Sentences with phrase «multiple measures of achievement»

The researcher uses a comprehensive data set of elementary and middle schools in the Philadelphia school district to explore the causal impact of attendance on multiple measures of achievement, including grade - point average and...

In addition, a system that utilizes a growth model assessment approach with multiple measures of achievement is recommended.

Not exact matches

The system is based on multiple measures of performance including student achievement and rigorous classroom observations.

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.

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.

This multiple - measures system boosts performance among teachers most immediately facing consequences for their ratings, and promotes higher rates of turnover among the lowest - performing teachers, with positive consequences for student achievement.

◦ Closing of achievement gaps using multiple measures but shall include, at a minimum, results from the statewide assessment.

The nature of the relationship between practices and achievement supports teacher evaluation and development systems that make use of multiple measures.

And each of the 43 states to which the Obama administration has granted a waiver from No Child Left Behind is now in the process of implementing evaluation systems that employ multiple measures of classroom performance, including student achievement data.

A good teacher is now recognized as someone whose students learn and grow, with 38 states revising their policies on educator effectiveness to include measures of student growth or achievement as one of multiple factors in teacher evaluations.

Oral, written, and computer work used for projects presented at one of two Exhibition Nights held each year at Sherman Oaks are among multiple assessment measures used to monitor achievement.

High school reform should include making sure that we are measuring the relevant skills; allowing states the flexibility to design systems that produce results; using multiple measures to assess achievement; allowing the use of growth models; including commonsense flexibility for students with special needs; involving educators in planning; and effectively addressing dropout rates.

This study draws together results from multiple data sources to identify how the new accountability systems developed in response to NCLB have influenced student achievement, school - district finances, and measures of school and teacher practices.

Implement a comprehensive evaluation system for teachers and principals based on multiple measures of effectiveness, including student achievement

Established in the 2009 - 10 school year, D.C.'s IMPACT evaluation system relies on a complex mix of factors to score each teacher, including both multiple observations and measures of student achievement.

A recent review (McCarty & Wiley, 2011) notes that «there is compelling empirical evidence that strong, additive, academically rigorous Native language and culture programs have salutary effects on both Native language and culture maintenance / revitalization and student achievement, as measured by multiple types of assessments.»

They then compared those to four different measures of science achievement: score on state science test, grade in the science course, score on a multiple - choice science comprehension test, and score on an open - ended science comprehension test.

For 2017, there were recommendations in the areas of ensuring equity, promoting excellence, and supporting educators (http://www.ascd.org/ASCD/pdf/siteASCD/policy/2017-ASCD-Policy-Recommendations.pdf) and positions related to standards development and implementation, educating students in a changing world, the whole child, health and learning, closing the achievement gap, and multiple measures of assessment.

Here is the description of Opt Out Orlando taken from their site: «Opt Out Orlando advocates for multiple measures of authentic assessments, such as a portfolio, non-high stakes standardized tests (Iowa Test of Basic Standards (ITBS) or the Stanford Achievement Test (SAT10)-RRB-, which are used to inform teachers» instruction of their students and which do not result in punitive consequences for students, teachers and schools.

Evaluations should be based on at least a few years» scores.The district also must find a fair way of evaluating teachers whose students don't take the annual tests and should look at multiple ways of measuring achievement, including student portfolios and graduation rates.

«Multimetric accountability promotes comprehensive student achievement and well - being by using multiple measures of performance, incorporating a range of subjects, including nonacademic factors, and promoting continuous improvement and support.

The institute is also an opportunity for educators to explore ways to use multiple measures to ensure that their assessments lead to a system of data collection and analysis that result in higher levels of student achievement.

Despite high levels of poverty in their communities, these schools have sustained improvements on multiple measures of student success (achievement test scores, graduation rates, attendance rates, and behavior measures); and national and state organizations have recognized and honored them for their achievements.

The schools included in the table above did not meet any of the initial criteria and the Multiple Measure Review did not yield evidence of student outcome success and growth in achievement beyond that which is seen at other schools.

In the third one - day institute series, Using Formative Assessment to Meet the Demands of the Common Core, educators will learn how to align the multiple measures of assessment available with the CCSS and create a system of data collection and analysis to enable higher levels of student achievement.

Requiring regular evaluations of teachers using multiple measures based on clear standards for effective practice, measures of student achievement growth, and other measures such as observations and lesson plans or other artifacts of practice.

Instead of relying on intelligence and achievement test scores solely for identification, multiple criteria would be used, including more non-traditional measures such as observing students interacting with a variety of learning opportunities (Passow & Frasier, 1996) it is a belief of many in the field of gifted education that new conceptions of giftedness and a new paradigm for identifying and selecting students will help minority and disadvantaged students become more represented in gifted programs (VanTassel - Baska, Patton, & Prillaman, 1991; Ford, 1996).

We find that the estimated gaps are strongly associated with the proportions of the test scores based on multiple - choice and constructed - response questions on state accountability tests, even when controlling for gender achievement gaps as measured by the NAEP or NWEA MAP assessments, which have the same item format across states.

