Sentences with phrase «measures schools based»

Required as part of the Federal No Child Left Behind Act, AYP measures schools based on a pass / fail system.

California is finally going to measure every school based not only on test scores, but also on their school safety and climate, graduation rates and efforts to engage families.

Not exact matches

The Best Employers in Canada study measures the level of employee engagement at participating organizations and is based on results from a national survey conducted by Aon Hewitt, in association with the Queen's Centre for Business Venturing at the Queen's University School of Business.

A recent presentation about sustainable school catering in Turin suggested schools ought to be aiming to reduce meat - based meals by 50 %, through measures such as cutting down on certain meats; introducing vegetarian meals twice a week; and offering alternative veggie meals if children ask for them.

Students participated in 25 farm to school standards based lessons, including using math skills to measure garden spaces and mark off rows, learning about how weather affects plants, and exploring different types of soil.

New York education policymakers will begin looking at ways to measure school success and failure based on factors other than test scores.

Though the measure is essentially aimed at allowing parents who have children with developmental disabilities receive access to schools that fit their educational needs, some have intrepreted the measure to allow parents to place students in schools based on their religious background.

Lawmakers last year agreed to linking Common Core - based testing to the results of teacher performance evaluations, a measure that was sought by Gov. Andrew Cuomo and linked to a boost in school aid.

Chris Keates: «Every year the Coalition Government has changed the basis on which school performance is measured».

Cuomo pointed to the state's Dignity for All Students Act, an anti-bullying measure that requires schools to protect students based on discrimination or harassment.

In response to a sharp uptick in hate crimes across New York state, Gov. Andrew Cuomo called for a $ 25 million program that would provide additional security measures to schools and day - care centers affiliated with religious or other belief - based organizations.

Charter school leader Deborah Kenny's op - ed in today's The New York Times argues against the move by many states toward teacher evaluations based on multiple measures, including both student progress on achievement tests and the reviews of principals.

Questions during the Q&A portion of the press conference included his plans during his scheduled visit to Albany on March 4th, why he expects to convince legislators who he has not convinced, whether he's concerned that the middle school program will be pushed aside if there is a pre-K funding mechanism other than his proposed tax, where the money to fund the middle school program will come from, how he counters the argument that his tax proposal is unfair to cities that do not have a high earner tax base, how he will measure the success of the program absent additional standardized testing, whether he expects to meet with Governor Cuomo or Senate Republican Leader Dean Skelos during his March 4th trip, what he would say to a parent whose child planned on attending one of the charter schools that his administration refused to allow, whether he doubts Governor Cuomo's commitment or ability to deliver on the funding the governor has promised, what are the major hurdles in trying to convince the state senate to approve his tax proposal, whether there's an absolute deadline for getting his tax proposal approved, whether he can promise parents pre-K spots should Governor Cuomo's proposal gointo effect, and why he has not met with Congressman Michael Grimm since taking office.

However, despite having been defended by Schools Minister Nick Gibb just a few months ago as being necessary to «ensure that pupils receive an inclusive and broad - based education», the Government has decided to shelve the cap, allow religious schools to become entirely single - faith in their intake, and then introduce new measures to break down the further segregation this willSchools Minister Nick Gibb just a few months ago as being necessary to «ensure that pupils receive an inclusive and broad - based education», the Government has decided to shelve the cap, allow religious schools to become entirely single - faith in their intake, and then introduce new measures to break down the further segregation this willschools to become entirely single - faith in their intake, and then introduce new measures to break down the further segregation this will cause.

The new evaluation system will provide clear standards and significant guidance to local school districts for implementation of teacher evaluations based on multiple measures of performance including student achievement and rigorous classroom observations.

