Sentences with phrase «reward students based»

Some courses follow a set syllabus and reward students based on their progression through a linear set of objectives.

When we began using the program, we rewarded students based upon the number of points they accumulated.

Not exact matches

«Wellesley teaches that we will be rewarded on the basis of our own merit, not on that of a spouse,» the students said in a petition.

For the child who needs that extra materialistic push, the company offers incentive - based learning programs that reward students who meet established goals with prizes.

With Randy's leadership, DeSoto Trail Elementary School replaced food - based rewards for students with a menu of healthier alternatives and implemented 10 minutes of jogging or walking to start each school day.

Until now, most New York City teachers have been rewarded based on seniority or quantity of graduate education; neither has been shown to improve student achievement.

It's an evidence - based method with rewards for students and instructors.

Peter's story is recounted on Premia, a new, UK - based Web resource that aims to help disabled graduate students get through their research degree and to guide them to rewarding careers.

so you will reward 21 YO student 20yo Russian Escorts women · ENGLEWOOD · 4 Seeking Men Greater Manchester escorts, escort service The escort based on Chicago's Best hookup apps Melbourne ads for cash.

But a system based on financial security, reward and fairness will provide immediate and tangible benefits for both teachers and students.»

The Knowledge is Power Program (KIPP), for example, a national network of successful charter schools focused on low - income students, has for years used various money - based rewards.

Based on extensive research, Drive argues that intrinsic rewards are much more successful than monetary and other extrinsic rewards in motivating people, whether they're students or employees.

Under IMPACT, the district sets detailed standards for high - quality instruction, conducts multiple observations, assesses individual performance based on evidence of student progress, and retains and rewards teachers based on annual ratings.

In the debate over the future of the No Child Left Behind Act, policymakers, educators, and researchers seem to agree on one thing: The federal law's accountability system should be rewritten so it rewards or sanctions schools on the basis of students» academic growth.

School budgets are based almost entirely on student enrollment, providing vigorous rewards and penalties for success or failure to attract students.

• There was a widespread, well - justified concern that prior accountability measures based primarily on achievement levels (proficiency rates) unfairly penalized schools serving more disadvantaged students and failed to reward schools for strong test score growth.

This points to a desperate need to move toward a competency - based learning system that measures and rewards individual student growth, as well as an underlying shared learning infrastructure that allows the country to identify each unique student in a consistent way — so that when he or she moves geographies, the student's record does as well — and to keep track of what that student knows and can do in a consistent way across geographies.

Instead of trying to specify the amount of progress students should make based on some utopian ideal, it rewards or sanctions schools for making more (or less) progress than one might expect under the circumstances.

To the extent that the most important staffing decisions involve sanctioning incompetent teachers and rewarding the very best teachers, a principal - based assessment system may affect achievement as positively as a merit - pay system based solely on student test results.

3) Rewards for both teachers and administrators based on their success in improving student achievement.

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

Rather than purely basing performance on grades and academic performance, the use of a work board related activity can help to create an atmosphere of healthy competition where students can benefit from recognition and reward then and there.

School - based reward programs that offer students such incentives as cash, free MP3 players, or other gifts appear to produce improved reading achievement across grade levels, preliminary findings from an ongoing research project suggest.

The social rewards can be many and varied for students who attain the higher levels of this model on an hourly, daily, or weekly basis.

What kept them motivated to go the extra mile were the inherent rewards of students succeeding academically and growing emotionally on a day - to - day basis and throughout the school year.

If we want local leaders to make decisions on the basis of evidence — and be rewarded for it — we need to provide them with evidence denominated in their local currency — their own students» achievement.

We analyzed test - score data and election results from 499 races over three election cycles in South Carolina to study whether voters punish and reward incumbent school board members on the basis of changes in student learning, as measured by standardized tests, in district schools.

Like professionals in other fields, teachers ought to be rewarded for achieving results — in this case, based on their effectiveness in producing student learning.

