Sentences with phrase «affect school improvement»

As a result, we still know very little about how to affect school improvement at scale and across all contexts, especially in rural areas.

In addition to advocating for themselves, students can work with building leaders to affect school improvement through Principal Advisory Councils and other formal and informal mechanisms.

The SIG will foster research that examines the ways in which organizing efforts affect school improvement and youth development, particularly in low - income communities and communities of color.

Not exact matches

These results contribute to the evidence that significant improvement in the nutrition environments in schools is associated with the enactment and implementation of the new US Department of Agriculture meal standards, with corresponding improvement of student selection of nutritious foods, without negatively affecting meal participation.

As decisions affecting my constituents are taken, however, they will be furious to see that, although they can not have their new school buildings or road improvements for now, more and more of their hard - earned money is being handed over to Europe.»

Cleaning and greening vacant lots might be just enough of a change, Kaplan says, to help build a sense of ownership and neighborhood identity in the affected communities so they can come together and push for larger improvements like better schools and sanitation — and remain in the neighborhood to enjoy them.

And though the authors of this report acknowledge the «countless intervening factors» that «no doubt affect a school board member's ability to influence district achievement» and which they haven't covered in this report, they nevertheless provide an invaluable guide to policymakers for making a few simple changes in board governance that could effect major improvements for student academic performance.

The competition was launched as research carried out by Dulux revealed that a staggering two thirds of schools lacked the funding to make basic refurbishment improvements, with an overwhelming majority of teachers and head teachers considering the school environment to affect pupils» academic life.

In addition to a north - south divide in school standards, in its annual report, Ofsted noted: an improvement in primary schools, but with weaker secondaries, teacher shortages affecting many schools, a need for better leadership in underperforming schools, free school standards «broadly in line» with other schools, early education as «never stronger» and a decline in prison education.

Once value - added assessments are put in place, it will be possible to isolate the contributions made by the schools, teachers, and programs in raising achievement from external factors also affecting achievement and to act accordingly by following a model of continuous improvement.

There's no time for schools to draft improvement plans in response to results, let alone implement those plans in time to affect students.

The ranking affected the degree of autonomy schools had in spending public funds: schools classified in the two lowest categories had to develop improvement plans and were subject to increased oversight by the government.

In her Nov. 22 letter (starts on page 6), Assistant Secretary of Education Deborah Delisle wrote, «The requirements to determine whether schools have made adequate yearly progress (AYP) and to identify schools for improvement, corrective action and restructuring have not been waived, and any State laws or regulations, including those related to AYP or school improvement status, are not affected by the waivers granted to your district.»

School choice advocates are weighing in on how the 2012 - 13 state budget and the Educational Improvement Tax Credit will affect the Pennsylvania school sySchool choice advocates are weighing in on how the 2012 - 13 state budget and the Educational Improvement Tax Credit will affect the Pennsylvania school syschool systems.

In this situation, it seems likely that there are fundamental social, resource, and perhaps leadership issues affecting student engagement and performance in schools, such that significant improvement without changes in those fundamental conditions is unlikely, even through curricular and instructional improvements informed by detailed analyses of assessment data.

A Discussion with School Boards: Raising the Graduation Rate, High School Improvement and Policy Decisions is a series of five PowerPoint presentations developed by VDOE and the University of Virginia available for superintendents to present to their school boards to address the topic of graduation and to prompt discussion of policy issues that may affect graduation School Boards: Raising the Graduation Rate, High School Improvement and Policy Decisions is a series of five PowerPoint presentations developed by VDOE and the University of Virginia available for superintendents to present to their school boards to address the topic of graduation and to prompt discussion of policy issues that may affect graduation School Improvement and Policy Decisions is a series of five PowerPoint presentations developed by VDOE and the University of Virginia available for superintendents to present to their school boards to address the topic of graduation and to prompt discussion of policy issues that may affect graduation school boards to address the topic of graduation and to prompt discussion of policy issues that may affect graduation rates.

To that end, the Quality Schools Program provides a three - year, comprehensive approach to charter school development and implementation that leverages continuous improvement efforts to positively affect students, teachers and leaders.Teams interested in the Quality Schools Program should contact Dr. Ildi Laczko - Kerr, [email protected] or 602-944-0644.

During the tour, federal, state and local visitors will bring attention to how school facilities, health and wellness, and environmental education affect equity and achievement and highlight best practices that states, districts and schools are using to improve the overall wellness, productivity, and achievement of occupants through health, safety, and educational improvements.

But it is likely to include improvements that directly affect schools, such as expanded broadband so that digital learning can become a regular component of classroom instruction, better teacher training and a fine - tuned instructional program.

By asking how school policies and practices are affecting students» social and emotional development, SEL can be a powerful lever for school improvement.