BOX 14, I -1-4; 30188578 / 734260 Slides Plus Audiotape - SAPA II, Orientation Filmstips, AAAS, «The Integrated Process», Filmstrip 4, 1974 SAPA II, Orientation Filmstrips, AAAS, «Measuring», Filmstrip 3, 1974 Plus Audiotape - SAPA II, Orientation Filmstrips, AAAS, «Teaching Strategies», Filmstrip 3, 1974 Plus Transcript of orientation tape - SAPA II, Orientation Filmstrips, AAAS, «The Basic Processes of Science», Filmstrip 2, 1974 «Laboratory Exercises for Use in a College Science Course for Non-Science Majors» - by James Wallace Cox, 1970 «A Process Approach to Learning, Supplementary Manual», based on SAPA developed by AAAS, by Ruth M. White, 1970 «Science Process Instrument, Experimental Edition», COSE, 1970 «Preservice Science Education of Elementary School Teachers - Guidelines, Standards and Recommendations for Research and Development» report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?»

The assessment materials, used to measure students» understanding of the sciences in middle and early high school, will be amplified by Naiku, a Minnesota - based company whose assessment platform reaches teachers around the country, and a Canadian consortium that includes McGill University in Montreal.

BOX 4, Q -1-3 SAPA Experimental Edition, Part 3 (prepared for testing in the early grades), 1963 Experimental Edition, Part 4 (prepared for testing in the early grades), 1963 2nd Experimental Edition, Part 2 (prepared for testing in elementary schools), 1964 2nd Experimental Edition, Part 3 (prepared for testing in elementary schools), 1964 3rd Experimental Edition (prepared for testing in elementary schools), 1965 Parts 1 and 1B Part 2 Part 3 Part 4A Competency Measures, Parts 3 and 4, 1965 The Psychological Bases of SAPA, COSE, 1965 Commentary for Teachers (prepared for testing in elementary schools), 1965 3rd Experimental Edition, (prepared for testing in elementary schools), 1965 Parts 5A and 5B Part 6B Part 7A Part 7B 3rd Experimental Edition, 1st Revision (prepared for testing in elementary schools), 1966 Part 5 Part 5 Part 6 Test Sheets, Parts 5 - 7, 1966 4th Experimental Edition, Part 6, (prepared for testing in elementary schools), 1967 4th Experimental Edition, Part 7, (prepared for testing in elementary schools), 1967 Guide for Inservice Instruction, Response Sheets, 1967 3rd Experimental Edition, Commentary for Teachers, 1968 Guide to Inservice Instruction, Supplement, 1969

BOX 23, A-15-4; 30219212 / 734979 SAPA Requests for Translations of SAPA materials, 1966 - 1968 Prerequisites for SAPA The Psychological Basis of SAPA, 1965 Requests for SAPA to be Used in Canada, 1966 - 1968 Requests for Assistance with Inservice programs, 1967 - 1968 Schools Using SAPA, 1966 - 1968 Speakers on SAPA for NSTA and Other Meetings, 1968 Suggestions for Revisions of Part 4, 1967 - 1968 Suggestions for Revisions of the Commentary, 1967 - 1968 Summer Institutes for SAPA, Locations, 1968 Summer Institutes for SAPA, Announcement Forms, 1968 Inservice Programs, 1968 - 1969 Consultant Recommendations, 1967 - 1968 Inquiries About Films, 1968 Inquiries About Kits, 1967 - 1968 Inquiries About Evaluations, 1968 Tryout Teacher List, 1967 - 1968 Tryout Centers, 1967 - 1968 Tryout Feedback Forms, 1967 - 1968 Tryout Center Coordinators, 1967 - 1968 Cancelled Tryout Centers, 1967 - 1968 Volunteer Teachers for Parts F & G, 1967 - 1968 List of Teachers for Tryout Centers, 1963 - 1966 Tucson, AZ, Dr. Ed McCullough, 1964 - 1968 Tallahassee, FL, Mr. VanPierce, 1964 - 1968 Chicago, IL, University of Chicago, Miss Illa Podendorf, 1965 - 1969 Monmouth, IL, Professor David Allison, 1964 - 1968 Overland Park, KS, Mr. R. Scott Irwin and Mrs. John Muller, 1964 - 1968 Baltimore, MD, Mr. Daniel Rochowiak, 1964 - 1968 Kern County, CA, Mr. Dale Easter and Mr. Edward Price, 1964 - 1967 Philadelphia, PA, Mrs. Margaret Efraemson, 1968 Austin, TX, Dr. David Butts, 1968 Seattle, WA, Mrs. Louisa Crook, 1968 Oshkosh, WI, Dr. Robert White, 1968 John R. Mayer, personal correspondence, 1966 - 1969 Teacher Response Sheets, 1966 - 1967 Overland, KS Oshkosh, WI Monmouth, IL Baltimore, MD Teacher Response Checklist SAPA Feedback, 1965 - 1966 Using Time Space Relations Communicating Observing Formulating Models Defining Operationally Interpreting Data Classifying (2 Folders) Measuring Inferring Predicting Formulating Hypothesis Controlling Variables Experimenting Using Numbers SAPA Response Sheets for Competency Measures, 1966

