked, at the level of an average late 5th grader.

Based on the stability and level of performance on standard achievement tests in first and second grade (mean age in first grade = 82 months), children with IQ scores in the low - average to

This means that there was a total variation in the percent of students reaching the «Achievement Level» of 17.4 % across grade levels.

In fifth grade, students should have command of grade level appropriate sight words, read and comprehend informational text with domain - specific vocabulary, and use context to determine the correct meaning of homonyms (multiple - meaning words) and figurative language, like metaphors, similes, and idioms.

This means that at each grade level, we must not only be teaching and assessing the skill of collaboration, but we must think about how it looks different from grade level to grade level.

In third grade, students should have command of grade level sight words, be able to read and comprehend informational text with domain - specific vocabulary, and use context to determine the correct meaning of homonyms (multiple - meaning words).

In fourth grade, students should have command of grade level appropriate sight words, be able to read and comprehend informational text with domain - specific vocabulary, use context to determine the correct meaning of homonyms (multiple - meaning words), and recognize figurative language, including common idioms, simple similes, and metaphors.

Summative applications at this level include accurate summaries of evidence and grading symbols that carry clear and consistent meaning for all.

This may mean, for example, reading comprehension of grade - level text, standards of mathematical practices, scientific inquiry processes, historical reasoning or academic discussion techniques aligned with speaking and listening standards.

GCSEs have had the same «toughening - up», with the added dimension of a complete change in nomenclature (numbers over grades, e.g. 4 = C) and a switch from criterion - lead marking (a C means the pupils can do this, that and the other) to % cohort classification (63 % of pupils will get a level 4 or above).

What will the use of calculators at all grade levels mean for teaching mathematics?

But despite promises and new policies meant to hold more students back until they've mastered grade - level material, a University of Minnesota study currently under peer review found that student retention is actually on the decline.

At the 7th grade level, learning the meaning of math vocabulary is vital to succeeding in middle school.

In other instances, the content stays at the same level of difficulty across two or more grades, as with recognizing multiple - meaning words, rather than moving from lower to higher levels of difficulty as needed.

I mean if you've got a 5th grader reading at a second grade level, and by the end of the year he's reading at a 4th grade level that should be rewarded.

They're meant to replace a hodgepodge of state standards with one set of clear, consistent goals for what students should learn in Math and English at every grade level.

In earlier grades, word identification fluency (WIF) is also a strong predictor of early reading ability, but again, not a perfect one (Fuchs, Fuchs, & Compton, 2004; Schatschneider, 2006) This means that screening instruments that rely on single measures such as ORF or WIF will provide fairly good information about student performance, but alone they can't provide information at levels needed for an effective RTI process (> 90 % sensitivity; > 80 % specificity).

In Year 2, based on requests from teachers for regular feedback related to their observations, teachers received a copy of each observation, a description of the codes, a brief summary of research related to the major coding categories being analyzed for the project (e.g., incidence of whole group instruction, and incidence of higher - level questioning; see page 17), and a table summarizing the codes from their observations (e.g., the incidence of whole - group instruction, the incidence of higher - level questioning, etc.) and comparing them to the means at their grade level across all schools.

Even though the vast majority of teachers at all schools in the project voted to engage in schoolwide reading reform, the schools clearly have a long way to go to raise their reading scores to «breaking the mold» levels, with current mean standardized reading comprehension scores across schools, for example, standing at 40 in grades 2 and 3, and at 37 in grades 4 and 5.

Rather, it seems that educators across the country from all different roles, grade levels, and content areas are talking about classroom video and what it could mean for their growth, and more importantly, the growth of their students.

Besides the enormous concerns with Achievement First's disciplinary policies as revealed in the report last year (which should have resulted in placing the charter under state supervision and in preventing additional school takeovers, I mean openings), a troubling issue with In - School Suspensions, Time Out Rooms, and Out - of - School suspensions, at all grade levels, is that it takes students out of the learning environment.

Meaningful growth means at least one year's worth of growth for students who are at or above grade level and more than one year's worth of growth for students who are below grade level