Sentences with phrase «overall school evaluation»

Students who fail to make AYP and fall into a number of number of categories will count numerous times against the overall school evaluation.

Not exact matches

Plattsburgh City School District Superintendent Jay LeBrun attributes the overall decrease to the link between student scores and teacher evaluations — a major sticking point last year as educators battled with the state Department of Education and the governor over reforms that would have wedded the two.

«The appeal process will not go into effect unless and until Mayor Bloomberg negotiates agreements with the UFT for an overall teacher evaluation deal... for schools eligible for School Improvement Grants,» Mulgrew said in a statement, adding that «the Mayor's obsession with closing schools presents a significant barrier to us reaching that overall agreement.»

A teacher's contribution to a school's community, as assessed by the principal, was worth 10 percent of the overall evaluation score, while the final 5 percent was based on a measure of the value - added to student achievement for the school as a whole.

We found that overall screening performance was predictive of teachers» contributions to student achievement, teacher evaluation outcomes, and attendance, but not predictive of a teachers» retention in their school or the district.

In fact, state - and district - level evaluation systems that incorporate test - score growth also typically report test - score levels and include them in schools» overall ratings.

«Many of the schools in which [Teach First] has placed participants have improved markedly, sometimes from an Ofsted evaluation of Inadequate to one of Outstanding for overall effectiveness.

The nation's rural schools, which account for about a fifth of SIG schools overall, have opted mainly for the flexible «transformation» model, which doesn't call for a big staffing shake - up, but requires schools to replace the principal, create new teacher - evaluation systems and add learning time to the school day.

The study's authors speculate on four potential explanations for the large negative effects that their program evaluation found: misalignment of private school curriculum to the Louisiana State Standards; differences between serving scholarship students with achievement gaps and traditional private school students; success of other education developments, especially in New Orleans; and the overall quality of private schools willing to participate in the program.

An evaluation study of the district's equity fund highlighted several implementation challenges.65 Some PTAs simply did not comply with the district's policy to give back some dollars, and the district had difficulty figuring out how to exempt some PTA expenses fairly from redistribution.66 The evaluators did not examine how this policy affected PTA revenues, but there was significant pushback from members of the community, with some parents threatening to reduce donations during initial policy negotiations.67 A group of parents voiced that the approach was punitive, and that instead, parents should be encouraged to donate to a separate equity fund or to other, less affluent schools.68 Other districts that have considered establishing an equity fund have feared similar pushback, worrying that rich parents will threaten to leave the district, disinvest in their schools, or decrease their overall contributions.69

The Evaluation of the Comprehensive School Reform Program Implementation and Outcomes: Fifth - Year Report (2010) presents overall findings from the evaluation of the comprehensive school reform (CSR) program, including an examination of whether CSR funding had a positive influence on academic acEvaluation of the Comprehensive School Reform Program Implementation and Outcomes: Fifth - Year Report (2010) presents overall findings from the evaluation of the comprehensive school reform (CSR) program, including an examination of whether CSR funding had a positive influence on academic achievSchool Reform Program Implementation and Outcomes: Fifth - Year Report (2010) presents overall findings from the evaluation of the comprehensive school reform (CSR) program, including an examination of whether CSR funding had a positive influence on academic acevaluation of the comprehensive school reform (CSR) program, including an examination of whether CSR funding had a positive influence on academic achievschool reform (CSR) program, including an examination of whether CSR funding had a positive influence on academic achievement.

The analysis found that the portion of teacher evaluations that local districts solely control is heavily weighted in most Long Island school districts toward ensuring teachers to score high enough to get an overall «effective» rating.

A special state test for disabled students and other accommodations can help mitigate the negative effect on a school's overall performance but not necessarily completely, according to James Wollack, an associate professor and expert in testing and evaluation at UW - Madison.

Domain 1 — Element 1 of the School Leader Evaluation Model As you may know, our School Leader Evaluation Model focuses on overall student achievement goals for student achievement as its very first element.

Domain One — Element Three of the School Leader Evaluation Model In our last entry, Establishing and Monitoring Overall Student Achievement Goals As School Leader — Part 1, we looked at how a high school principal might establish overall student achievement goals with members of the faSchool Leader Evaluation Model In our last entry, Establishing and Monitoring Overall Student Achievement Goals As School Leader — Part 1, we looked at how a high school principal might establish overall student achievement goals with members of the fOverall Student Achievement Goals As School Leader — Part 1, we looked at how a high school principal might establish overall student achievement goals with members of the faSchool Leader — Part 1, we looked at how a high school principal might establish overall student achievement goals with members of the faschool principal might establish overall student achievement goals with members of the foverall student achievement goals with members of the faculty.

5 Domains of the School Leader Evaluation Model Let's examine Element 1, of Domain 1: The school leader ensures clear and measurable goals are established and focused on critical needs regarding improving overall student achievement at the school School Leader Evaluation Model Let's examine Element 1, of Domain 1: The school leader ensures clear and measurable goals are established and focused on critical needs regarding improving overall student achievement at the school school leader ensures clear and measurable goals are established and focused on critical needs regarding improving overall student achievement at the school school level.

Teacher evaluations are also done on an individual basis, with few points given for if / how the teacher contributes to overall school culture or success.

