Sentences with phrase «academic improvement at»
Chart - New State School Report Card Mock - up Building the Capacity of Parents to be Leaders Using the Parent Cafe Model Rachel Culich, Resource Coordinator, Columbia College Tammy Sims, Parent Resource Leader, Herzl Elementary School Community Partnerships & Family Engagement Leads to Academic Improvement at Ethel M. Taylor Academy in Cincinnati, OH Dr. Sean McCauley, Principal, Cincinnati Public Schools Annie Bogenschutz, CLC Resource Coordinator, Central Clinic & Ethel M. Taylor Academy - PowerPoint Presentation - Ethel M. Taylor Community Schools Awards Brief
http://www.ilcommunityschools.org/ Not exact matches
Mary J Renfrew: has received grants for quality improvement work related to feeding infants in neonatal units; small amounts of money, in regard to co-authoring a book; and been an invited speaker at a range of professional and academic organisations, for which no fee was received.
Indeed, a recent US academic study led by Dr Kurt Hübner, director of the Institute for European Studies at the University of British Columbia, makes the case that Irish unity could be worth 36 billion euros for the island of Ireland overall, with long - term improvements in productivity and growth.
But if the assessments of Cao and Miller are correct — if UC postdocs will indeed rank among the nation's top postdoc earners, if the new workplace protections really are without precedent in so elite an academic system, and if the pact in fact heralds serious economic improvement — these facts say more about the generally dismal circumstances of young academic researchers than they do about the prosperity and security in store for those employed at UC.
«Because we know memory is a crucial cognitive skill for school learning, practice at playing games that challenge memory should, in theory, lead to improvements in classroom behavior and academic skills,» she says.
Students who practiced the Transcendental Meditation program showed significant increases in math and English scale scores and performance level scores over a one - year period.A significant portion of the meditating students — 41 percent — showed a gain of at least one performance level in math, compared to 15 percent of the non-meditating students in the control group.Among the students with the lowest levels of academic performance, «below basic» and «far below basic,» the meditating students showed a significant improvement in overall academic achievement compared to students in the control group, which showed only a slight gain.
Facing a dilapidated set of facilities that discouraged academic improvement and scared off middle - class parents, Vallas and the equally ambitious Chico, who recently announced his intention to run for the U.S. Senate, embarked on a $ 2.5 billion school construction and renovation program that was at one point the largest building project in the nation, according to Vallas.
Kids in After - School Programs Make Academic Gains After only two years of funding after - school programs, mostly for elementary and middle school students, California has seen improvement in attendance and behavior at school and in the academic skills of children in the pAcademic Gains After only two years of funding after - school programs, mostly for elementary and middle school students, California has seen improvement in attendance and behavior at school and in the academic skills of children in the pacademic skills of children in the programs.
He was returning to a theme he and the governors had sounded in Charlottesville last September at the education summit, where their list of suggested goals included «the reduction of the dropout rate and the improvement of academic performance, especially among at - risk students.»
In this webinar, the former chief academic officer for Partnerships to Uplift Communities Schools and now the current chief implementation officer at BloomBoard, Kelly Montes De Oca, will discuss how you can drive more effective professional learning across your school or district by using a framework for instructional improvement focused on data and mastery rather than seat time and credit hours.
«Given that only two in 10 children have access to a high - quality early education setting in the U.S., CEEL, through interactive and case - based materials grounded in scientific insights, is designed to equip early education leaders with the core knowledge and tools to navigate the decisions, challenges, and opportunities associated with quality improvement,» said Nonie Lesaux, academic dean and Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education and co-director of the Saul Zaentz Early Education Initiative.
Previously, he was director of the Institute of Education Sciences at the U.S. Department of Education; U.S. assistant secretary for Educational Research and Improvement; chair of the Department of Psychology at the State University of New York at Stony Brook; and academic vice-president of the Merrill - Palmer Institute.
«At least in the academic community, it was well know that 100 % proficiency wasn't going to happen without gamesmanship, and the amount of improvement that was needed in some states was not plausible,» says USC's Polikoff.
However, it could also stem from improvements in the out - of - school circumstances of American children most at risk of academic failure.
States start by defining adequate yearly progress — the measurements of academic improvement a school must achieve to ensure that, at the end of 12 years, every student graduating will have a mastery of the basics.
While reading and math proficiency scores are low at Garfield, Garfield was recognized last year for its improvements in academic achievement.
The School Improvement Plans for Academic Achievement (SIPAA) at these two schools have lacked the budgetary resources to bridge the achievement gap of our student populations.
The National Blue Ribbon Schools Program The National Blue Ribbon Schools Program recognizes public and private elementary, middle, and high schools where students perform at very high levels or where significant improvements are being made in students» academic achievement.
Alumni are leading change at the school level — managing people, data and processes to foster school improvement as coaches, teachers leaders, and school principals; and at the district level — working to shape a vision of academic success for all students, through various central administrative roles.
At Imagine Andrews, we measure the academic performance of our students primarily based on same - student learning gains (i.e., the improvement in student achievement in reading and math measured for the same students from the beginning until the end of each school year).
Improvements in discipline and teacher - student relations at Ware County High School were accompanied by improvements in the overall learning environment, as indicated by the sharply lower percentages of teacher climate survey responders saying «very true» or «sort of true» to the statement «the learning environment in this school is not conducive to academic achievement for most studImprovements in discipline and teacher - student relations at Ware County High School were accompanied by improvements in the overall learning environment, as indicated by the sharply lower percentages of teacher climate survey responders saying «very true» or «sort of true» to the statement «the learning environment in this school is not conducive to academic achievement for most studimprovements in the overall learning environment, as indicated by the sharply lower percentages of teacher climate survey responders saying «very true» or «sort of true» to the statement «the learning environment in this school is not conducive to academic achievement for most students».
