Sentences with phrase «need from standardized testing»

Not exact matches

Overall, she and Weinstein both say that more research is needed to draw specific conclusions about the impact of digital media — and standardized testing — on creativity and the willingness by students to take risks and break away from the standard mold.

Michael Soskil: We need a shift in focus from accountability measures based on standardized test scores toward metrics that take into account universal access to quality teachers and learning environments, robust curricula that include the arts, as well as student engagement and well - being.

Mini-lessons in this book are laser - focused on skills that students need from the Algebra 1 TEKS that support their work both in Algebraic Reasoning and, if necessary, to prepare for standardized tests such as the Algebra 1 EOC or college entrance exams that require Algebra 1 content.

Although the percentage of third graders reading Below Basic according to Connecticut's standardized tests declined from 65 percent in 2006 - 2007 to 46 percent in 2010 - 2011, far too many children attending Walsh aren't getting the high - quality instruction, curricula, and school leadership they need for long - term success.

And the attitude from district administration on down is that standardized test proficiency levels drive rankings, «so there is no need to expend precious dollars and personnel boosting the achievement of kids who need no boost.»

Children are not motivated to achieve well on a standardized academic test when they have social and emotional needs, such as where the next meal will come from, will they have a safe environment when they leave school, or does someone love and care for them.

Comment from Smith: Maybe we need to ask some of the big questions... like who benefits from the way things are now (standardized tests and other pressures of accountability that make good teachers and schools vulnerable to poor practices).

This includes one where I consider my philosophical shift from not worrying about my student's standardized test scores to deciding that I need to play the high stakes testing game and focus on preparing my students for their standardized tests.

But since schools stopped doing what children need from 8 to 3, and switched to nonstop standardized test prep, might that also be correlated with failing schools?

Often schools are reluctant to participate in experimental research studies for fear that the study will detract students from learning necessary content needed to pass standardized tests.

If the power of solidarity is going to reclaim our schools, more affluent, predominantly white activists will need to develop an anti-racist understanding of the movement against standardized testing and the barriers that communities of color face to joining — including the very real fear from parents of color that their children's schools will be shut down if they don't encourage them to score well on the tests.

Meanwhile, compared to high - poverty districts, few, if any, Commonwealth charter schools enroll the same percentage of children from low - income families, children with special needs, or children learning English as a second language — the very students who struggle most with standardized MCAS tests.

In the last month we've raised serious concerns about the lack of emergency preparedness at many campuses, provided the school district with an application process to pilot restorative practices in our schools, and called on district leaders to expand SAISD's simplistic conception of student success and measure our students in ways that do justice to their social and emotional needs — something absent from SAISD's endless focus on standardized test data.

Judicious Use of Test Scores: Used judiciously, data from relatively infrequent, low - stakes standardized tests has some value as a snapshot of student abilities that can diagnose areas of strength and areas that need improvement.

Public school teachers, parents and administrators need to elevate the issue of how public education in this country is under siege and currently undergoing its greatest challenge for survival from the threat of privatization and high - stakes standardized testing.

They conclude with policy prescriptions, starting with the need to change from a focus on standardized tests to what is still the «black box» of actual student learning and to changing classroom practices, particularly formative assessment.

Teachers, their unions and public school advocates recognize that there are much better teacher evaluation models that could be used and don't rely on the use of standardized tests to determine which teachers are succeeding, which teachers need additional training and which individuals should be removed from the classroom.

Like all standardized tests, the Common Core SBAC discriminates against students who come from poor households, students who are not fluent in the English language and students who have special education needs.

But I will proudly stand by my statement that a Democrat who proposed doing away with teacher tenure for all public school teachers and repealing collective bargaining for teachers in the poorest school; who refuses to de-couple inappropriate standardized tests from teacher evaluation; who diverts a hundred million dollars a year from public schools to prop up unaccountable charter schools that refuse to educate their fair share of bi-lingual students and students who need special education services; and who refused to settle the CCEJF lawsuit and develop a long - term change to Connecticut's school funding formula... DOES NOT deserve the badge of honor that comes with being endorsed by teacher unions.

And that any normal political candidate would have worked diligently to persuade teachers that he understood that he had been wrong to propose doing away with tenure; that given a second term he would de-couple teacher evaluation from unfair standardized testing; that he would settle the critically important CCEJF school funding lawsuit in order to ensure that long after he has left office Connecticut would have a school funding formula that was both constitutional and successfully guaranteed that every Connecticut public school had the resources need to ensure their students had the education they deserved.

Review released questions from recent standardized tests that your students need to take.

More low - income students are enrolling in college, thanks to expanded needs - based scholarship and grant programs, a move away from standardized test scores as part of the application process, and other initiatives designed to recruit more diverse students.

Assessment needs can take many forms, from administration of standardized tests in a clinical setting to classroom observation.

The need for benchmarking exists because testing methods employed by researchers in the solar - fuels research field are far from standardized (different light sources, electrolyte solutions, pH ranges, etc.), making it difficult to cross-compare the performance of different materials, and more difficult still to determine which materials are truly the most promising.

You don't need to throw every fancy word from your old standardized test study guides at them.

Analyzed data from summative and formative assessments to identify students» needs to facilitate an after - school program to advance standardized test scores and support struggling students

Career Assessment Tests and Tools — Employees benefit from a combination of time proven, standardized tests and career assessment tools custom selected or designed to address the needs of each individual, and the professional expertise to convey this information so it is immediately useful to bring career goals and next steps into fTests and Tools — Employees benefit from a combination of time proven, standardized tests and career assessment tools custom selected or designed to address the needs of each individual, and the professional expertise to convey this information so it is immediately useful to bring career goals and next steps into ftests and career assessment tools custom selected or designed to address the needs of each individual, and the professional expertise to convey this information so it is immediately useful to bring career goals and next steps into focus.

Employees benefit from a combination of time proven, standardized tests and career assessment tools custom selected or designed to address the needs of each individual, and the professional expertise to convey this information so it is immediately useful to bring career goals and next steps into focus.

Professional Experience Fourward Technologies, Inc. (Gallatin, MO) 1998 — Present President and Chief Technologist • Lead organization created to incorporate all technology derived from prior Stanford Research Institute consulting project, supervising the DPI through four generations of product, and over 80 units in 15 years, as the new standard for eye movement research worldwide • Hold responsibility for the successful design, manufacturing, and maintenance of the Dual - Purkinje - Image Eyetracker as well as the maintenance of the Rodenstock Scanning Laser Ophthalmoscope • Provide relevant guidance, technical direction, and support to product upgrades, system support, and peripheral development • Utilize analog and optical design experience to derive critical documents and establish standardized manufacturing procedures for custom - built equipment from complicated design and development information • Determine all testing procedures, designate material and other vendors, and specify quality assurance standards • Supervise all related business administration and operational tasks as needed