Sentences with phrase «meet academic standards as»

The 2016 edition of Education Week's Quality Counts report — Called to Account: New Directions in School Accountability - released January 2016 - examined the role the most recent state and federal strategies have in helping schools meet academic standards as well as role these strategies have in implementing accountability measures:

Not exact matches

It may be an arrangement that factors out different aspects of the school's common life to the reign of each model of excellent schooling: the research university model may reign for faculty, for example, or for faculty in certain fields (say, church history, or biblical studies) but not in others (say, practical theology), while paideia reigns as the model for students, or only for students with a declared vocation to ordained ministry (so that other students aspiring to graduate school are free to attempt to meet standards set by the research university model); or research university values may be celebrated in relation to the school's official «academic» program, including both classroom expectations and the selection and rewarding of faculty, while the school's extracurricular life is shaped by commitments coming from the model provided by paideia so that, for example, common worship is made central to their common life and a high premium is placed on the school being a residential community.

Her litany of complaints about the academic results of Klein's «radical restructuring» is somewhat familiar — «inflating» test results and «taking shortcuts» to boost graduation — except for the charge that «the recalibration of the state scores revealed that the achievement gap among children of different races in New York City was virtually unchanged between 2002 and 2010, and the proportion of city students meeting state standards dropped dramatically, almost to the same point as in 2002.»

The 1986 Carnegie Report made a case for the idea that the economic challenges the nation would face in the years ahead could not be met unless students were held to much higher academic standards and the nation did what would be necessary to fully professionalize its teaching force, much as medicine had done a century earlier.

Students who are identified as English language learners (ELLs) can participate in language assistance programs to help ensure that they attain English proficiency and meet the same academic content and achievement standards that all students are expected to meet.

Cobb County Schools describe the Common Core State Standards as a way to build upon the strength of current standards to boost the competitive advantage of American students, who for the first time will have the opportunity to meet the academic standards set by top - performing countries.

Even if you started with excellent, challenging academic standards, they would quickly be gutted at the behest of teacher unions, administrator associations, and probably even parents if many kids and schools didn't meet them and were punished as a result.

Teachers face a dizzying array of content standards that they are expected to meet during the academic year as they prepare students for standardized assessments.

The program helps students meet state learning standards in core academic subjects, such as reading and math; provides homework help; offers students a broad array of enrichment activities that complement their regular academic programs; and offers literacy and other educational services to the parents and families of students.

This means our schools must meet the same academic performance standards as traditional district schools, as required by federal and state laws.

Housed at Southside Elementary, Lawrence - Lawson Elementary, Maplewood Elementary, Cataract Elementary and Meadowview Schools, CLCs help students meet state and local student standards in core academic subjects, such as reading and math; offer students a broad array of enrichment activities that can complement their regular academic programs; and offer literacy and other educational services to the families of participating children.

Superintendents acknowledge that federal and state standards and accountability systems have created a situation in which district and school personnel can not ignore evidence about students who are struggling or failing to meet mandated standards for academic performance, as reflected in test results and other indicators of student success (e.g., attendance, graduation rates).

The program helps students meet state and local standards in core academic subjects, such as reading and mathematics; offers students enrichment activities that complement regular academic programs; and offers literacy and other educational services to the families of participating children.

This report focused on the inability of existing evaluation tools to distinguish between different levels of educator performance, finding, among other things, that nearly all teachers were rated as «good» or «great,» even in schools where students failed to meet basic academic standards.

Charter schools are required to meet the same (or often higher) state and federal academic performance standards as district public schools.

After Congress passed the historic law, educating all of America's children well gained momentum as a moral imperative... The reformers insisted upon raising academic standards for all students and ensuring that students of all backgrounds meet them.

Interview with Principal Ryan Tomolonis West Carter Middle School Principal Ryan Tomolonis discusses the «no zero» policy as well as a strong tutorial program offered multiple times during the day that allowed all students to meet state standards and demonstrate significant academic growth.

As they strive to meet high academic standards, ELLs face the added challenge of learning, comprehending, and applying the academic English through which teachers and textbooks deliver important information.

A student with a learning disability may be assigned school work that teaches the same academic standard as her typical peers, but the teacher may adjust the way the special needs student is taught the standard or completes the assignment to meet the child's unique needs.

If only measuring students meeting academic standards in the classroom was as easy as it is in the performing arts or athletics.

The EOCEP encourages instruction in the specific academic standards for the courses, encourages student achievement, and documents the level of students» mastery of the academic standards.To meet federal accountability requirements, the EOCEP in mathematics, English / language arts and science will be administered to all public school students by the third year of high school, including those students as required by the federal Individuals with Disabilities Education Improvement Act (IDEA) and by Title 1 of the Elementary and Secondary Education Act (ESEA).

