Sentences with phrase «need systems of assessment»

We need systems of assessment and accountability that hold leaders accountable for providing resources such as health care, dental care, affordable housing, and other social supports.

We need systems of assessment and accountability that effectively and accurately identify sources of educational inequalities, particularly those related to race, economic class, gender, sexuality, home language, and immigration status.

Not exact matches

I made my decision based on my assessment of the facts I gathered and understanding of my own need for a belief system.

To establish organic agriculture as an important tool in sustainable food production, the factors limiting organic yields need to be more fully understood, alongside assessments of the many social, environmental and economic benefits of organic farming systems.

And while I'm more of the opinion that fancy stats in hockey are generally more indicative of a system vs assessment of individual players, and thus need to be taken with a grain of salt, (even in this case as you mentioned because you can assume the average save percentage is, to an extent, a function of the defense playing in front of a goalie) Lehner's GSAA is SUPER bad.

Contact the special education department of your local school system, which is required by law to provide assessment and services for children age 3 and older with special needs.

The proposal for the Dutchess County Justice and Transition Center follows several years of analysis and research that began in 2012 when County Executive Molinaro directed the Dutchess County Criminal Justice Council (CJC) to undertake a comprehensive needs assessment of the Dutchess County criminal justice system.

But we need a thorough assessment, one which is removed from the partisan politics of Westminster palace and can help us to shape a social security system that works for all.

We need an assessment which recognises that the taxpayer should not have to pay for the faults of the financial sector, that those who bought bonds knew the risks, that a system whereby losses are nationalised and profits privatised is a form of feudalism and, finally, that morality is not separate to economics.

In 2009, the House of Lords Select Committee on the Barnett Formula concluded that, «A new system which allocates resources to the devolved administrations based on an explicit assessment of their relative needs should be introduced.»

Additionally, the techno - economic challenges and environmental impacts of algae - to - fuel strategies need to be properly assessed (comprehensive impact assessments are lacking) before implementing systems integration strategies leading to the deployment of the algal biofuels industry.

«Among the 20 issues identified is the need to raise awareness of biosecurity across Europe and the implementation of European - wide legislation for this; the dedication of resources for the long - term management of invasive species; the development of new technology to detect new invasives, and early warning systems to alert EU states to their spread; new European - wide risk assessment methods; emergency powers to eradicate alien species once they become established; and effective communications to raise awareness of invasive species, so the public will know what to look for and how to report it.»

Koretz is right: we need to move beyond subjective measures of educator performance, because such systems often do not provide honest assessments.

This performance - based conception of standards lies at the heart of what is needed to translate the Common Core into a robust curriculum and assessment system.

Specifically to: 1) collaborate with Crittenton Women's Union (CWU) to create video resources that demonstrate its family skill - building model as a means of building adult capabilities to improve child outcomes; 2) create an initial set of materials for practitioners and leaders of family service - provision systems to be used with caregivers to improve serve - and - return interaction as well as self - regulation and executive function skills; and 3) test these materials as part of a qualitative needs assessment of practitioners who wish to build the capabilities of adults who care for children birth - to - five, with an emphasis on birth - to - three.

The key points from each strand are highlighted as follows: Early Identification and support • Early identification of need: health and development review at 2/2.5 years • Support in early years from health professionals: greater capacity from health visiting services • Accessible and high quality early years provision: DfE and DfH joint policy statement on the early years; tickell review of EYFS; free entitlement of 15 hours for disadvantaged two year olds • A new approach to statutory assessment: education, health and care plan to replace statement • A more efficient statutory assessment process: DoH to improve the provision and timeliness of health advice; to reduce time limit for current statutory assessment process to 20 weeks Giving parent's control • Supporting families through the system: a continuation of early support resources • Clearer information for parents: local authorities to set out a local offer of support; slim down requirements on schools to publish SEN information • Giving parents more control over support and funding for their child: individual budget by 2014 for all those with EHC plan • A clear choice of school: parents will have rights to express a preference for a state - funded school • Short breaks for carers and children: a continuation in investment in short breaks • Mediation to resolve disagreements: use of mediation before a parent can register an appeal with the Tribunal

«If we're going to design an accountability system that's true to the broad purposes of education, we need to bring back that kind of national assessment,» he said.