But it is all too easy to come out of graduate school thinking that traditional measures of scholarship are the figures of merit upon which you should base your career.

Researchers from the Perelman School of Medicine at the University of Pennsylvania, in partnership with ORGANIZE — a non-for-profit organization based in New York which leverages health data to end the organ donor shortage by applying smarter technologies, utilizing social media, building more creative partnerships, and advocating for data - driven policies — The Bridgespan Group — a global nonprofit organization that collaborates with mission - driven leaders, organizations, and philanthropists to break cycles of poverty and dramatically improve the quality of life for those in need — and Gift of Life Donor Program — an OPO which serves the eastern half of Pennsylvania, southern New Jersey, and Delaware — evaluated the metrics and criteria used to measure OPOs across the country, and found significant discrepancies in how potential donors are evaluated and identified.

Better measures of school - based cognitive function were associated with late - term infants born at 41 weeks but those children performed worse on a measure of physical functioning compared with infants born full term at 39 or 40 weeks, according to an article published online by JAMA Pediatrics.

While late - term gestation was associated with an increase in the rate of abnormal conditions at birth and with worse physical outcomes during childhood, it was also associated with better performance on all three measures of school - based cognitive functioning measures during childhood,» the study concludes.

He developed an outreach program to educate the South Asian community about diabetes risk and preventive measures during a recent Bridging the Gaps Community Health Internship Program sponsored by the School of Public Health at the Shri Krishna Nidhi Foundation, an organization based in Hillsborough that promotes wellness among New Jersey's South Asian population.

In a study published in the current online issue of JAMA Psychiatry, an international team of scientists, led by researchers at the University of California, San Diego School of Medicine, report finding a highly accurate blood - based measure that could lead to development of a clinical test for autism spectrum disorder (ASD) risk in males as young as one to two years old.

We also generated measures of cultural exposure for these students based on the number of performances they had seen with their schools at the Walton Arts Center.

Uniform Education Standards Seen Timely The Washington Times, May 16, 2011» «Pencil - and - paper - based tests are not capable of measuring complex intellectual performances,» said Chris Dede, a professor at Harvard University's Graduate School of Education.»

When comparable samples and measuring sticks are used, the improvement in test scores for black students from attending a small class based on the Tennessee STAR experiment is about 50 percent larger than the gain from switching to a private school based on the voucher experiments in New York City, Washington, D.C., and Dayton, Ohio.

The Constitution can not be colorblind in the real world, he said, and school districts can adopt race - conscious measures as long as they don't treat «each student in a different fashion solely on the basis of a systematic, individual typing by race.»

A teacher's contribution to a school's community, as assessed by the principal, was worth 10 percent of the overall evaluation score, while the final 5 percent was based on a measure of the value - added to student achievement for the school as a whole.

Measures of school performance based on carefully constructed comparisons of student achievement growth, and other important outcomes, such as high - school graduation and college enrollment rates, require student - level data that are not publicly available.

Under IMPACT, all teachers receive a single score ranging from 100 to 400 points at the end of each school year based on classroom observations, measures of student learning, and commitment to the school community.

Currently, more school districts and universities are seeking authentic measures of student learning, and performance - based assessments have become increasingly relevant.

