Sentences with phrase «places learning and assessment»

Not exact matches

The following principles guide and define our approach to learning and teaching: • Every child is capable and competent • Children learn through play, investigation, inquiry and exploration • Children and adults learn and play in reciprocal relationships with peers, family members, and teachers • Adults recognize the many ways in which children approach learning and relationships, express themselves, and represent what they are coming to know • Process is valued, acknowledged, supported, nurtured and studied • Documentation of learning processes acts as memory, assessment, and advocacy • The indoor and outdoor environments, and natural spaces, transform, inform, and provoke thinking and learning • School is a place grounded in the pursuit of social justice, social responsibility, human dignity and respect for all THE CREFELD SCHOOL 8836 Crefeld Street Philadelphia, PA 19118 215-242-5545 www.crefeld.org 7th - 12th grade The Crefeld School is a small, independent, coeducational school, serving approximately 100 students in grades 7 - 12.

Some teachers overhauled an entire unit of their course, others focused on creating assessments for learning and putting those in place, while others took a more general approach and decided to transition all their handouts into a digital format so they were more accessible.

Another place to look for high - quality, teacher - produced lesson plans that align to the CCSS is LearnZillion, a learning platform that combines video lessons, assessments, and progress reporting.

By having these things in place before the project starts, students can focus on the making, and by planning multiple formative assessments for the project, teachers are able to see how their students are doing and how they might make adjustments to better suit their students» learning.

If the hospital's healthcare chaplain uses the robust spiritual care assessment tool and orientation that I will present in this article, she will learn that: In the 1970s to the early 1990s in Southern Vietnam, where the patient was born and raised, admission to the hospital was often regarded as the setting of last resort, and was often the place where patients died.

The Cincinnati, Upper Arlington, and Orange City school districts are building on new approaches already in place to expand 21st Century assessments, technology use, and learning time and places, precisely the «edges of innovation» I discuss in Education Nation.

With a great data system and assessments in place along with a large user base, the platform will be able to start to do A-B testing between different videos to be able to personalize learning for each student.

«Adaptive Learning» has been a frequently used term in education for many years but today, with the advent of more ubiquitous technology in schools, education systems are placing more emphasis on the advantages of leveraging adaptive techniques within both assessments and instructional programs.

Some of the key tech themes being explored at the show this year will include the effective assessment of computing learning, demonstrating the value of tech to senior leadership teams, infrastructure and having the bandwidth and systems in place to support good tech in the classroom.

«Adaptive learning» has been a frequently used term in education for many years but today, with the advent of more ubiquitous technology in schools, education systems are placing more emphasis on the advantages of leveraging adaptive techniques within both assessments and instructional programs.

In his letter, Duncan expressed his disappointment in the failure of Washington state's legislature to heed his instruction «to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) state assessments as a significant factor in determining teacher and principal performance levels.»

In the senior secondary school, assessment in the interests of learning tends to take second place to assessment for the purposes of grading, ranking and selecting.

In light of widespread efforts to hold schools accountable for student learning, a push highlighted by the passage of No Child Left Behind in 2001, we were interested in seeing how much emphasis programs placed on assessment and accountability within the core curriculum.

The commissioner may also place under preliminary registration review any school that has conditions that threaten the health, safety and / or educational welfare of students or has been the subject of persistent complaints to the department by parents or persons in parental relation to the student, and has been identified by the commissioner as a poor learning environment based upon a combination of factors affecting student learning, including but not limited to: high rates of student absenteeism, high levels of school violence, excessive rates of student suspensions, violation of applicable building health and safety standards, high rates of teacher and administrator turnover, excessive rates of referral of students to or participation in special education or excessive rates of participation of students with disabilities in the alternate assessment, excessive transfers of students to alternative high school and high school equivalency programs and excessive use of uncertified teachers or teachers in subject areas other than those for which they possess certification.

We use assessment to continuously strengthen the high - quality teaching and learning that takes place.»

Although proper attribution is an important precondition to learning, further development needs to take place to design instruments that measure actual reading gains, as measured on statewide assessment tests and other vehicles.

As Michael Fullan points out in his article entitled, «Choosing the Wrong Drivers for Whole School Reform,» real reform takes place when schools have the time and resources to focus on student learning, instruction, and assessment.

Learn how a data - based teacher candidate assessment tool helps principals make informed hiring decisions and place a quality educator in every classroom at Amarillo ISD.

One of the commitments that Washington — and every State that received ESEA flexibility — made was to put in place teacher and principal evaluation and support systems that take into account information on student learning growth based on high - quality college - and career - ready (CCR) State assessments as a significant factor in determining teacher and principal performance levels, along with other measures of professional practice such as classroom observations.

