Sentences with phrase «districts achieve their improvement»

Ruth is very pleased to be an associate with Edu - quest International Inc. and looks forward to sharing her experience and expertise to support schools and districts achieve their improvement goals.

Not exact matches

Temecula, California, February 18, 2015: Established in 2005 and co-host to the Temecula Valley Southern California Wine Country branding platform since 2008, the Temecula Hotel Tourism Improvement District (T.I.D.) achieved a new five - year renewal of the district (rather than year - to District (T.I.D.) achieved a new five - year renewal of the district (rather than year - to district (rather than year - to - year).

Ever think that maybe, just maybe, if you'd done the things Mr. Cortines asked of you, you'd have gradually a) achieved some of the improvements you say you so desperately wanted; and b) earned enough trust and respect from the district to possibly get some filming rights later in the game?

To help achieve the Governor's goal of encouraging efficiency and results, the Executive Budget allocates $ 250 million to be awarded on a competitive basis to school districts that demonstrate significant improvement in their student performance outcomes and another $ 250 million to be awarded on a competitive basis to school districts that undertake long - term structural changes which reduce costs and improve efficiency.

Under the terms of federal School Improvement Grants that the DOE was awarded to help these schools succeed, the school district and the union must jointly develop a teacher evaluation system in low - achieving schools that receive the funds.

Formed in 2003, PELP continues its mission with the development of tools such as the PELP Coherence Framework and the book Achieving Coherence in District Improvement, and with the annual executive education summer institute which brings public school leaders from around the country to Harvard to focus...

Formed in 2003, PELP continues its mission with the development of tools such as the PELP Coherence Framework and the book Achieving Coherence in District Improvement, and with the annual executive education summer institute which brings public school leaders from around the country to Harvard to focus on their districts challenges as well as possible solutions.

Drawing on the knowledge of people within districts, the CLG will support the growth and development of school leaders and work with them on achieving improvement over time.

As a long - time member of the Public Education Leadership Project, a joint initiative between HBS and HGSE, Higgins co-authored a book with her colleagues on managing central office - school relationships called, Achieving Coherence in District Improvement; this book is based upon their work with large urban districts over a ten - year time period.

It sets the minimum level of improvement that states, school districts, and schools must achieve each year.

Overall, Leading Educators reports, students taught by teams led by Leading Educators fellows achieved five times more improvement on state standardized tests than their district counterparts in Kansas City in 2011 — 12, and 12 times more than their counterparts across the districts they serve in New Orleans.

These three major reforms did not achieve their promise because they tried to bring about improvement through external means — adding programs on top of school districts» regular education services, applying market mechanisms to sift out bad schools, and exerting pressure to raise test scores.

So, we created three teams at our district's central office — the Leadership, Central Instructional Leadership, and Central School Improvement — to provide support and services to our schools to help them achieve their improveImprovement — to provide support and services to our schools to help them achieve their improvementimprovement goals.

This RAND analysis offers guidance to states and districts on how they can choose to use the Every Student Succeeds Act to help achieve their school improvement goals by supporting principals and other school leaders.

U.S. Secretary of Education Arne Duncan today announced that six states and the District of Columbia will receive more than $ 38 million to continue efforts to turn around their persistently lowest - achieving schools through new awards from the Department's School Improvement Grants (SIG) program.

And the more buy - in districts can achieve from employees, the more likely morale and enthusiasm for improvement will increase.

Project ACHIEVE is a comprehensive school transformation and improvement program that has been implemented in thousands of urban, suburban, and rural districts across the country since 1990.

When working with districts or schools, up to seven interdependent components can be implemented within Project ACHIEVE's effective school improvement process:

School Improvement is a continuous, intentional process that schools and districts use to ensure that all students are achieving at high levels.

As a national school improvement expert, Howie (through Project ACHIEVE's different components) has worked with thousands of schools and districts in partnerships to help them meet their respective ESEA requirements.

While improvements in student learning of mathematics has often occurred in pockets of school or district student populations, implementing and sustaining systems for improvement is best achieved as a collective whole through school teams.

It could become great news for students, too, if negotiations can achieve a win not only for teacher pay, but also for improvements to district practice that can drive teacher retention by improving school climate and culture.

The district has seen more teachers achieving advanced levels of proficiency under this system, proving that instructional improvement is possible once we begin defining and measuring excellence.

Collaborating for System - wide Improvement In order to achieve the best results in system - wide improvement programs, the Center collaborates with districts to Observe, Address, Reflect on and Refine problems oImprovement In order to achieve the best results in system - wide improvement programs, the Center collaborates with districts to Observe, Address, Reflect on and Refine problems oimprovement programs, the Center collaborates with districts to Observe, Address, Reflect on and Refine problems of practice.

She is the co-author with Geoff Marietta, Monica C. Higgins, Karen L. Mapp, and Allen Grossman of Achieving Coherence in District Improvement (Harvard Education Press, 2015).

This year the 15 school districts Connecticut has identified as low - achieving all showed improvement on the CMTs.

LA Unified Superintendent Michelle King said at a news conference last week that the district's improvement over last year on the state's standardized tests was among «the highest gains that were achieved among urban districts in California.»

CORE has also paired about 100 high - and low - performing schools both within and among member districts — a model of collaboration that the state board and a new state agency, the California Collaborative for Educational Excellence, would like to encourage to achieve school improvement.

A partnership with AIR means that school districts and schools can expect to achieve a coherent, disciplined approach to teaching and learning embedded throughout the school's and district's practices, improvement in school climate and culture, more effective teachers and leaders, improvement in parent and community engagement, and higher expectations and results for all students.

The District Improvement Initiative is a system - wide school district assessment and restructuring service designed to assist under - performing school districts achieve significant, sustainable improvements in student performance, effective and efficient system operations, and community District Improvement Initiative is a system - wide school district assessment and restructuring service designed to assist under - performing school districts achieve significant, sustainable improvements in student performance, effective and efficient system operations, and community district assessment and restructuring service designed to assist under - performing school districts achieve significant, sustainable improvements in student performance, effective and efficient system operations, and community support.

The Quality Improvement Network (Early Head Start - Child Care Partnership) is supported by $ 1,800,000 of local funding to support three neighborhood based hubs that are working with a network or centers and homes in the District to help them achieve Early Head Start (EHS) quality.