Sentences with phrase «of meeting state academic standards»

Not exact matches

The Four Corners states had consistent failings in the eyes of the NACSA raters: None of the states» laws had a renewal standard tied to academic performance or a default closure provision, under which a school would lose its charter «by default» if it did not meet a minimum standard of performance.

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.»

In September 2005, approximately 18 months after the School Funding Task Force report was released, the Association of Metropolitan School Districts, the Minnesota Rural Education Association, and Schools for Equity in Education contracted the services of APA to «examine the Task Force results and, using widely accepted methodologies, determine the costs necessary to ensure that each public school student is educated to meet the state's academic standards.»

The proposal being designed by the panel's Republican leaders would share a central feature of the Clinton Administration's Goals 2000 strategy — a requirement that states and school districts adopt challenging academic - performance standards and assessments with which to measure students» progress toward meeting them.

The development of academic standards, an important step toward raising student achievement, could open up states to lawsuits from groups of students struggling to meet the standards or from districts with large numbers of such students.

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.

Patty Quinones, who was then the school's principal and is now the district's assistant superintendent of innovation, worked backward to translate the end goals into curricula that met the state's academic standards.

The purpose of Title III is to help ensure that students with limited English proficiency master English and meet the same challenging state academic achievement standards that all children are expected to meet.

In a targeted assistance school, however, Title I funds may be used to provide services only to those students who are not meeting, or most at risk of not meeting, a state's academic achievement standards.

More than two years after governors and business leaders endorsed the idea of reforming schools through competitive academic standards, the group they created to carry on their agenda says it is ready to show states whether they are meeting that challenge.

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.

Notably, the Math - in - CTE model was not developed to address rigor or level of mathematics or order of instruction required to meet state academic standards.

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.

The underlying assumption of Middle Region District is that local accountability and standards are critical to ensure academic gains among students, meeting or exceeding state standards.

Title I provides financial assistance through SEAs to LEAs and public schools with high numbers or percentages of poor children to help ensure that all children meet challenging state academic content and student academic achievement standards.

They must, however, meet rigorous state academic standards, including the Washington Assessment of Student Learning and the Iowa Test of Basic Skills.

The State Board of Education adopted a resolution supporting a mandatory legislative review of new Common Core academic standards at its July meeting.

This state - administered, federally funded program provides five - year grant funding to establish or expand before - and after - school programs that provide disadvantaged kindergarten through twelfth - grade students (particularly students who attend schools in need of improvement) with academic enrichment opportunities and supportive services to help the students meet state and local standards in core content areas.

Only 2 percent of Texas high schools report that 75 percent their ELL students meet or exceed standards on their state tests in all academic areas, according to IDRA's analysis of the most recent Texas Education Agency data.

Activities also include: the use of new or existing technologies to improve academic achievement; the acquisition of curricula that integrate technology and are designed to meet challenging state academic standards; the use of technology to increase parent involvement in schools; and the use of technology to collect, manage, and analyze data to enhance teaching and school improvement.

In 2013, the Texas Charter Schools Association took a strong stand and supported the Texas Legislature's passage of Senate Bill 2, which requires the commissioner of education to close charter schools failing to meet state financial and academic standards for three consecutive years or at the time of charter renewal.

«What you're dealing with is actual numbers versus estimates,» said Luci Willits, deputy director of the Smarter Balanced Assessment Consortium, which built a test Wisconsin and 17 other states are using this year to measure how well their students in grades three through eight are meeting the new academic standards the state adopted in 2010.

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).

This primary purpose is similar to the original 1968 Bilingual Education Act, which states that limited - English - proficient (LEP) students will be educated to «meet the same rigorous standards for academic performance expected of all children and youth, including meeting challenging state content standards and challenging state student performance standards in academic areas.»

Further, SB 645 replaces the loose academic equivalency standard with a new standard that requires schools not meeting one of the targets to seek a determination of academic eligibility from the State Board of Education in order to be eligible for renewal.

Many will have very tough decisions to make in meeting the requirements and expectations of the new school financing law, implementing multiple new academic standards, preparing for a new state assessment in math and English language arts and balancing the requests of their many stakeholders (parent groups, teacher bargaining units, community and business leaders).

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

The purpose of the Migrant Education Program is to design and support high - quality and comprehensive educational programs that provide migratory children with the same opportunity to meet the challenging state academic content and student achievement standards that are expected of all children.

Academic Intervention Services (AIS) are provided for students who are in need of additional support in order to meet the state standards in math.

The purpose of Title I is to ensure that every student has access to an equal, fair, and high - quality education that meets, at a minimum, proficiency on challenging state academic achievement standards and assessments.

«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.»

The site team advises the board and the advisory committee about developing the annual budget and creates an instruction and curriculum improvement plan to align curriculum, assessment of student progress, and growth in meeting state and district academic standards and instruction.»

The Every Student Succeeds Act (ESSA) recognizes that significant numbers of students require supports to successfully meet challenging state academic standards.

When Literacy By 3 launched in 2014, only 68 percent of third - grade students met the «satisfactory» passing standard on the reading portion of the State of Texas Assessments of Academic Readiness (STAAR) results.

The program helps students meet state and local standards in core academic subjects; offers students a broad array of enrichment activities to complement their regular academic programs; and offers literacy and other educational services to the families of participating children.

Academic Intervention Services (AIS) are provided for students who are in need of additional support, in order to meet the state standards in English language arts.

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.

No school districts in Wisconsin will be considered eligible for a forced takeover program for schools that don't meet state academic standards, according to a letter the Department of Public Instruction sent Wednesday to the Milwaukee School District.

One emerging theme from these discussions has been the challenges experienced by educators due to the uncertainty of the state's assessments in English language arts (ELA) and math and the impact of administering the existing TCAP exams while meeting the current ELA and math academic standards.

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».

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.

While the field of teacher preparation has made significant advances in recent decades — creating stronger clinical partnerships, developing better performance assessments, making better use of newly available data sources, meeting more demanding state approval and national accreditation standards, and developing new models and patterns of preparation — not all of these advances have been universally adopted at the program level.3 To consolidate the gains and to overcome challenges to implementing universal high standards for admission and academic rigor in teacher preparation, states, school districts, and teacher preparation programs must work together to enact key policy changes.

We focus on addressing challenges and improving the academic success of students who are struggling and at - risk so they meet state academic standards.

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.

The U.S. Department of Education has blocked an attempt by Pennsylvania's Education Secretary to evaluate state charter schools using a more lenient method for calculating AYP, the «adequate yearly progress» measurement that determines whether schools have met the minimum academic standards under the No Child Left Behind Act (NCLB).

-- Restore the nearly $ 1 billion in state funding cuts (made in each of the last two years) over a three year timetable, getting PA back on track to supporting schools based on the level needed to meet state academic standards

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.

Title I Part A 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.