Sentences with phrase «student academic»

improve educational services for children and youth in local and state institutions for neglected or delinquent children and youth so that such children and youth have the opportunity to meet the same challenging state academic content standards and challenging state student academic achievement standards that all children in the state are expected to meet;

Performance Standard 7: Student Academic Progress The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

This book makes a strong case for moving away from using only student academic assessment scores as indicators of a school's quality.

The actions of your school board can have a major influence on student academic achievement, according to the findings of a recent study of Montana school boards.

Some believe that these systems should focus on measuring student academic proficiency, while others believe they should emphasize academic growth.

Flexible grouping means that teachers group and regroup students in order to address student academic skills.

Performance Standard 7: Student Academic Progress The principal's leadership results in acceptable, measurable student academic progress based on established standards.

This detailed information about student academic growth should be used instead of AGT scores or any other measurements based on a single test, as teachers and administrators seek to use data to inform best practices that will improve student achievement;» [emphasis ours]

By transforming these schools, Seton not only improves student academic performance, but the network schools become cornerstones for addressing neighborhood social issues, strengthening families and transforming students» lives resulting in safe, engaged communities.

Multiple evaluation measures (classroom observation, student academic growth, parent and student surveys) provide a well - rounded and comprehensive look at teacher performance.

The purpose of this funding is to improve student academic achievement by increasing the capacity of State educational agencies (SEAs), local education agencies (LEAs), and local communities.

The model calls for 40 percent of teachers» evaluations to be based on student academic progress, as determined by multiple measures of learning and achievement.

The model recommends that 40 percent of a superintendent's evaluation be based on student academic progress, as determined by multiple measures of learning and achievement.

Causes & Cures reveals new neurological research about the root causes of these obstacles and lays out a comprehensive five - step protocol designed to help all educators identify and address common student academic and behavior issues.

Module 4: Connecting Teacher Evaluation to Student Academic Progress — Implementing Standard 7 Dr. Mark R. Allan, VDOE's director of licensure and school leadership, describes the requirements of Standard 7 — Student Academic Progress as a part of teacher evaluation.

The document provides guidance for incorporating multiple measures of student academic progress into teacher performance evaluations.

Performance Standard 4: Assessment of and for Student Learning The teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year.

Performance Standard 3: Instructional Leadership The superintendent fosters the success of all teachers, staff, and students by ensuring the development, communication, implementation, and evaluation of effective teaching and learning that leads to student academic progress and school improvement.

These findings indicate that students in classrooms implementing Great Expectations ® methodology showed greater gains in student academic achievement during the school year compared to demographically similar students not exposed to GE.

The State University of New York Charter School Institute is charged with evaluating initial applications for the opening of charter schools, ongoing monitoring of student academic performance and overall school operations, and for presenting findings and recommendations regarding the renewal of a school's charter to the State University Trustees.

Many groups have, in fact, opposed the release of any grades at all this year because of the differences, most prominently the lack of student academic gains data.

The Code of Virginia requires that (1) superintendent evaluations be consistent with the performance objectives (standards) set forth in the Board's Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents and (2) school boards» procedures for evaluating principals address student academic progress.

They also, along with others troubled by New York's — particularly NYC's — notorious achievement gaps, yearned to release school leaders from the muzzle of LIFO, which requires that teachers be laid off by seniority, not effectiveness, and change old - school subjective teacher evaluations to reflect student academic growth, measured in part through standardized test scores.

The Code of Virginia requires that school boards» procedures for evaluating teachers and principals address student academic progress; how this requirement is met is the responsibility of local school boards.

The Code of Virginia requires that (1) principal evaluations be consistent with the performance objectives (standards) set forth in the Board's Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents and (2) school boards» procedures for evaluating principals address student academic progress.

Performance Standard 1: Mission, Vision, and Goals The superintendent works with the local school board to formulate and implement the school division's mission, vision, and goals to promote student academic progress.

Expanding School Resources and Increasing Time on Task: Effects of a Policy Experiment in Israel on Student Academic Achievement and Behavior

Measuring student academic performance by standard such as the ones outlined in the CCSS is different than more traditional grading methods that are used in most middle and high schools.

Performance Standard 1: Instructional Leadership The principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement.

- Use multiple sources of evidence to describe and interpret school and district performance fairly, based on a balance of progress toward and success in meeting student academic learning targets, thereby replacing the current Adequate Yearly Progress (AYP) structure.

The goal of the Office of Drug Prevention Education is to coordinate prevention and intervention plans and programs designed to help ensure the maintenance of safe and drug - free schools so that student academic achievement will be improved.

While federal legislation calls for «multiple up - to - date measures of student academic achievement, including measures that assess higher - order thinking skills and understanding» (NCLB, Sec. 1111, b, I, vi), most assessment tools used for federal reporting focus on lower - level skill that can be measured on standardized mostly multiple - choice tests.

If you were called into a school to audit their ability to respond quickly and efficiently to student academic and behavioral concerns, what would you look for?

Second Look: For schools below the first three criteria, CCSA offers a «second look» process whereby schools may submit additional evidence of student academic gains that may demonstrate higher levels of growth than what is seen at other schools.

Embracing the Burden of Proof: New Strategies for Determining Predictive Links Between Arts Integration Teacher Professional Development, Student Arts Learning, and Student Academic Achievement Outcomes in Inoa, R. (Ed.)

They must have a plan to help educationally disadvantaged students and ensure that student academic performance standards and requirements meet or exceed state requirements.

They have always been part of a responsive teaching environment where student academic needs receive instructional attention.

Her ability to leverage her love for technology with student academic needs is the reason Toci has been named the Arizona Charter School Association's 2015 Charter Teacher of the Year.

Despite all this new staff, student academic achievement has stagnated — or even declined — over the past several decades.

In the LA Daily News, Ama said the district needs to move ahead with its use of student academic growth over time.

, Critical Links: Learning in the Arts and Student Academic and Social Development.

Richard J. Deasey, Critical Links: Learning in the Arts and Student Academic and Social Development.

The Elementary and Secondary Education Act of 1965 (ESEA), which was amended by the No Child Left Behind Act of 2001, requires all states to implement «high - quality, yearly student academic assessments.»

TESTING AND ACCOUNTABILITY — Provides information on student academic achievement and program requirements.

Transformational Leader nominees are those individuals that have served a minimum of three years in a leadership position at their current school, and have a documented history of improved student achievement and student academic growth.

Participating schools are held accountable for Scholarship student academic performance.

In our case, that standard is improvement in student academic outcomes.

Studies confirm what we know from experience: school climate — or a student's learning environment — has a dramatic impact on student academic performance.

Statz said the district's internal testing through the Measures of Academic Progress test, or MAP, remains the primary, consistent way Madison tracks student academic growth over time.

Teaching students to identify what to highlight takes terrific educators like you to implement ideas and facilitate the kind of purposeful highlighting that leads to student academic success.