Sentences with phrase «systems around assessment»

She works with teachers on strengthening learning systems around assessment, curriculum, and instruction to leverage student achievement.

Not exact matches

I believe that each and every interaction with the medical system deserves a conscious assessment: what does this express about my beliefs around health and the body?

The winning states are making dramatic changes in how they do business — adopting common standards and assessments, building data systems that measure student growth and success, retaining effective teachers and principals, and turning around their lowest performing schools.

• Race to the Top's awards for Instructional Improvement Systems (IIS), totaling around $ 500 million, required state education departments to create statewide systems for delivering content and assessments and collecting and reporting performancSystems (IIS), totaling around $ 500 million, required state education departments to create statewide systems for delivering content and assessments and collecting and reporting performancsystems for delivering content and assessments and collecting and reporting performance data.

I am so frustrated by the current system based primarily upon assessment of tests and examinations - «learning to forget» - and classes structured around age groups rather than ability level.

Such systems, if organized around direct assessments of teacher and classroom quality, based on strong and valid metrics and tied to new or existing incentive systems, could be a cost - effective means of producing real change for teachers and children.

Erin McGoldrick serves as the DCPS Chief of Data and Accountability, overseeing the organization's efforts to create and support a culture of data - driven decision making, specifically around data systems, assessments, research and evaluation.

Such buy - in does make up a sizable chunk of points, but 48 percent of points are attached to the quality of a state's plan in four key areas: standards and assessments, data systems, teacher and principal effectiveness, and turning around the lowest - achieving schools.

In New York, Commissioner of Education David M. Steiner and the state board of regents this month put forward a broad package of changes that would include revamping the state's standards - and - assessment system, raising the cap on the number of charter schools, allowing additional institutions to train teachers and principals, and setting new demands for districts to turn around low - performing schools.

New evaluation systems, new standards, online assessments, personalized staff development, data driven decision - making and many more — in the last few years, districts around the country have had to adopt and integrate an increasing number of initiatives.

High schools are seeking to build systems that ensure success for every student; this is being further emphasized by the Obama administration, which has identified the following four Race to the Top priority areas in the Race to the Top Executive Summary (2009): «adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy; building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction; cultivating effective teachers and principals, especially where they are needed most; and turning around struggling schools» (p. 1).

The on - demand privacy assessment system created by EdPrivacy allows administrators to manage their obligations around data privacy with increased transparency and accountability and to communicate with parents about the software their students are using in the district.

There are a lot of questions around the new assessment system including what it will look like and when it will be administered.

The NBPTS board of directors, composed primarily of educators, has developed a system of advanced standards and assessments organized around five core propositions:

Race to the Top funding will be used across the four required areas — adopting standards and assessments to prepare students to succeed in college and the workplace, using data systems that measure student performance and assist educators in using data to make instructional decisions, ensuring effective teachers and principals, and turning around the lowest performing schools.

It is important that we have a proper, considered debate around these proposals so that we can move forwards to a stable, trusted primary assessment system which delivers strong educational outcomes for all children, regardless of their background, ability or any additional needs they may have.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

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.

Around the world, performance tasks, projects, and collections of student work - including the Advanced Placement and International Baccalaureate examinations - are used as part of both formative assessment systems and formal examination systems that carry accountability purposes.

Over the last decade, she has focused on creating English - language proficiency / development standards for multiple entities, designing student - centered assessment systems, and crafting comprehensive curricular frameworks around academic language use.

By explicitly incorporating language around assessment audits, training for teachers and school leaders that develops sound assessment practices, hiring of personnel with assessment certifications, and parental engagement through assessment literacy into state ESSA applications, states can enhance student learning by leveraging funds to develop assessment policies and systems that reflect balanced and quality practices.

An analysis of the most recent assessment of 74 education systems around the world offers some interesting points about how teaching is viewed in top - performing countries.

This included responsibility for multiple education curricula (including a complete review of the early childhood curriculum), leading work around teacher supply and workforce issues, professional development for teachers, work on establishing a new assessment system with no national test -LRB-!)

Technical assistance is provided to teams around the structure of successful School Responder Model initiatives, building the necessary collaborative team, identification of youth in need through screening and assessment, processes to develop enduring systems of referral to effective services, and data collection and analysis.

Given ever - pressing accountability concerns, it's understandable that school leaders may feel a sense of urgency to move quickly in launching a new system or may experience challenges while negotiating multiple factors around new assessments.

As part of their applications, the states had to demonstrate a continued commitment to the four key reform areas emphasized in the previous Race to the Top competitions — establishing college - and career - ready standards and assessments, building data systems that measure student growth, improving educator effectiveness, and turning around low - performing schools.

The ASV lets you privately input data you collect about the assessments administered in your state, district, school, or classroom, and then immediately creates data visualizations around key variables and / or questions, to illuminate patterns in how balanced, comprehensive, or broadly / narrowly focused the assessment system as a whole is.

As leading statewide organizations committed to innovation, equity, and continuous learning, The Colorado Education Initiative (CEI) and Colorado Department of Education (CDE) are streamlining efforts to support districts around assessment, instruction, and personalized learning in ways that have lasting systems impact.

She works on a variety of issues across ECE and K - 12, but is especially interested in Pre-K to third grade systems, and state policies around accountability and assessments.

To win a grant, states must propose high - quality reform plans in four areas: standards and assessments, teacher and principal effectiveness, data systems, and turning around low - performing schools.

Adapting core principles of risk assessment to climate: To date, the approach of climate change assessments has primarily been rooted in communicating relative scientific certainty and uncertainty around anticipated changes in the physical climate system, along with some basic biophysical impacts that would seem to be generally implied by those climate changes: based, for example, on general understanding of associations such as those between impacts and weather extremes.

Around one in ten of these requires more detailed technical assessments as they are for larger micro-generation systems.