Sentences with phrase «middle school assessments»

Sequim enacted Intensified Algebra I for 9th grade students who had struggled with Washington State math assessments in middle school; a significant majority of these students passed no middle school assessments in 6th, 7th, or 8th grades.

Not exact matches

A parent at Lincoln Middle School in the Syracuse City School District says her daughter was suspended for three days because she refused to take the state English assessment test on Wednesday.

With support from the National Science Foundation, Project 2061 has developed an online bank of high - quality test items and related assessment resources for use in middle and early high school science (http / / assessment.aaas.org), and a grant from the U.S. Department of Education is funding the development of assessment instruments for evaluating students» understanding of energy concepts from elementary through high school.

AAAS Project 2061 is developing assessment items to measure late elementary, middle, and high school students» understanding of ideas about energy.

Educators involved in the assessment of student learning in science, including middle and high school science teachers, science specialists, assessment directors and coordinators in states and school districts, assessment and curriculum developers, university science education faculty, education researchers, and informal science educators.

In a new video, Project 2061 researchers Cari Herrmann - Abell and George DeBoer talk about their efforts to develop assessments that can help teachers evaluate what elementary, middle, and high school students know about a broad range of energy ideas.

Further, the authors found that many high school students hold the same misconceptions as students in middle school, making the need for high - quality, diagnostic assessments a top priority for energy education.

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.

A program at one Richardson middle school in 2005 and 2006 helped one - third of the students who had failed the state math assessment the previous year pass the test the next spring.

Kilgus said the student version, which was given to middle school students in the study, is available through Fastbridge Learning, a software company that works with schools to offer online academic and behavioral screening, as well as other assessment services.

Over the next four years, Project 2061 will design three assessments for students at the elementary, middle, and high school levels.

Another assessment had middle school students look at the homepage of Slate.

«Too often, the assessments new teachers use have very little to do with the standards they are expecting students to meet,» said McCann, principal at Western View Middle School, in Corvallis, Oregon.

In part seven of his year - long series, Kevin Jarrett examines the role of student reflection and the challenges of assessment in his (ungraded) middle school makerspace.

Scores for the latest round of the Kentucky Education Reform Act's controversial assessment and accountability portion were released last week, and the results show gains in all content areas in elementary, middle, and high schools across the state.

A middle school language arts educator shares his favorite digital tools for text and video annotations, teacher feedback, and formative assessment.

The state does not have science and social studies assessments that are aligned to state standards for elementary, middle, and high school students, which lowers its standards - and - accountability score.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Elementary and middle schools: Reading, mathematics, science, social studies, and writing assessments for all students assessed on a campus.

William Sanders, formerly of the University of Tennessee and now at the SAS Institute, has done pioneering work to develop a system of value - added assessment, using the results of annual tests administered to all elementary and middle - school students in Tennessee.

He was a powerful contributor to Massachusetts» preeminent education achievements and a highly respected leader among chief state school officers nationally,» said Professor Paul Reville, former Massachusetts Secretary of Education, noting Chester's impressive ability to find constructive middle ground on tough issues in the Commonwealth, such as the controversy over assessment tests PARRC and MCAS.

After three years in a middle school, a student who entered in the 6th grade will underperform on 8th - grade assessments by 0.17 standard deviations in math and by 0.14 standard deviations in English.

My blog silence these past few months has been due to my work on an education reform guide and a story for Education Next on middle schools (which, my editors hope, will be done soon), but I have been paying attention to the sturm und drang concerning Diane Ravitch's new book and her «turnaround» or «u-turn» on certain core issues — e.g. charter schools, teacher assessment, and testing.

Edwards Middle School Assessment Calendar - The assessment calendar for the 2012 - 2013 school year includes district predictive tests as well as state and national School Assessment Calendar - The assessment calendar for the 2012 - 2013 school year includes district predictive tests as well as state and national school year includes district predictive tests as well as state and national tests.

Noe offered this explanation for the different approaches of two teachers: «For example, although her students were definitely able to carry on literature circle discussions on their own, middle school teacher Janine King found that she gained such valuable assessment information from observing the groups that she couldn't give that up.

Providing students with opportunities to teach each other — as this middle school student does in his science class — is one of many assessment techniques used at New York City's School of the Fschool student does in his science class — is one of many assessment techniques used at New York City's School of the FSchool of the Future.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Already, for example, several states have asked for waivers from ESSA to allow them to give an algebra test to some of their middle schoolers, rather than the regular assessment, so as to avoid double - testing.