Founded in 1982, the National Blue Ribbon Schools Program recognizes public and private elementary, middle, and high schools where students perform at very high levels or where significant improvements are being made in students» academic achievement.
An effective principal also makes sure that notion of academic success for all gets picked up by the faculty and underpins what researchers at the University of Washington describe as a schoolwide learning improvement agenda that focuses on goals for student progress.7 One middle school teacher described what adopting the vision meant for her.
Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41
During his tenure as the Assistant Superintendent for Instructional Services at the Chula Vista Elementary School District in California, he oversaw the district's dramatic improvement in academic performance and high - stakes test scores through the implementation of a student - centered instructional framework and a cloud - based differentiated instruction solution.
In using ARRA funds, states and school divisions must advance core reforms identified in the legislation, including: implementation of college - and career - ready standards and assessments for all students; establishment of preschool to postsecondary and career longitudinal data systems; improvement in teacher quality — especially for students most at risk of academic failure; and improvement of low - performing schools through effective interventions.
The result: the new formula appears to actually penalize schools in which the majority of students were already achieving at or above grade level, unless that school continued to show marked academic improvement.
He is recognized nationwide as an expert in the areas of: (a) School improvement (ESEA) and special education (IDEA) policy and practice; (b) School discipline (including disproportionality), classroom management, student engagement, and interventions with behaviorally challenging students; and (c) Multi-tiered academic and behavioral services and supports with at - risk, struggling, non-responsive, and unsuccessful students.
The event, held at the Rubin Museum in Manhattan, honored five people who have demonstrated exceptional commitment to enacting positive change in education: Tanell Pendleton, an English teacher who has worked at Bronx Haven High School for eight years, and Michael Wolach, founding teacher and instructional coach at Jill Chaifetz Transfer School, both of whom have worked with Eskolta on multi-year projects on topics ranging from developing students» academic mindsets to implementing outcomes - based grading; Cristal Cruz, a graduate of Brooklyn Frontiers High School, who, after facing significant challenges during school, graduated as salutatorian, enrolled in college, and is now working at Good Shepherd Service to support students in the same way she was supported; and Jeff and Tricia Raikes, co-founders of the Raikes Foundation and part of the founding team of Microsoft, who have become champions of school improvement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency Improvementimprovement by establishing national initiatives such as the Mindset Scholars Network and the Student Agency ImprovementImprovement Community.
(a) School improvement (ESEA) and special education (IDEA) policy and practice; (b) School discipline (including disproportionality), classroom management, student engagement, and interventions with behaviorally challenging students; and (c) Multi-tiered academic and behavioral services and supports with at - risk, struggling, non-responsive, and unsuccessful students.
Forster looked at 18 of them and found that 14 showed improvement in the academic outcomes for those students involved with choice programs.
However, at the end of many an academic year, schools see negligible improvements in achievement scores.
I have witnessed similar phenomena at the middle school and elementary school levels, when principals and teachers create clubs, sports, and activities for students and then witness improvements in behavior, attendance, and academic performance.
In response to these challenges, Carnegie brought together researchers and practitioners in networked improvement communities to build the interventions, tools, measures, and practices necessary to reliably develop students» academic mindsets and learning strategies in classrooms at scale.
Advocates point to successes, such as the Montgomery County, Maryland, school district, which claims measurable, albeit modest, academic improvements, at least in the short term, in reading and math for low - income elementary - school students sent to predominantly middle - class schools through a program of dispersed low - income housing.
His final position was Superintendent of Schools at Trevor, Wisconsin where he was able to provide leadership resulting in substantial student academic improvement with particular emphasis on the development of an early education charter school.
Moreover, students at new school facilities attend an average of 4 additional days of school per academic year and elementary students show increases in teacher - reported effort, providing evidence of additional non-cognitive impacts of school facility improvements.
Make improvements to the academic counseling services at the middle and high school levels; and
Dr. Rényi has worked at the cutting edge of instructional technology for K - 12 and higher education for more than 30 years, first as a Dean at New York University and later Rosemont College, founding Vice President of Academic Affairs and Partnerships for American College of Education, and President and CEO of The NEA Foundation for the Improvement of Education.
As Senior Director of the Initiative on Contemplative Teaching and Learning at the Garrison Institute, Dr. Jennings led the faculty team that developed Cultivating Awareness and Resilience in Education (CARE for Teachers), a mindfulness - based program for teachers designed to reduce stress and promote improvements in classroom climate and student academic and behavioral outcomes.
For example, parents at this level can identify the particular academic areas of improvement for their child.
Our impact as educational leaders can vary, but our core business as educators is to serve students by influencing substantive academic, socio - emotional, and civil improvement, at least one year, if not more, for
At least one other measure of academic improvement, like graduation rates and, for nonnative speakers, proficiency in English, must be included.
While policymakers stubbornly pursue this dead end, they ignore evidence from science and educational practice pointing to methods that result in long - lasting improvements in both academic and life outcomes, especially for at - risk children.
For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.
This allows school leaders to see progress towards achieving not only individual staff objectives, but also wider school improvement at any point during the academic year.
Jim Raby, a College Prep board member and leader of the Cohen Alumni Association, said after the meeting that he was pleased with the continued improvement at his alma mater, which appears to be entering a new era of academic success.
CCSA has developed several support resources to help all California charter schools in the cycle of continuous improvement, particularly those schools that are at risk of being below CCSA's Minimum Academic Accountability Criteria.
In the fall of 2011, when the district area academic manager heard about student improvement in another district using Success Highways, administrators gave the Success Highways resiliency assessment to every eighth grader at selected schools.
As researchers at the conference confirmed, we now know that when we focus on the social, emotional, and character development of students, we gain «time on task,» which results in academic improvement.