Sentences with phrase «work with your district data»

Work with your district data staff to ensure regular access to chronic absence data in order to target your success mentor interventions and monitor whether progress is being made.

Not exact matches

Create a mentoring program where Amazon engineers, economists, data scientists, accountants, and other professionals are partnered with hard science teachers in our school districts to help show kids what it's like to work in STEM;

Led by the Ministry of Energy and MaRS Discovery District, a working group was formed with the Information and Privacy Commissioner of Ontario and representatives from the energy sector to adopt and implement the «Green Button data standard» — a common format for customers to securely access their data from their electric utilities.

It brings together (a) fragmented reflections from my three years of living and working with the Paraiyar communities in about 20 colonies around the town of Karunguzhi in Chingleput District, Tamilnadu (1985 - 87); (b) systematically documented data from a six - week intensive field trip in two of these 20 colonies, i.e., Malaipallaiyam.

As the Faith Church committee sought to develop a pathway into the future, it worked with census data on ethnic diversity, household changes, and patterns of age groups in the district.

Durbin urged the USDA to «work with CPS to ensure that the school districts, which rely on individual data acquired through school lunch applications, are able to participate in an innovative program like» this one.

Share best practices in working with Title I, gathering Identified Student Percentage (ISP) data, determining what's best (school, district - wide or a group of schools) and providing outreach data to the State.

In every district, we expect the assemblies to provide our staff with office space for the period that they will be working in the districts to gather data and information.»

We have seen accountability data improve in districts where we have worked with parents, and we have seen parents create projects that boost student achievement.

Inconsistent Transportation: When late buses were impacting our ability to get teachers to their PLC Data Team meetings on Thursdays, our central office and union leadership identified the problem during a no - agenda meeting — the need to change district bus schedules to accommodate all schools — and worked with our transportation provider and building administrators to ensure that we didn't jeopardize this initiative moving forward.

Professor Thomas Kane and the team at the Center for Education Policy Research are experts at working closely with districts and harnessing big data to identify effective policies and practices in teacher preparation, teacher evaluation, and learning technologies.

I was intrigued — in my role at the district I had worked exclusively with adults when it came to analyzing data.

This is despite the fact that microlevel data is critical to improving day - to - day student performance, says Beverly Donohue, vice president of policy and research at New Visions for Public Schools, a school support organization responsible for working with 76 of the district's public schools.

«SDP offers districts and states a terrific opportunity to catalyze their analytical talent,» said Glover, «We look forward to working closely with SDP partners to develop and expand methods of identifying, collecting, and analyzing data to help education leaders make policy decisions that are likely to have significant impact on raising student achievement.»

As part of the Center for Education Policy Research at Harvard University, SDP has been working with districts, charter school networks, state education agencies, and nonprofits since 2008 to transform the way they collect and use data to support their program, management, and policy goals.

For example, a district might arrange to provide targeted schools with materials online to work around book shortages or improve dramatically their access to interim assessment data.

In her work with the district's senior leaders, Ngounou used the data she gathered to create new processes and work plans, often focusing on collaboration and communication.

The foundation has already committed some $ 135 million to overhauling fundamental aspects of urban school districts: identifying new sources of talent for positions of authority; developing alternative training methods for managers, principals, and teachers union leaders; creating new tools for analyzing performance data; and working with school boards to help those sometimes obstructionist bodies become more focused on student learning than on petty power plays.

In every district with available data, and for all three sets of elections, other district employees who live and work in their districts vote at substantially higher rates than ordinary citizens do — rates that, on average, are just a shade lower than those of teachers who live and work in the district.

In their work at the Project for Policy Innovation in Education, Kane and his colleagues have been working with school districts around the country, using data to evaluate hiring and certification policies for teachers, public school choice systems, and the effect of charter and pilot schools on student outcomes.

Nathan Kuder, a fellow with the project working in Boston's Office of Accountability, has helped the district make sense of its data concerning the delivery of services to English language learners.

«Being selected to participate in a national network of education leaders as a Strategic Data Project partner allows our district to learn from and work with some of the most skilled analysts in the field,» said Sharon L. Contreras, superintendent of the Syracuse City School Ddistrict to learn from and work with some of the most skilled analysts in the field,» said Sharon L. Contreras, superintendent of the Syracuse City School DistrictDistrict.

Initially funded at $ 650 million, i3 allowed school districts, charter schools, and non-profit organizations working in partnership with one of those entities to apply for grants to support innovative programs aligned with one of four broadly defined federal priorities (e.g., supporting effective teachers and principals or improving the use of data).

Our district has a cadre of data coaches that work directly with schools to help them learn how to best leverage the data

Jessica works with all of ICT's districts and their data, and is also a research fellow at the Student Social Support R&D Lab.