All were geared toward a system in which «elementary students were provided with career awareness integrated into the regular curriculum; middle - school students explored technology anchored in career applications; and high - school students were provided with early career counseling and assessment, and with structured programs of study, including appropriate work experience and seamless postsecondary articulation.»

2 - 3 — Portfolio assessment: «Using Portfolios To Assess Student Learning in Middle and High School Classrooms,» institute, sponsored by the Association for Supervision and Curriculum Development, to be held in Washington, D.C. Contact: A.S.C.D., 1250 North Pitt St., Alexandria, Va. 22314; [phone]; fax: [phone].

First, primary and middle school teacher Saroj Singh comments on Caplan's explanation: «The students see the value in developing assessment criteria.

If children who are experiencing success in schools or for whom schools generally «work» (that is, white, middle - class, nondisabled children) don't participate in the assessment, their parents lose valuable information.

Diagnoser is a Web - based assessment tool for middle and high school students that helps to reveal students» underlying reasoning about content areas (Thissen - Roe, Hunt, and Minstrell, 2004).

Researchers Martin West and Ludger Woessmann have pointed out that several nations that perform impressively on international assessments, including South Korea, Hong Kong, and Japan, boast average middle - school class sizes of more than 35 students per teacher.

She has published numerous journal articles and book chapters on the topics of differentiation, formative assessment, student motivation, and curriculum design including the co-authored ASCD book, Differentiation in Middle and high School: Strategies to Engage All Learners (with Jessica Hockett), the AMLE book, Smart in the Middle: Classrooms that work for Bright Middle - Schoolers (with Carol Tomlinson), and the Corwin book The Differentiated Flipped Classroom (with Eric Carbaugh).

Raikes Foundation recently released a report (2011) on various assessment tools to evaluate middle school SEL programs.

Middle school principal Yesenia Cordova has data from Texas» statewide accountability tests, the district's own system, and the weekly common assessments that are benchmarked to the state tests, as well as marks given by classroom teachers on homework and quizzes.

The seminar - style workshops will cover a diverse range of subjects and concepts that are representative of the debates and discussions currently occurring in education and include how best to assess student progress in lessons, whole school assessments and using assessment and feedback in middle management.

Catherine Gewertz is a reporter covering assessment and pathways from the middle grades to high school and beyond.

Areas of Focus: Common Core State Standards, assessment, middle school, high school, college and career readiness, career and technical education

He teaches middle school science at Saigon South International School and his interests are exploring web 2.0 tools, connected classrooms and authentic assesschool science at Saigon South International School and his interests are exploring web 2.0 tools, connected classrooms and authentic assesSchool and his interests are exploring web 2.0 tools, connected classrooms and authentic assessment.

To that end, Moje also leads Clinical Rounds in Secondary Teacher Education, an extensive research, development, and teacher education project focused on developing sophisticated disciplinary literacy teaching practices and assessment tools among both novice and veteran middle and high school teachers.

Alumni completion of challenging courses in middle school (by the end of eighth grade), as defined by the state — this is certain to include Algebra I but may include other courses, or even non-curricular achievements if sufficiently well - defined (such as the International Baccalaureate Middle Years Programme assessment, or proficiency in a foreign langmiddle school (by the end of eighth grade), as defined by the state — this is certain to include Algebra I but may include other courses, or even non-curricular achievements if sufficiently well - defined (such as the International Baccalaureate Middle Years Programme assessment, or proficiency in a foreign langMiddle Years Programme assessment, or proficiency in a foreign language).

The program provides professional development and support related to the instructional planning, assessment, and differentiation specific to rigorous state and national math standards for elementary and middle school students.

This study examined the efficacy of a supplemental, multicomponent adolescent reading intervention for middle school students who scored below proficient on a state literacy assessment.

During the last four years of her tenure, special education student proficiency on state reading and math assessments increased between 13 and 34 points at the elementary, middle, and high school levels.

Beginning with the 2006 - 2007 school year, a limited English proficient student enrolled in school in the United States (excluding Puerto Rico) for less than one year as of a date determined by the commissioner and who received a valid score on the NYSESLAT may be counted as participating in an elementary or middle level English language arts assessment.

«The development of gender achievement gaps in mathematics and reading during elementary and middle school: examining direct cognitive assessments and teacher ratings»

Instead, we are treated to empathetic descriptions of «legions of genuinely good teachers both touching lives and successfully teaching skills and content in hundreds of middle schools» and hear the complaint that «most of the mandated assessments being used to determine students» attainment of the standards focus heavily on recall of facts, one of the lowest forms of thinking.»

But Arizona does not have science and social studies assessments aligned to state standards for elementary, middle, and high school students.