FEATURES 19 detailed whole group lessons, small group lessons with activities 1 end - of - unit assessment Teacher guide activities that model concrete representations of abstract mathematical concepts Easy - to - use resources that offer classroom — tested lesson plans targeting the big ideas of math PRODUCT PERKS Teacher Guides 19 differentiated whole and small group lessons per unit; blackline masters; 1 unit assessment Warm - Up Posters 1 poster per unit; short, engaging activties for each day of the week; spiral review previously learned math concepts Card Sets17 card sets per unit to easily manage small group instruction; no printing, cutting, laminating, or sorting; conveniently stored in labeled lesson bags Durable ToteTeacher Guide, Warm - Up Poster, and Card Sets all stored in a durable, stackable tote SUGGESTED MANIPULATIVES TO USE WITH THIS KIT Base Ten BlocksMaster the fundamentals of place value and regrouping with base ten blocks.

«These assessments are administered at a single point in time and provide after - the - fact data that do not inform instruction,» the authors wrote, concluding that the resulting education system is one that places more emphasis on accountability goals than it does on the improvement of student learning.

Re-balancing assessment: Placing formative and performance assessment at the heart of learning and accountability.

DnA provides teachers with one place to seamlessly build and administer formative assessments, capture and analyze multiple sources of data to inform instruction, and direct students to learning resources needed to support specific, targeted standards.

To have it all organized in one place that is so easily published or accessible for assessments has made tracking and documenting student learning so meaningful and authentic for me and my students.

In order to build a curriculum, instruction, and assessment system, the district must first have a curriculum in place — a set of common learning expectations that the district has coalesced around and accepted as the expected learnings for ALL district students.

If you're looking to take formative assessment from theory to practice — and from practice to genuine learning improvement — this is the place to begin.

Their assessment of each other was for learning, not for a grade, and they cared about where those flash cards were placed.

There is no better way to know this transfer takes place than to provide supportive follow up after professional learning experiences and providing feedback on teacher practice (e.g., through observations and videotaping) and teacher work (e.g., on teacher - created assessments and by conducting student interviews).

Four of the courses examined contained elements that could be placed in the «Using technology to Design and Develop Digital - Age Learning Experiences and Assessments» category, either by assignment design or course objective.

The bold cluster is rephrased into a cognitive rigor question that sets the instructional focus and serves as the assessment for student learning, asking them to examine and explain how and why can the place value system be understood and used to determine the value of multi-digit numbers.

These PLCs can look different from school to school, but one thing is usually common across PLCs is the meaningful discussions that take place about assessment information and other student learning data.

A process is put in place to ensure teams clarify the essential learnings for each course, grade level, and unit of instruction; establish consistent pacing; create frequent common assessments to monitor student learning, and agree on the criteria they will use to judge the quality of student work.

The CBE 360 Survey Toolkit, developed by American Institutes for Research (AIR) with support from the Nellie Mae Education Foundation and offered by the CCRS Center, uses surveys from a recent AIR CBE study to provide a comprehensive picture of CBE implementation in six research - based core areas: learning targets, measurement of learning, instructional approaches and supports, assessment of learning, pacing and progression, and when and where learning takes place.

With a sophisticated infrastructure in place and all students provisioned with iPads, teacher subcommittees have established a digital learning plan using self - assessment tools supplied by Future Ready Schools.

They need to have systems and structures in place that advance teaching teams to design and implement instruction, based on 21st century skills, developing reliable and valid assessments that cultivate lifelong learning.

As a recently released LPI report, The Promise of Performance Assessments: Innovations in High School Learning and College Admission, describes, some leading places in both k - 12 and higher education institutions are beginning to use performance assessments in these ways, but much more needs to be done if students» college and life - ready abilities are to be both encouraged in high schools and conveyed to colleges and unAssessments: Innovations in High School Learning and College Admission, describes, some leading places in both k - 12 and higher education institutions are beginning to use performance assessments in these ways, but much more needs to be done if students» college and life - ready abilities are to be both encouraged in high schools and conveyed to colleges and unassessments in these ways, but much more needs to be done if students» college and life - ready abilities are to be both encouraged in high schools and conveyed to colleges and universities.

Using Assessment to Improve Student Learning and Enhance Classroom Instruction In the previous Blog, I talked about creating and sustaining a balanced assessment system — i.e., different ways to assess, balancing assessment types, and conditions and practices that need to be in place in order to implement and sustain a balanced assessment system.

«Educators, parents, students, and policymakers are voicing growing frustration with the current models of high - stakes assessments used across the United States, which rely too heavily on low - level end - of - year tests,» said Bryan Goodwin, president and CEO of McREL International, and co-author of the new white paper, Re-Balancing Assessment: Placing Formative and Performance Assessment at the Heart of Learning and Accountability.

Stiggins (2005) pointed out the crucial differences between assessment of learning and assessment for learning; the former evaluates student learning after instruction, and the latter takes place during instruction and allows both teachers and students to more productively plan their activities and efforts.