The Committee is currently inviting written submissions addressing the following topics: - The purpose of primary assessment and how well the current system meets this - The advantages and disadvantages of assessing pupils at primary school - How the most recent reforms have affected teaching and learning - Logistics and delivery of the SATs - Training and support needed for teachers and senior leaders to design and implement effective assessment systems - Next steps following the most recent reforms to primary assessment

The recent news that 97 percent of New York City public schools got an A or B under the district's grading system might be seen as reason for celebration, but critics suggest the grades hold little value and highlight the need to revisit the state assessment system.

We need more nimble systems that can accommodate flexible and timely progression decisions based on clear learning objectives, transparent definitions of proficiency and a strong embedded formative assessment system.

Some of the challenges of the system that teachers have encountered are the amount of time needed for assessments, managing the data, returning and using the data in a timely manner, and providing time for teachers to analyze and discuss the data.

With the changing landscape of education — including the imminent arrival of the Common Core State Standards and the new assessments needed to measure progress towards them — the time is right for a reevaluation of assessment systems.

We need new systems of support and professional development for teachers and we need state and national policies and assessments that privilege deeper student learning.

Determine the professional learning, curriculum, and resource needs of educators to implement a new system of assessments.

Although we can take steps as individual educators to avoid learned helplessness, we need to reexamine the systems of schooling, from curriculum to assessment and instruction, to allow for empowerment rather than always getting the right answer.

A professor at Newcastle University and the brains behind the School in the Cloud, Mitra told the Bett Arena of his belief in the need to «make small changes to the assessment system to drive change throughout the entire system».

We at the Thomas B. Fordham Institute have a longstanding interest in advancing quality school choices for kids who need them and a parallel interest in boosting educational achievement with the help of rigorous standards, assessments, and accountability systems.

They need to signal to private - school skeptics that Catholic schools are willing to participate in a system of standards, assessments, accountability, and transparency.

Every state needs tests and other assessments that accurately gauge the performance of individual children, schools, and school systems in relation to its standards.

Model student growth: As an integrated longitudinal system of assessments, ACT Aspire can provide an evolving picture of student growth and unique learning needs at various points in a student's educational career.

An analysis of the components of formative and summative assessments in my classroom clearly shows an assessment system that is out of balance and needs to be redesigned.

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the South Dakota State Learning Standards.

Allington and his colleagues have taken a different approach to on - demand assessments, exploring the effects of on - demand assessment policies on special needs students and on the system as a whole.

She is able to determine which students need to come to tutoring immediately from his tracking system on assessments so that she can meet the needs of students» who have not mastered the objectives.

The new system would enable the state to measure a full range of college - and career - ready knowledge and skills, shift toward personalized learning, and use meaningful student assessments to ensure effective academic support for students who need it.

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the Hawaii State Learning Standards.

Smarter Balanced works closely with state education chiefs and elected officials to ensure that the assessment system meets the needs of member states.

This learning system offers a logical approach to assessment and interactive instruction with opportunities to personalize learning supporting students with a spectrum of needs.

Each professional learning plan includes a combination of interactive face - to - face and virtual sessions that address LDC content, CCSS demands, instructional and formative assessment practices, and support systems needed to implement new strategies.

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the Alabama State Learning Standards.

First, principals must embrace the concept of balanced assessment systems that rely on a combination of classroom, interim, and annual assessments to provide information needed by various instructional decision - makers.

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the Kentucky State Learning Standards.

Schools and districts, in developing and refining the professional development system, shall also review and monitor school discipline data; school environment surveys; assessments of parental satisfaction; performance appraisal data of teachers, managers, and administrative personnel; and other performance indicators to identify school and student needs that can be met by improved professional performance.

Specific strategies include early warning systems, special needs testing early intervention, intensified learning, and performance assessments instead of high - stakes standardized testing.

With an assessment system that enables students to demonstrate proficiency through rich performance tasks rooted in their areas of interest, coupled with advisory systems that provide students guidance on the path needed to attain their aspirations, students like Rebecca will be better positioned and equipped to pursue their dreams.

I had to strengthen the curriculum, develop common assessments, offer professional development, engage the community, establish a new accountability system, negotiate contracts, and align budgets to the needs of the system.

But some of the features of a strong system are: high standards that reflect college and career readiness; high - quality assessments that build in real - world tasks that reflect the kinds of things students will need to do for college and career success; annual indicators of students» progress; attention to both whether or not students are proficient, because we have to understand that; and whether or not they're making progress.

There are a variety of ways you can assess reading progress informally, but you will still need another formal assessment system such as running records.

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the Iowa State Learning Standards.

Based on the assessments, the adaptive content system automatically adjusts text complexity to meet students» evolving needs and continually monitors their progress and measures their mastery of the Georgia State Learning Standards.