Anacortes now has a busy team of 12 teachers, principals, administrators, and association representatives working to finish the evaluation pilot, adding multiple measures such as achievement results, peer assistance and review, and student surveys to the observation work.

While federal legislation calls for «multiple up - to - date measures of student academic achievement, including measures that assess higher - order thinking skills and understanding» (NCLB, Sec. 1111, b, I, vi), most assessment tools used for federal reporting focus on lower - level skill that can be measured on standardized mostly multiple - choice tests.

Although it may seem as though having more assessments will mean we are more accurately estimating student achievement, the use of multiple measures does not, by itself, translate into high - quality evidence.

However, most of these tests are multiple choice, standardized measures of achievement, which have had a number of unintended consequences, including: narrowing of the academic curriculum and experiences of students (especially in schools serving our most school - dependent children); a focus on recognizing right answers to lower - level questions rather than on developing higher - order thinking, reasoning, and performance skills; and growing dissatisfaction among parents and educators with the school experience.

The model recommends that 40 percent of a superintendent's evaluation be based on student academic progress, as determined by multiple measures of learning and achievement.

TAP principally plugs four Elements of Success: Multiple Career Paths (for educators as career, mentor and master teachers); Ongoing Applied Professional Growth (through weekly cluster meetings, follow - up support in the classroom, and coaching); Instructionally Focused Accountability (through multiple classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based on multiple; measures of performance, including student achievement gains and teachers» instructional praMultiple Career Paths (for educators as career, mentor and master teachers); Ongoing Applied Professional Growth (through weekly cluster meetings, follow - up support in the classroom, and coaching); Instructionally Focused Accountability (through multiple classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based on multiple; measures of performance, including student achievement gains and teachers» instructional pramultiple classroom observations and evaluations utilizing a research based instrument and rubric that identified effective teaching practices); and, Performance - Based Compensation (based on multiple; measures of performance, including student achievement gains and teachers» instructional pramultiple; measures of performance, including student achievement gains and teachers» instructional practices).

The model calls for 40 percent of teachers» evaluations to be based on student academic progress, as determined by multiple measures of learning and achievement.

The Board and ECASD Staff will educate the whole child using multiple measures to assess academic achievement and social / emotional growth that are characteristic of successful adults.

Multiple measures allow multiple opportunities to demonstrate achievement, are accessible to students at varying levels of proficiency, and utilize different methods for demonstrating achiMultiple measures allow multiple opportunities to demonstrate achievement, are accessible to students at varying levels of proficiency, and utilize different methods for demonstrating achimultiple opportunities to demonstrate achievement, are accessible to students at varying levels of proficiency, and utilize different methods for demonstrating achievement.

But do all these «multiple measures» really lead us to achieve the three most often cited goals of testing: building proficiency in basic skills, closing achievement gaps, and fostering the top - notch knowledge and skills that students will need in a competitive global society?

Second, we have to align the multiple measures we use to create a coherent system of data collection, analysis, and instruction that responds to data in a way that lifts student achievement.

The bill requires tests to include multiple measures of student academic achievement and assess higher - order thinking skills and understanding.

However, the need to examine teacher effectiveness is clear, and a growing number of districts and states are finding ways to measure teacher impact by relying on multiple measures of student achievement, observation, samples of assignments, student work and more.

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».

«Providing a summative measure does not have to conflict with the multiple indicator approach that California has adopted and can build on it, to ensure that parents have a clear entry point to interact with the richer performance data and the state can clearly identify those LEAs and schools with wide achievement gaps and in need of extra attention,» the letter says.

Through the Intensive Partnerships for Effective Teaching initiative, the three sites and CMOs committed to giving teachers the feedback and support they need by incorporating multiple measures of teacher effectiveness — including classroom observations, student achievement measures, and student surveys — in their evaluation systems.

In some states, policymakers have consulted NEA affiliates and worked with them to develop comprehensive evaluation systems based on multiple measures of student achievement and traditional classroom observations.

Using multiple measures, instead of just test scores, to determine an education endeavor's success can lead to enhanced student performance, better decision making, and a more comprehensive view of school quality and student achievement.

It also will be recommended that local boards only grant tenure to teachers who achieve at least an «effective teacher» rating on the new multiple - measure teacher effectiveness evaluation, of which a significant portion will be based on student achievement data.

For educators who are working to improve the reading achievement of both beginning and older struggling readers, Assessing Reading: Multiple Measures, 2nd Edition is an indispensable resource.

The only measures a State may include within its Academic Achievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 aAchievement indicator in addition to the required measure of student performance on the statewide reading / language arts and mathematics assessments under ESEA [Education and Secondary Education Act, of which ESSA is the latest version] section 1111 (b)(2)(B)(v)(I) are the two optional measures: (1) an achievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 aachievement index or similar measure of student performance in reading / language arts and mathematics at multiple academic achievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 aachievement levels above or below proficient (see question B - 10 and B - 11); and (2) measures of student growth in reading / language arts and mathematics for high schools (see questions B - 14 and B - 15).

Secondly, they would have to really accept measuring the performance of districts and those who work in schools in improving achievement for poor and minority children (and no merely talk about disaggregation of «multiple measures».)