Sentences with phrase «goals of an individual school»

Not exact matches

My goal here isn't to tell you which is better than any other but rather provide the few schools of thought that should always be considered based on the individual bettor's financial goals and needs.

The ways pediatricians can protect, promote, and support breastfeeding in their individual practices, hospitals, medical schools, and communities are delineated, and the central role of the pediatrician in coordinating breastfeeding management and providing a medical home for the child is emphasized.3 These recommendations are consistent with the goals and objectives of Healthy People 2010,4 the Department of Health and Human Services» HHS Blueprint for Action on Breastfeeding, 5 and the United States Breastfeeding Committee's Breastfeeding in the United States: A National Agenda.6

It is the goal of the Niskayuna Central School District that the information on our website be accessible to individuals with visual, hearing, motor or cognitive disabilities.

The projects must meet State housing goals, including the creation of mixed - income housing, proximity to public transportation, placement in strong school districts, or the provision of support services for formerly homeless individuals or those with special needs.

DNA sequencing technology using off - the - shelf equipment devised by George M. Church at Harvard Medical School and collaborators at Harvard and Washington University in St. Louis may help realize the federal goal of reducing that price to $ 1,000 by 2015, which experts say would make it practical to decode an individual's genes for routine medical purposes.

In this direction lie proposals for building schools around learners, gearing instruction to individual goals and learning styles, pointing education toward developing an ever - broader range of human capacities, and phasing in assessment tools that get at ever - subtler nuances of achievement.

What's more, the needs of individual schools vary, so social - emotional programs should be adaptable to each school's context, demands, capacities, and goals.

Although our ultimate goal is a system of schooling that naturally evolves and improves, it's important to keep in mind that the capacity for experimenting and innovating resides in individual schools, not in central offices.

It is my goal here to show how within an individual state (where, as most recently proposed, portability's fiscal impact would be), portability would change the distribution of Title I funds across all districts, and within a district, across schools currently participating in Title I versus those who do not.

Proponents of the whole child claim such goals are ill - conceived and detract from our true mission in school: to prepare each student, as an individual, to meet his or her own potential.

Last fall, the conflict between charter and district schools intensified after someone leaked a plan from the Eli and Edythe Broad Foundation to raise up to $ 490 million from foundations and wealthy individuals to double the number of charter schools in the city, with the goal of enrolling about half the students in the district within eight years.

Voice of Experience: Professional Development: Following Your Own Lead As schools move full - tilt towards a professional development model more attuned to collegial school - wide goals, educator Brenda Dyck explores the need to balance that model with one that recognizes the professional goals of individual teachers.

By developing personal goals in partnership with individual staff members, and showing them how their development contributes to universal improvement, they will be able to see their own value to the school, and be inspired to work towards their targets as part of the whole - staff effort.

By taking the time to plan your overarching and individual goals, no matter what changes are made throughout the year, your team will be able to adapt and thrive, with all staff members using their drive and enthusiasm to further the goals of the school, and more importantly, the outcomes of their students.

The ability to build effective teams, to set goals and motivate individuals toward meeting them, and to create a sense of purpose and mission in the schools is now even more urgent.

This goal drives every aspect of the Boston Teacher Residency (BTR), a district - based program for teacher training and certification that recruits highly qualified individuals to take on the unique challenges of teaching in a high - need Boston school and then guides them through a specialized course of preparation.

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

By carefully considering the status of your school as an individual and the implications of this for your requirements and goals, this can help inform purchasing decisions to find flexible and tailored resources that can truly support your school as it progresses on its development journey.

One of the team's stated goals — part of the Mayor and Chancellor's larger Equity and Excellence for All agenda — is for every student to have an individual college and career plan as well as resources to support the plan on the path to high school graduation and beyond.4 The team offers a series of resources and tools that help support student CCR pathways.

Moreover, the goals — and effectiveness — of inclusion must be determined by each child's individual education plan, or IEP, the outline of their educational program that schools are mandated to create.

«If the goal is rich feedback at individual or school level, portfolios of some sort are indispensable while tests are of minimal use as they provide far too little information.»

At the beginning of a course or school year, it is important for teachers to invest students in individual and broader class goals.

Shifting the focus of support to districts as opposed to individual schools is a proposed goal of many SEA offices.

In addition to being easy for individual schools, Common Goal Systems products scale up to meet the needs of whole dioceses.

Effective group advocacy requires individuals to be knowledgeable, organize, define goals and objectives, understand the organization and structure of the local school system, use existing local and state systems, be committed, and be persistent and patient.

The components of HOPE COMMUNITY PUBLIC CHARTER SCHOOL's physical education program shall include a variety of kinesthetic activities, including team, individual, and cooperative sports and physical activities, as well as aesthetic movement forms, such as state activities the HOPE COMMUNITY PUBLIC CHARTER SCHOOL provides, such as Hip Hop dance, cheerleading, indoor track, creative movement, basketball, tennis, T - Ball, flag football and Girls on The Run as well as, goals to increase physical activity for students to satisfy the Healthy Schools Act requirement.