In order to be eligible for the TCEP grant, the charter school must be accredited, qualify as a «charter school» under the federal definition, and meet the following academic and financial accountability standards:

The primary purpose of Title III is to «help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging state academic content and student academic achievement standards as all children are expected to meet» (Title III, Part A, Sec. 3102).

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

Ford, as a school board member for 24 years, helped his 24,000 - student district develop innovative educational programming for students, create a landmark Healthy and Nutritious School Environment policy, raise academic standards, and work for a more equitable distribution of district resources to meet student needs.

Confirms that the college or career school meets certain minimum academic standards, as defined by an accrediting body recognized by the U.S. Department of Education.

«And since Achieve3000's solutions are customized to meet each state's academic standards and build literacy in the content areas, our teachers can use them in all fifty - two of our regions, across many grade and ability levels, as they work to meet the individual needs of each learner.»

By advocating for implementing higher academic standards such as the Common Core State Standards, students know that by meeting them, they will not need remediation in college.

Meeting the requirements of high standards such as the Common Core State Standards and College and Career Ready Standards across the United States requires academic rigor for all students.

Inaccurate data impact the statistics generated from ethnic and racial classifications, such as graduation and dropout rates, attendance rates and percentages of students meeting academic standards.

«By incorporating high academic standards and clear expectations with plans for greater student engagement and achievement, Alabama stands ready to meet the rigorous demands of preparing students for the work force and for their roles as citizens in our democratic system.

As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures»As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures»as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures»as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures»as teacher judgment, interviews with parents, and developmentally appropriate measures».

To facilitate this, the governor should appoint a committee to establish metrics which would be used to evaluate the effectiveness of PARCC as an assessment tool in meeting the academic goals established by the common core state standards.

Charter school researcher Alison Consoletti (2011) reports that 1,036 charter schools (15 percent of the total number opened since the first school in 1992) have been closed for cause, including 42 percent for financial deficiencies often related to low student enrollment, 24 percent for mismanagement such as administrators» misuse of funds, and 19 percent for failure to meet student academic performance standards.

For 17 years, PowerMyLearning has used its approach to help teachers and families team up to support students as they meet the challenges of high academic standards and develop ownership of their learning.

Public charter schools must meet the same state and federal academic standards as traditional public schools, but they are subject to additional rigorous academic, financial, and managerial requirements as specified in their charter contract — and to ongoing monitoring to evaluate their success in improving student outcomes.

Clovis and Sweetwater are the only two districts with evaluation forms that «appear to meet all the pupil progress requirements of the Stull Act, including both progress of pupils toward district - adopted and, if applicable, state - adopted academic content standards as measured by state - adopted criterion referenced tests,» the report states.

Our work fosters growth in teachers as instructional leaders, in parents as support partners, and in students as learners who can meet the challenge of high academic standards.

By providing key tools, training and support, our programs are designed to foster growth in teachers as instructional leaders, in parents as support partners, and in students as learners who can meet the challenge of high academic standards.

Miller describes the CORE Districts» approach to gauging student progress as the «Power of Two» — tracking proficiency with the percentage of students meeting standards and measuring academic growth by looking at student - level progress from year to year.

Looking again in the «Fast Facts» section to the lower left, if the school's state test results show that the percentage of students who approach, meet, or exceed state standards is less than or equal to 60 %, that school qualifies as a school of academic need.

As long as they meet academic, financial and organizational standards, they have broad authority to set educational methods and prioritieAs long as they meet academic, financial and organizational standards, they have broad authority to set educational methods and prioritieas they meet academic, financial and organizational standards, they have broad authority to set educational methods and priorities.

The 21st Century Community Learning Centers (CCLC) Program provides federal funding for the establishment of community learning centers that provide academic, artistic and cultural enrichment opportunities — during non-school hours — for students, particularly those who attend high poverty and low - performing schools, to meet state and local standards in core academic subjects such as reading, math and science.

The third component was local flexibility in organizing capacity to determine how best to meet the academic expectations.1 This structure of clear goals (standards), measures (assessments), and incentives (accountability) at the state level, combined with implementation autonomy, fit with our historical conceptions of education as a local effort.

Federal Sources - Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low - income families to help ensure that all children meet challenging state academic standards.

Meet a rigorous standard of quality and demonstrate, through a formal state or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics; or knowledge of and the ability to assist in instructing reading readiness, writing readiness, and mathematics readiness, as appropriate.

Charter public schools must meet the same state and federal academic standards as other public schools, but they are subject to additional rigorous academic, financial, and managerial requirements as specified in their charter contract — and to ongoing monitoring to evaluate their success in improving student outcomes.

Public charter schools must meet the same academic standards as any public school.

Sufficient Resources for Teacher Training: Provide sufficient funding to enable all schools to provide their teachers with quality professional development as well as to comply with the Regents» continuing education requirements for teachers so that all students will meet the State's academic standards.

For the first time this year, state officials are asking Indiana kindergarteners to meet the same academic standards as kindergartners across much of the nation, from Hawaii to Kentucky.