Sentences with phrase «selected measures of achievement»

If passed, this will take what was the state's teacher evaluation system requirement that 20 % of an educator's evaluation be based on «locally selected measures of achievement,» to a system whereas teachers» value - added as based on growth on the state's (Common Core) standardized test scores will be set at 50 %.

Not exact matches

and (ii) twenty percent shall be based on other locally selected measures of student achievement.

Tilles raises legitimate concerns about the use of these tests — the quality of the tests, their snapshot nature, the unintended consequences of their being high stakes — but seems to forget that 20 % of the teacher score comes from «locally - selected measures of student achievement» and that 60 % of evaluation is based on «other measures.»

In addition, the out - of - level achievement tests used by Talent Search programs have been selected or designed as robust measures, giving a more complete picture of the gifted child's ability.

Instead of relying on intelligence and achievement test scores solely for identification, multiple criteria would be used, including more non-traditional measures such as observing students interacting with a variety of learning opportunities (Passow & Frasier, 1996) it is a belief of many in the field of gifted education that new conceptions of giftedness and a new paradigm for identifying and selecting students will help minority and disadvantaged students become more represented in gifted programs (VanTassel - Baska, Patton, & Prillaman, 1991; Ford, 1996).

The National Blue Ribbon Schools are selected based on one of two criteria: performance on state assessments, or in the case of private schools, performance on national standardized tests; or schools with at least 40 percent of students from disadvantaged backgrounds that raise achievement as measured by state assessments or national standardized tests.

Another 15 percent will be based on locally selected measures of student achievement, while the remaining 60 percent will depend on more qualitative measures such as classroom observations.

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».

15 % of the evaluation shall be based on other measures of student achievement selected from a list of such measures developed by the Committee.

Of those educators whose districts currently use these measures, half of the districts base 31 — 50 percent of their teacher evaluation on student achievement or data, with an equal percent selecting 31 — 40 percent or 41 — 50 percenOf those educators whose districts currently use these measures, half of the districts base 31 — 50 percent of their teacher evaluation on student achievement or data, with an equal percent selecting 31 — 40 percent or 41 — 50 percenof the districts base 31 — 50 percent of their teacher evaluation on student achievement or data, with an equal percent selecting 31 — 40 percent or 41 — 50 percenof their teacher evaluation on student achievement or data, with an equal percent selecting 31 — 40 percent or 41 — 50 percent.

NYSUT helped legislators draft language that allows state tests to count for 20 percent of regulations, and another 20 percent should center on «other; locally selected measures of student achievement... and are developed locally in a manner consistent with procedures negotiated pursuant to the requirements of article fourteen of the civil service law.»

Four ASCD publications were also selected as finalists for Distinguished Achievement Awards in the 2010 Association of Educational Publishers awards competition for top educational products: Education Update, the November 2009 «Multiple Measures» issue of Educational Leadership (in two categories), Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders, and Rethinking Homework.