«Overall, half of the school districts in our sample do not mention any form of pupil progress in either their [Collective Bargaining Agreements] or evaluation forms,» Alejandro Sandoval, author of the report, wrote.

Merit pay systems are on the rise for teachers, paying teachers extra money based on excellent classroom evaluations, high test scores and for high success at their overall school.

These guidelines present overall guidance to local school districts regarding the state's adoption of a uniform, statewide teacher performance evaluation system.

These new evaluations must consider students» academic performance and growth, but local schools have full flexibility to determine the other factors to include in the overall evaluation of teacher effectiveness.

In 2010, an evaluation of the D.C. Opportunity Scholarship Program — based upon a random assignment analysis, i.e. «the gold standard» — found that vouchers in D.C. «raised students» probability of completing high school by 12 percentage points overall.»

The principal officers of AES, David Kikoler and Elaine Rosales, provide overall management of evaluation projects including assembling evaluation teams and working with school districts and AES evaluation team members to develop project goals, timelines and work plans, as well as to monitor the progress of project implementation and supervise and conduct formative and summative evaluations.

The recommendation is based on aggregate evaluation data generated during the application process, considering the following key elements: (1) the quality of the proposed program as measured against the criteria contained in the charter school application; (2) the substantive issues surrounding the overall feasibility and reasonableness of the application in terms of the likelihood of the opening and operation of a successful, high quality public school; (3) the degree of public support for the proposed school; and (4) the CSDE's recommendation that the SBE give preference to the applicant due to its commitment to: (a) serving students who receive free or reduced price lunch; (b) partnering with FamilyUrban Schools of Excellence, Inc., an organization with a record of operating high - quality public schools in Connecticut; (c) serving students from the Dixwell / Newhallville community, an underserved, high - need area of New Haven; and (d) operating in New Haven, a Priority School Disschool application; (2) the substantive issues surrounding the overall feasibility and reasonableness of the application in terms of the likelihood of the opening and operation of a successful, high quality public school; (3) the degree of public support for the proposed school; and (4) the CSDE's recommendation that the SBE give preference to the applicant due to its commitment to: (a) serving students who receive free or reduced price lunch; (b) partnering with FamilyUrban Schools of Excellence, Inc., an organization with a record of operating high - quality public schools in Connecticut; (c) serving students from the Dixwell / Newhallville community, an underserved, high - need area of New Haven; and (d) operating in New Haven, a Priority School Disschool; (3) the degree of public support for the proposed school; and (4) the CSDE's recommendation that the SBE give preference to the applicant due to its commitment to: (a) serving students who receive free or reduced price lunch; (b) partnering with FamilyUrban Schools of Excellence, Inc., an organization with a record of operating high - quality public schools in Connecticut; (c) serving students from the Dixwell / Newhallville community, an underserved, high - need area of New Haven; and (d) operating in New Haven, a Priority School Disschool; and (4) the CSDE's recommendation that the SBE give preference to the applicant due to its commitment to: (a) serving students who receive free or reduced price lunch; (b) partnering with FamilyUrban Schools of Excellence, Inc., an organization with a record of operating high - quality public schools in Connecticut; (c) serving students from the Dixwell / Newhallville community, an underserved, high - need area of New Haven; and (d) operating in New Haven, a Priority School DiSchools of Excellence, Inc., an organization with a record of operating high - quality public schools in Connecticut; (c) serving students from the Dixwell / Newhallville community, an underserved, high - need area of New Haven; and (d) operating in New Haven, a Priority School Dischools in Connecticut; (c) serving students from the Dixwell / Newhallville community, an underserved, high - need area of New Haven; and (d) operating in New Haven, a Priority School DisSchool District.

According to an evaluation conducted by Shelby County Schools, MTR graduates had above average overall effectiveness as measured by a variety of assessments of student growth used in the school district.

Until this year, they, too, had 5 percent of their evaluations based on overall school standardized test scores and 10 percent based on non-DC CAS tests, This year, the 5 percent is gone and lumped in with the 10 percent, so now 15 percent is based on test scores, though not the DC CAS.

Perhaps the evaluation's sharpest criticism came in School Works» assessment of AAC's plan for «at - risk» children, slamming the group's limited budget for psychological services, scant details on its capacity to work with English language learners and its overall ability to boost performance for students with disabilities.

Despite calls for creating an overall rating, the California State Board of Education on Thursday approved a new evaluation system for schools that will display outcomes on a number of measures moving away from a system that relies on standardized test scores.

This calls for a comprehensive reform and renewal of the curriculum (course content), delivery (pedagogy), and methods of assessment (evaluation) whereby experiential learning experiences are not simply extra-curricular activities but a core component of the overall law school experience.

In 50 years of evaluation, PCHP has documented important longitudinal impacts for program participants: graduates enter school as well or better prepared than their classmates, perform significantly better than their socioeconomic peers and as well as or better than the overall population on school readiness measures in kindergarten and first grade, and are reading and doing math on grade level in third grade.

This Brief summarizes findings from the impact evaluation of the Ghana Livelihood Empowerment Against Poverty (LEAP) programme on schooling outcomes overall and for various subgroups: by sex, age group and cognitive ability.The findings underscore the importance of going beyond average treatment effects to analyse impacts by subgroup in order to unpack the programme effect