«Rigorous assessments» for 3 - and 4 - year - olds» Early childhood experts say that standardized tests and «rigorous assessments» should have no place in early childhood learning.

But here's the rub, how many parents know and understand the kind of assessments that are taking place and more to the point — how to ask educators about them and understand the information that is being shared with them so they can do their job as a parent and support their student's learning?

Students were tested on the material presented in a tutorial before and after the learning, and were given self - assessment surveys at the end of the program to judge whether or not the facial images were in line with what learning and attitude outcomes were actually taking place.

Attendees will learn how to use the information gained in assessments and by observation to place them into either a home adoption program or barn and community cat programs.

The litigation that may take place will have several benefits for the client and for those seeking such surgical procedures in the future — facilitating the rectification of medical (physical) problems associated with the implant, providing appropriate psychological assessment and treatment at one or more stages in the medical process, and ensuring lessons are learned from the current PIP circumstances.

• First - hand experience in building a community of creative learning practices across the school for each after school program • Track record of facilitating the long term development of creative teaching and learning at a structural level • Well - versed in coordinating development and implementation of afterschool programs based on each student's individual needs • Deeply familiar with utilizing positive strategies to support the social and emotional development of all enrolled students • Exceptionally talented in creating and implementing activities that promote physical and intellectual development of students • Documented success in building and maintaining positive and genuine relationships with students and their families • Qualified to develop procedures and policies for smooth operations of after school programs • Ability to create and maintain records of students and correlating assessments • Especially talented in recruiting, hiring and training staff members to carry out the logistics of after school programs • Proficient in monitoring after school program environments to ensure that all health and safety policies are set in place • Adept at overseeing program staff, operations and services associated with after school programs • Competent in preparing a variety of documents and reports, including incident reports and daily program content • Skilled in facilitating partnerships with appropriate public and private agencies that provide services to both students and their families

Doing an exercise after the phone screen and before an in - person interview is the perfect place to do it — you've invested some time in them and made an initial assessment of fit, and they've had a chance to learn more about the position, but neither of you have invested tons of time yet.

Abuse and the media / Abuse or neglect / Abused children / Acceptance (1) / Acceptance (2) / Activities (1) / Activities (2) / Activities (3) / Activities (4) / Activities (5) / Activity / Activity groups / Activity planning / Activity programming / AD / HD approaches / Adhesive Learners / Admissions planning / Adolescence (1) / Adolescence (2) / Adolescent abusers / Adolescent male sexual abusers / Adolescent sexual abusers / Adolescent substance abuse / Adolescents and substance abuse / Adolescents in residential care / Adult attention / Adult attitudes / Adult tasks and treatment provision / Adultism / Adults as enemies / Adults on the team (50 years ago) / Advocacy / Advocacy — children and parents / Affiliation of rejected youth / Affirmation / After residential care / Aggression (1) / Aggression (2) / Aggression (3) / Aggression (4) / Aggression and counter-aggression / Aggression replacement training / Aggression in youth / Aggressive behavior in schools / Aggressive / researchers / AIDS orphans in Uganda / Al Trieschman / Alleviation of stress / Alternative discipline / Alternatives to residential care / Altruism / Ambiguity / An apprenticeship of distress / An arena for learning / An interventive moment / Anger in a disturbed child / Antisocial behavior / Anxiety (1) / Anxiety (2) / Anxious anxiety / Anxious children / Appointments: The panel interview / Approach / Approach to family work / Art / Art of leadership / Arts for offenders / Art therapy (1) / Art therapy (2) / Art therapy (3) / A.S. Neill / Assaultive incidents / Assessing strengths / Assessment (1) / Assessment (2) / Assessment (3) / Assessment and planning / Assessment and treatment / Assessments / Assessment of problems / Assessment with care / Assign appropriate responsibility / Assisting transition / «At - risk» / / Attachment (1) / Attachment (2) / Attachment (3) / Attachment (4) / Attachment and attachment behavior / Attachment and autonomy / Attachment and loss / Attachment and placed children / Attachment issue / Attachment representations / Attachment: Research and practice / Attachment with staff / Attention giving and receiving / Attention seeking / Attitude control / Authority (1) / Authority (2) / Authority, control and respect / Awareness (1) / Awareness (2)

Competing Behavior Model — This model helps to provide a link between functional assessment information (information learned by documenting what happens before, during, and after behaviors take place) and developing a positive behavior support plan.

However additional funding over and above the school or college place could be made available if an assessment has identified that the learning support needs can't be met within the school or college place funding.

After conducting an extensive assessment of each couples» strengths and areas for growth through both clinical interviewing and a thorough computer assessment, I provide couples with a place to process differences, plan for the future, and learn the fundamental elements of healthy relationships.