She has administered the OECD Test for Schools as both a high school administrator and as a district test coordinator and has worked extensively with the data with administrators, staff, and community.

These revamped data systems could both identify districts in need of additional support such as finance and leadership training and superstar districts with leaders who could share what works among their peers.

Barnes & Thornburg partner Scott J. Witlin, who is working with Kirwan on the suit, argues that Stull Act required the district to use data from the state's «criterion reference test» in evaluating teachers, yet it hasn't done so.

Carrell and Hoekstra worked with a confidential student - level data set that consists of observations of students in grades 3 through 5 from 22 public schools over the period 1995 — 2003 in a district of roughly 30,000 students.

In Austin, the Greater Austin Chamber of Commerce has worked with the Austin area's 15 independent school districts on issues of data transparency and college enrollment, as well as providing expertise and sustained pressure for both goals.

Districts should work with school principals to help expand the range of highquality data available to schools in order to more fully encompass the range of variables implicated in schools «problem - solving efforts.

This unexpected finding suggests that pressure, arising from targets and an emphasis on data use, may backfire in the classroom unless it is balanced with support (in this case, through professional development), so that it works by building a strong collective leadership base in the district.

During the pilot, VirtualSC worked with districts to implement the project, collect data, evaluate the results, and make recommendations.

We extend heartfelt thanks to the superintendents, principals, district administrators, teachers, school board and community members, and state leaders in education who welcomed us into their busy work lives, providing time to talk with us, to observe in classrooms, and to complete surveys, all of which gave us the most complete national data set ever assembled to better understand issues in educational leadership.

«District leaders, from superintendents to board members, are working with educators to create a culture of high expectations, data - based decision making and high - quality instruction, while fully engaging students and parents as partners.»

Work to ensure that districts utilize a common data standard to collaborate with and share screening, formative, interim, and summative data sets.

School - level data are not available online; district administrators use the data internally to work with schools, Mr. Garcia said.

Mr. Maycock has also worked directly with district and charter school leaders across the country while at ANet, leading on - going coaching and professional development to help schools and districts implement data - driven instructional practices.

She has served as a facilitator of school planning, working with district leaders, principals, teachers, and parents to make data - based decisions.

Schools and districts in need of solutions to address challenges will work with CCE's field of experts to develop plans for improvement and strengthen capacity through one - on - one coaching, data - based inquiry, and professional development.

We work collaboratively with district / school leaders to gather and organize perceptual data, early formative data, and vendor, state, and district provided summative / formative data into a Comprehensive Data Analysis (CDA) repdata, early formative data, and vendor, state, and district provided summative / formative data into a Comprehensive Data Analysis (CDA) repdata, and vendor, state, and district provided summative / formative data into a Comprehensive Data Analysis (CDA) repdata into a Comprehensive Data Analysis (CDA) repData Analysis (CDA) report.

Data sources included: interviews with district and school leaders, coaches, and teachers; observations of coaches» work, professional development sessions, and classroom practice; and artifacts (e.g., instructional materials, professional development handouts, posters in classrooms).

Some schools work with their intermediate school districts (ISDs) or districts, who use a central data warehouse to track EWIs for their schools.

Then the state should work to return test results to districts a soon as possible to allow districts and schools to work with students and use data to make decision for the next year.

David Ronka ([email protected]) is Executive Director; Mary Ann Lachat ([email protected]) is Cofounder and Senior Consultant; Rachel Slaughter ([email protected]) is Senior Associate for Research and Assessment; and Julie Meltzer ([email protected]) is Senior Advisor for Strategy, Research, and Design at Public Consulting Group's Center for Resource Management, an organization that has worked with states, districts, and schools to improve data use; 200 International Drive, Suite 201, Portsmouth, NH 03801; 603-427-0206.

The HUSD began its partnership with Attendance Works to better understand the dynamics around chronic absenteeism and to take advantage of the organization's ability to disaggregate data in meaningful ways the district had previously not been able to generate.

Staff, with support from Attendance Works, mined the data to identify schools that were «bright spots» or positive outliers so that the district could draw from what was already working.

At Ingham ISD, we are working with our local districts providing early literacy supports and using data to help inform families about their student's progress.

She has consulted with many districts in the implementation of screening and progress monitoring systems, and she enjoys working with teachers and administrators to build their skills in using data to inform classroom instruction and monitor the effectiveness of instructional programs at the school and district level.

As an example of gathering and communicating about data to extend conversations about equity, one district we recently worked with as part of an equity data review chose to reach out to a wide range of parent and community stakeholders to collect data about their experiences and perceptions of local schools.