Our goal was to create a school that would meet the individual needs of Providence's diverse students through a maritime - themed curriculum that would promote social and civic skill - building as well as outstanding academic learning.

We may each have our own answers, and Dr. David Labaree of Michigan State University, posed three general goals in his 1997 article: «democratic equality - schools should focus on preparing citizens; social efficiency - schools should focus on training workers; and social mobility - schools should prepare individuals to compete for social positions.»

EdisonLearning works in collaboration with primary schools to help bring about a lasting improvement against the key measures that define school success, and the achievement of individual school goals and aspirations.

The primary goal of this model is to provide growth indicators for individual students, groups of students, schools, and districts.

Our practice With the ARCS Framework for Sustainable School Improvement at the heart of its work, Communities for Learning invests in research that inspires schools to set challenging goals as they aspire to be the very best that they can be; enables them to ask difficult questions as they probe self - identified strengths, issues and needs; supports them with experiences and tools that develop both individual and organizational expertise; empowers them to innovate and take the actions necessary to achieve their vision.

Many elementary school teachers find that this differentiated instructional strategy is an effective way for students to reach the same goals while taking into account each of their students» individual needs.

initiative with the goal of sparking dialogue within their individual school community on the impact of expectations on student achievement.

School districts should assist individual principals in developing individual professional growth plans that include goals and objectives focused on building the principal's capacity to lead the school to higher levels of success; thus helping to insure the principal's eligibility for performance School districts should assist individual principals in developing individual professional growth plans that include goals and objectives focused on building the principal's capacity to lead the school to higher levels of success; thus helping to insure the principal's eligibility for performance school to higher levels of success; thus helping to insure the principal's eligibility for performance awards

Written and designed as a guide to provide content, tools, and resources principals can use to meet individual and school - wide goals, Leading Learning Communities defines six standard practice areas that principals should comprehend and be capable of implementing in their schools.

Aguilar, director of a coaching initiative that works with public school teachers in Oakland, California, describes how effective instructional coaches help teachers set narrow but high - leverage goals, target specific behaviors teachers could improve, and connect individual coaching to schoolwide goals.

Rather than using data to create a laundry list of «what's going wrong with our schools» or to assign blame to a group or individual, it is more effective to look at equity - related data with the goal of building capacity for improvement.

• Plan a program of study that meets the individual needs and goals of students; establish clear objectives for all lessons and units; ensure that lessons — as planned, delivered, and assessed — are aligned with state curriculum and school - wide curriculum standards.

Teachers should have SMART goals based on data; students in the school should have individual reading goals that they are aware of, including actions / steps to achieve their goal.

NUT general secretary Christine Blower said: «Shifting the goal posts for grades in particular the C / D boundary has had a huge impact on individual students and the future of schools.

Recent research from the University of Chicago Consortium on School Research (Sebastian, Allensworth, & Huang, 2016) suggests that successful principals «empower school teachers and staff to take collective ownership of the school vision» and work together to achieve school goals, whereas less effective efforts tended to rely on individuals rather than the collaborative team (Allensworth and Hart, School Research (Sebastian, Allensworth, & Huang, 2016) suggests that successful principals «empower school teachers and staff to take collective ownership of the school vision» and work together to achieve school goals, whereas less effective efforts tended to rely on individuals rather than the collaborative team (Allensworth and Hart, school teachers and staff to take collective ownership of the school vision» and work together to achieve school goals, whereas less effective efforts tended to rely on individuals rather than the collaborative team (Allensworth and Hart, school vision» and work together to achieve school goals, whereas less effective efforts tended to rely on individuals rather than the collaborative team (Allensworth and Hart, school goals, whereas less effective efforts tended to rely on individuals rather than the collaborative team (Allensworth and Hart, 2018).

Whether schools are analyzing patterns of specific behaviors over time, checking in on class or individual behavior goals, or watching the health of the school using the positivity ratio, Kickboard provides the data to inform where adjustment or support is needed along the way to ensure the success of whichever program they've employed.

To develop and recognize individual expertise, schools must expand areas expertise is recognized, valued, and developed; become aware of students» interests and goals; create a favorable school climate; provide sufficient time, resources, and documenting criteria; and make developing expertise the school mission.

Articulation of district and schoolwide goals and flexibility to ensure that teacher leader roles and responsibilities meet the needs of individual schools

Linn says that the danger of putting on the brakes now is that states, districts, and individual schools may never reach the intended goals.

In Domain 1 of the leader model, data is used to track progress towards school and individual goals, much like in DQ1 of the teacher model, where students track their progress on a learning goal.

It is the goal of the Niskayuna Central School District that the information on our website be accessible to individuals with visual, hearing, motor or cognitive disabilities.

Now let's turn to Element 2: The school leader ensures clear and measurable goals are established and focused on critical needs regarding improving achievement of individual students within the school.

Notably, Kendra brought much focus to creating energetic learning environments that were considerate of individual student needs, yet collaborative with other teachers and administrators to achieving school wide goals.