K - 12 Achievement (2016) The K - 12 Achievement Index scores states based on 18 distinct achievement measures related to reading and math performance, high school graduation rates, and the results of Advanced Placement exams.

The NEPC report paints a dismal picture of student learning at K12 - operated schools, but the fatal flaw of the report is that the measures of «performance» it employs are based primarily on outcomes such as test scores that may reveal more about student background than about the quality of the school, and on inappropriate comparisons between virtual schools and all schools in the same state.

Variables that measure student differences based on participation in government programs are problematic, however, especially when comparing different school sectors, since government - run public schools are much more likely to participate in such programs than are privately run schools, even if both types of schools have similar student populations.

But there are at least two reasons we might want to look beyond test scores and other school - based outcome measures.

Instead we need to be doing what an increasing number of schools like another Arizona - based school, the Carpe Diem Collegiate High School and Middle School, are doing and disrupting that flawed paradigm by implementing online learning to create a student - centric system — not to increase costs for the community through bond measures or otherwise, as the article reports — but to use existing resources to prioritize student learning and achieve great reschool, the Carpe Diem Collegiate High School and Middle School, are doing and disrupting that flawed paradigm by implementing online learning to create a student - centric system — not to increase costs for the community through bond measures or otherwise, as the article reports — but to use existing resources to prioritize student learning and achieve great reSchool and Middle School, are doing and disrupting that flawed paradigm by implementing online learning to create a student - centric system — not to increase costs for the community through bond measures or otherwise, as the article reports — but to use existing resources to prioritize student learning and achieve great reSchool, are doing and disrupting that flawed paradigm by implementing online learning to create a student - centric system — not to increase costs for the community through bond measures or otherwise, as the article reports — but to use existing resources to prioritize student learning and achieve great results.

Schools became assembly lines, with children progressing from one grade to the next based on time spent in a classroom, the simplest way for adults to measure progress.

Similarly, because growth measures may do a poor job of capturing the progress of high - achieving students, some states may want the weights assigned to achievement and growth to vary based on the level at which a school's students are achieving.

And based on student - growth measures, schools getting these huge sums of money are progressing at about the same rate as other schools in the state.

The Sunshine State had instituted school voucher programs, increased the number of charter schools, and devised a sophisticated accountability system that evaluates schools on the basis of their progress as measured by the Florida Comprehensive Assessment Test (FCAT).

In his new book, Professor Dan Koretz looks at how test - based accountability has become an end in itself in American education, unmoored from clear thinking on what should be measured in school, harming students and corrupting the ideals of teaching.

• There was a widespread, well - justified concern that prior accountability measures based primarily on achievement levels (proficiency rates) unfairly penalized schools serving more disadvantaged students and failed to reward schools for strong test score growth.

However, common sense suggests that the weight assigned to ELL measures should vary based on the percentage of a school's students who are classified as ELL.

States are right to be concerned about how to best regulate virtual charter schools — they ought to measure their results based on the growth of individual students and shut down poorly performing ones.

As importantly, it appears that existing survey - based measures of non-cognitive skills, although perhaps useful for making comparisons among students within the same educational environment, are inadequate to gauge the effectiveness of schools, teachers, or interventions in cultivating the development of those skills.

This is a simple formula: fund individual schools of all types, measure their performance on an equivalent basis, provide information to the consumer, and intervene in instances of significant failure.

An article («Schools to See Big Windfalls From State Ballot Measures») on state ballot measures in the Nov. 13 issue misidentified, on second reference, M. Dane Waters, the president of the Washington - based Initiative & Referendum InMeasures») on state ballot measures in the Nov. 13 issue misidentified, on second reference, M. Dane Waters, the president of the Washington - based Initiative & Referendum Inmeasures in the Nov. 13 issue misidentified, on second reference, M. Dane Waters, the president of the Washington - based Initiative & Referendum Institute.

It's growing increasingly common for schools to use formative assessments, classroom measures designed to steer day - to - day instruction based on what students have learned.