Efforts to continuously improve teaching quality will not only affect the greatest number of students, but such efforts also hold promise for redirecting teacher evaluation away from «identify and punish» tactics toward collaborative studies of improvement grounded in evidence of student learning, thus revitalizing schools as effective learning organizations.

The fallout from that situation particularly affected New York City, where the district and the United Federation of Teachersquarreled against the backdrop of the complex rules governing two federal programs, Race to the Top and the School Improvement Grants, that require changes to evaluation criteria.

As educators developed greater understanding of environmental conditions that affect a school facility, building upgrades also took into account the need for proper acoustics and good indoor air quality into the discussion about building improvements.

However the Ofsted report said governors had been too focused on exploring a possible change to the status of the school and that it was affecting the improvement drive.

The state's plan to close as many as 38 schools based on the rankings is largely on hold for now as the affected districts negotiate improvement plans with the state, but the low - rated schools remain in danger of being closed next year.

This brief examines why policies known as «last in, first out» may disproportionately affect schools receiving federal School Improvement Grants.

The TAP System for Teacher and Student Advancement is implemented in school districts across the country, affecting approximately 15,000 teachers and 200,000 students.46 With support from the National Institute for Excellence in Teaching, school districts create multiple career paths for teachers, including career, mentor, and master teacher.47 Teacher leaders participate in school leadership teams with administrators, provide colleagues with regular professional learning opportunities and individualized coaching, observe and provide feedback for instructional improvement, and are compensated for these additional responsibilities.48 Trained teacher leaders in schools using the TAP System have demonstrated an ability to evaluate classroom instruction with accuracy and consistency, and their observations are closely aligned to student learning gains in classrooms.49 According to Lori Johnson, a participating TAP master teacher in Phoenix, «It was the best decision I ever made professionally.

Anthony Bryk, Eric Camburn, and Karen Seashore Louis, «Professional Community in Chicago Elementary Schools: Facilitating Factors and Organizational Consequences,» Educational Administration Quarterly 35, no. 5 (1999): 751 — 781; Andrew Calkins, William Guenther, Grace Belfiore, and Dave Lash, The Turnaround Challenge: Why America's Best Opportunity to Dramatically Improve Student Achievement Lies in Our Worst - Performing Schools (Boston: Mass Insight Education and Research Institute, 2007); Yvonne L. Goddard, Roger D. Goddard, and Megan Tschannen - Moran, «A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools,» Teachers College Record 109, no. 4 (2007): 877 — 896; Karen Seashore Louis and Helen M. Marks, «Does Professional Community Affect the Classroom?

Further, a 2010 study of students» improvements in math found that the level of integration was the only school characteristic (vs. safety and community commitment to math) that significantly affected students» learning growth.

ASCD will explore the critical connection between poverty and education, and examine how the link affects school reform and education improvement efforts during the upcoming Spring 2015 Whole Child Symposium — tomorrow, May 6.

In a letter written almost a year ago, Assistant Secretary of Education Deborah Delisle wrote, «The requirements to determine whether schools have made adequate yearly progress (AYP) and to identify schools for improvement, corrective action and restructuring have not been waived, and any State laws or regulations, including those related to AYP or school improvement status, are not affected by the waivers granted to your district.»

Perhaps more important than the financial costs, this rate of turnover negatively affects the culture of schools, making it difficult to sustain a comprehensive school improvement program or build trust and spread knowledge among the faculty.

They envision a three - pronged systemic remedy: a continuous improvement approach for addressing educational opportunities; targeted high - leverage interventions focused on key transition points and needs; and stronger connections between schools and other institutions and systems affecting the development and well - being of children and youth.

Healthy Schools Task Force The Health Schools Task Force meets quarterly to review results from the environmental inspections and to make policy recommendations for prioritizing repairs that can affect health; IPM (integrated pest management), green cleaning, and programs that link school and home asthma management and environmental improvements.

In a letter last year, a U.S. Department of Education official told Deasy the federal waiver did not exempt L.A. Unified from identifying schools for improvement, corrective action or restructuring, and did not affect any related state laws.

Sam has edited four books on family — school relationships, authored a book on school improvement and personalized learning, edited books on statewide systems of support, and written articles and chapters in the areas of school management, school improvement, school turnaround, and factors affecting school learning.

Schools which are rated «requires improvement» are already reinspected within a 30 - month time period, so the new announcements do not affect them.

Sam Redding is the senior learning specialist for CIL, and provides expertise in the areas of school management, social and emotional learning, family - school relationships, school improvement, and the factors that affect student learning.

These political cultures affect how different states defi ne key policies for school improvement, and they partially determine the options that are available at the district and local level.

By asking how school policies and practices are affecting students» social and emotional development, SEL can be a powerful lever for school improvement.