Sentences with phrase «progress against these standards»

That's why we need an education agenda that strategically recruits, retains, and rewards the most effective teachers and principals; that builds incredibly high standards; that develops rigorous and useful assessments to measure progress against those standards; that builds data systems that allow teachers, principals, students, and parents to quickly and conveniently access those data for everyday use; and that focuses on dramatic intervention within our country's lowest - performing schools.

During this phase students monitor their learning, usually comparing their progress against standards set in the planning phase.

In education, this simply means setting high standards for what students should learn, measuring progress against those standards, and then using the data to determine and implement the right kinds of supports and interventions to help students succeed.

Meetings structured around targeted small goals, with small «huddles» facilitated by Grace after each segment, sparked palpable excitement about student progress against the standards and how to foster it through clear action planning.

This idea came to be known as school accountability, and it was built around three principles: Creating rigorous academic standards, measuring student progress against those standards, and attaching some consequence to the results.

Not exact matches

It provides standards with a roadmap to measure progress against sustainability goals and to improve practices over time.

Everyone has room for improvement, and the scorecard's questions create space for a dialogue about how to make progress in the context of the place and organization being measured, as opposed to measuring against a single, inflexible standard.

All TSAT staff are set objectives around pupil progress, teaching standards and professional development, and this is checked against the performance management cycle of meetings that happen throughout the year.

The decision to move NAPLAN online provides a unique opportunity to shift the focus of assessment from common year - level tests and low national minimum standards to the monitoring of each student's progress against challenging personal targets.

A great resource to aid learners standard level, International Baccalaureate students in tracking their progress on an assignment against the asses...

Ultimately, these practices will support students in evaluating their own work against standards (i.e., through revising and modifying work, redirecting energies, and taking initiative to promote their own progress).

After all, what standards are is a target, and the assessments are a yardstick that measures progress against achieving the goals.

For example, Massachusetts senator Ted Kennedy recently introduced legislation that would require national rankings of state standards and assessments against the National Assessment of Educational Progress (NAEP).

In our progress against the new standards, those gaps may get even wider for a while.

In this report, we use 2007 test - score information to evaluate the rigor of each state's proficiency standards against the National Assessment of Educational Progress (NAEP), an achievement measure that is recognized nationally and has international credibility as well.

Ironically, however, it is not clear that these growth models would fulfill the more simplistic federal requirements for adequate yearly progress, which dictate that the performance of students at each grade level be measured against a fixed standard of proficiency.

The new law mandates that all students take tests that measure their progress against state standards every year in grades 3 through 8.

In 2011, for example, Alabama reported that 77 percent of its 8th grade students were proficient in math, while the National Assessment of Educational Progress (NAEP) tests administered that same year indicated that just 20 percent of Alabama's 8th graders were proficient against NAEP standards.

Regardless of whether they're Common Core standards, or not, pretending that it isn't important to regularly assess and report on students» progress, in a consistent and comparable way, against whatever standards states have undermines their legitimacy and belittles the notion that it's important for students to master essential knowledge and competencies.

Not surprisingly, district administrators are highly sensitized to how well their schools are performing against state proficiency standards and Annual Yearly Progress (AYP) targets.

But school accountability simply means measuring the progress of all students against rigorous standards and assigning consequences to the results.

A robust set of classroom and school - level reports that detail student usage and progress, as well as reports that group students by proficiency, give teachers and administrators insight into how students are moving through the curriculum, with up - to - date achievement levels against multiple standards.

Educational progress as measured by how well students stack up against conventional standards will always and inevitably reinforce the status quo.

The Student Level — Standards Report now shows detailed, real - time data on how a student is progressing toward proficiency against a whole slew of academic standards — and across grade levels.

At secondary level, our pupils are not given «notional» floor standards against which their progress as learners is measured year on year to age 16, as their state counterparts are given.

This purpose can be accomplished by ensuring that high - quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with state academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for student academic achievement.

With a PenPal Pro subscription teachers can track progress against a wide variety of standards at a student, class, school and district level and the information can be integrated into Learning Management Systems.

Our benchmarks assess student progress toward meeting your state standards and provide valuable information to inform your instruction, offering a valid measure of student proficiency of knowledge and skills against your state and college - and career - readiness standards.

Ravenscroft hasn't implemented this feature, which seems better suited to public or charter school systems that must adhere to local or national standards and track their progress against government benchmarks.

At primary level the definition will apply to those schools who for the first 2 years have seen fewer than 85 % of children achieving level 4, the secondary - ready standard, in reading, writing and maths, and which have also seen below - average proportions of pupils making expected progress between age 7 and age 11, followed by a year below a «coasting» level set against the new accountability regime which will see children being expected to achieve a new higher expected standard and schools being measured against a new measure of progress.

That pathway starts when districts measure the academic progress of students against meaningful standards, help students plan and prepare for postsecondary success, and make deliberate connections for students to all forms of professional life.

A robust set reports detail student usage, progress, and proficiency, provides teachers and administrators insight into how students are moving through the curriculum, along with up - to - date achievement levels against multiple standards.

See at - a-glance, your class's progress against regional standards.

We then measure everyone's progress only against a predetermined standard.

They engage in frequent, low - stakes conversations about data, collaborating about how each student is progressing against the learning standards.

Finding 5: Reporting against year - level achievement standards hides both progress and attainment for some students and does not amount to a diagnostic assessment of real learning needs which — if met — would lead to growth in learning

Both math and reading scores declined for first time since the National Assessment of Educational Progress (NAEP) took its current form in 1998, according to data released by the National Assessment Governing Board on Wednesday, and Common Core watchers say the many critics of the standards could use the dip as ammunition in their war against the Common Core.