Teachers here know that our research - based reward system measures the progress individual students make in their classrooms, and educators who do the best job tailoring instruction to meet each child's specific needs tend to receive the highest marks.

This formula rewards campuses based on their prior participation in the program, as well as those with high sticker prices and unmet student need.

With respect to the research on test - based accountability, Principal Investigator Jimmy Kim adds: «While we embrace the overall objective of the federal law — to narrow the achievement gap among different subgroups of students — NCLB's test - based accountability policies fail to reward schools for making progress and unfairly punish schools serving large numbers of low - income and minority students.

If students progress based on competency instead of cohort, the state should presumably reward schools and providers that help students progress faster.

One concern is that VA measures will incorrectly reward or penalize teachers for the mix of students they get if students are assigned to teachers based on characteristics that VA analysis typically ignores.

By developing recurring lessons around project - based themes, with the reward of students visiting the makerspace, teachers and counselors get a golden chance to reach the students with whom we often struggle to connect.

States may be able to play a strong role in rethinking teacher compensation systems, including basing rewards, in part, on student gains.

In addition, you can motivate those desired behaviors with goal - based incentives or rewards — e.g. behavior points, scholar dollars, student paychecks, or school store rewards — which are automatically tracked in Kickboard.

Certain techniques were flagged up «no hands rule; use of mini-white boards, Kagan, learning environments that are supporting; bolstering self - esteem; positivity; curiosity; creativity; identify students to lead plenary at end of lesson at the beginning; Get class blogging — quadblogging; tallies for whole class rewards; encouraging independent learning; wait time when questioning; talk about their thinking and reasoning; conversational learning; talk with learning partners before answering any questions; pair and share; Glazer learning model structure for lesson delivery — a good mix of interaction and independent work; offering choice to pupils; cross class working; allowing time to play; list / describe / explain / evaluate; new audiences beyond the school; project based learning and philosopy; swapping age - groups; cross-curricular working; read to them every day; invite varied guests in; learning by discovery using pupils» interests; stand back and watch with purpose.

• Reward not just for output - based performance — as in, when a student completes a course — but for real learning outcomes independently verified.

These character - based grades would reward students who contribute meaningfully to class discussion (not just speaking up to hear themselves talk).

When schools are rewarded or punished based on their students» performance on math and reading tests, they have a strong incentive to divert their time and resources to tested subjects and away from others.

The performance - based rewards are greater for teachers who work in schools that serve students from low - income families.

Customization to the «just above» level — with the occasional stretch challenge to keep things interesting and help students feel a true sense of achievement and progress (rewarded with a healthy dose of dopamine upon solving the problem)-- for each student is naturally achieved in a competency - based education system powered by digital learning.

[vi] The transformation model required replacing the principal, implementing curricular reform, and introducing teacher evaluations based in part on student performance and used in personnel decisions (e.g., rewards, promotions, retentions, and firing).

The cry is for good teachers to be rewarded and bad teachers to be tossed out of classrooms, based on student achievement assessed by scores on standardized tests.

Other school characteristics associated with better student achievement included: more time spent on English instruction; teacher pay plans that were based on teachers» effectiveness at improving student achievement, principals» evaluations, or whether teachers took on additional duties, rather than traditional pay scales; an emphasis on academics in schools» mission statements; and a classroom policy of punishing or rewarding the smallest of student infractions.

BASIS does well because the ranking system is designed to reward schools that have a high - achieving student body and give lots of AP tests.

Several countries have implemented programs that use test scores to rank schools, and to reward or penalize them based on their students» average performance.

Because many of these platforms are based on a points and rewards system that is openly displayed and sent immediately to parents, students who have lower points may be negatively impacted.

- The majority of POINT and SPBP teachers agreed that rewarding teachers based on student test scores were problematic because those scores did not «capture important aspects of teaching performance.»

A recent Kappan article suggests seven ways the secretary of education can encourage, support, and reward systematic school - based efforts to promote students» social - emotional development (also known as social - emotional learning).