Sentences with phrase «improvement focused on data»

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.

Not exact matches

This week our Big Data Barometer, focusing on the mood around the French elections, shows a further decline although tentative signs of improvement can be seen.

He is an epidemiologist by training and an acclaimed public health researcher, whose work has focused on driving improvements in data quality to support changes in health care.

More specifically, she focuses on the development and use of multidisciplinary approaches, combining data from different sources, to identify the determinants of disease transmission in different ecological settings, providing evidence for the improvement of current control policies, as well as the development of new ones.

«Hospital administrators, policymakers, surgeons and hospital epidemiologists can use these data to make a business case for quality improvement efforts focused on SSIs,» authors noted.

Focus group data analysis on the 2011 Sit N Fit Chair Yoga pilot study showed pain reduction, improved mobility, a feeling of security and improvement in sense of well - being.

Data analyzed on adults with moderate to severe Alzheimer's Disease showed significant improvement in balance, gait speed, walking ability as well as increased focus and concentration.

Since introducing the three targeted programs and implementation model in 2016, Buchanan says the school has seen: improvements across a range of classes using the NAPLAN writing scale of up to 40 per cent; improvements in spelling using NAPLAN assessment and internal data of up to two years within a 12 month period; and its first spike in NAPLAN numeracy improvement for Years 3 and 5 (the two year groups staff focused on through the program).

Alonso served as CEO of Baltimore City Public Schools (City Schools) for six years, where he led a reform effort marked by a rebalancing of authority and responsibility among stakeholders, the building of a coalition in support of City Schools, leading edge labor contracts, and a focus on individual students and teaching and learning that yielded marked improvement in achievement and climate data across all levels, the first increases in enrollment in 40 years, and widespread political and ground root support for what have been divisive reform strategies in other districts.

I hope to make the work of instructional leaders sustainable and scalable so that the focus on data - driven instruction, a focus on culture and continuous improvement becomes the norm and not the exception.

With the PLC at Work model, data analysis focuses on the progress of each individual student, looking at specific percentage improvements and sharing strategies around how to maximize strengths and overcome weaknesses.

This required focusing on specific areas of leadership practice separately (e.g., methods of clinical supervision, school - improvement planning, classroom walk - throughs, uses of student performance data), or within comprehensive guidelines or frameworks for leadership practice.240 In one of the higher - performing urban districts in our sample, district officials organized a three - year principaldevelopment program based on Marzano «s balanced leadership program.

The strongest relationship here is with Emphasis on teamwork -LRB-.45), Focus on quality -LRB-.39), District culture -LRB-.38), Use of data -LRB-.35), Jobembedded professional development for teachers -LRB-.35), Relations with schools and stakeholders -LRB-.35), Targeted improvement -LRB-.31), and Investment in instructional leadership -LRB-.23).

The article discusses the use of data - driven decision making in education and school improvement programs, focusing on how its effective implementation can improve student outcomes.

They were Principal Self - Rating on Shared Leadership Skills, Principal Self - Rating on Improvement Planning Focus, Principal Rating of District School Improvement Focus, Principal Rating of District Shared Leadership Skills, District Policies to Support Organizational Learning, and District Focus on Data - Based Decision Making (see Table C1.6.2 in Appendix C).

Looking at the effect of diversity, we find a significant main effect for Principal Self - Rating on Improvement Planning Focus, Principal Rating of District School Improvement Focus, and District Focus on Data - Based Decision Making (see Table C1.6.3 in Appendix C).

Presenter: John Foster, NOCTI The NRCCTE is developing two professional development models focused on improving secondary CTE that address: supporting teachers entering the profession through alternative routes and the use of technical assessment data to drive instructional improvement and student achievement.

Today, too much professional development focuses on analyzing data, she said, instead of discussing student improvement.

Phase II kicks off with two training sessions focused on developing data literacy, data collection, data systems and instilling a continuous improvement cycle.

One of the things that make Butler College Prep and Noble unique is our focus on data - driven continuous improvement.

As her school improvement coach, it was time for me to help her look at the entire year - answering questions about where they started, what they focused on and finally, what the data was saying about growth.

Rather than magic, teachers, parents and students give more likely explanations for the off - the - charts improvement: all the Saturdays, early mornings and late afternoons worked by every staff member (from the principal to the PE teacher); a shift in school culture to better respect and understand students; and a newfound focus on data and educational technologies.

In this new school, I plan on working with the school improvement leadership team in designing staff development programs that will equip the instructional staff with the skills necessary to promote collaboration in identifying grade level focus on highest student achievement, as identified by the student performance data.

In the process, they are increasing their own capacity to make and sustain improvements within their schools using a sequence of steps drawn from improvement science methodology: define and learn more about the focus problem, pilot a small change in iterative cycles, and collect and reflect on data from the experience.

It prepares district and school administrators and / or leadership teams to: • Make data actionable and competency - based • Use data to bring coherence across improvement initiatives & maximize their impact • Build a system - wide culture of data - literacy and student - focused teaching and learning • Create capacity to collect evidence needed to validate successful implementation and gauge impact on achievement Leaders will learn what it takes to initiate, support, and sustain the meaningful and productive use of data throughout an organization — with an emphasis on how to support teachers» use of data.

In data - focused team meetings, teachers may eagerly examine a wide variety of information on student learning, consider multiple interpretations of the data, support one another in developing meaningful instructional improvements — or not.

Data - driven and research - based improvement efforts that focus on raising student achievement.

The cornerstones of the improvement strategy were strong principals and teachers, a data - practice partnership focused on evidence - based strategies, and a culture of innovation.

With ESSA's increased focus on whole child education, programs are developing and implementing innovative approaches to collecting and using data to measure family engagement and target areas for improvement.

AUSL's continuous improvement process is centered on ongoing cycles of real - time, data - driven, action - focused feedback and intervention.

In a world of hyper - change, I need more than data and improvement plans to survive: I need books that re-energize me and help me to focus on the basics of leadership.

If I had the opportunity to meet with a new school administrator regarding implementing intensive interventions within their school or district, I would advise them to focus on four main components of a multi-tiered systems of support (MTSS): (1) establishing a student - focused culture in your building, (2) establishing efficient procedures for data collection and analysis, (3) establishing a strong core instructional program and (4) focusing on continuous improvement.

Dr. Beam, faculty at University of North Georgia as well as a former principal and assistant principal, shared with us her process for using data to initiate change within a school, create a shared vision among faculty, and guide an improvement project, specifically focusing on mathematics.

Participants focus on their schools» data and performance, applying their learning as they facilitate their school teams through the school improvement cycle.

He has published numerous articles on improving student achievement, and his books include The Purposeful Classroom: How to Structure Lessons with Learning Goals in Mind; Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention; Checking for Understanding: Formative Assessment Techniques for Your Classroom; How to Create a Culture of Achievement in Your School and Classroom, and Using Data to Focus Instructional Improvement.

Reach has as its core mission the improvement of student achievement outcomes as predictors of success in college or career in the 21st century, bringing attention to high - leverage instructional practices, including LDC, that empower teachers with effective practices, and a focus on a set of core habits (student engagement, academic learning behaviors, differentiation, intentionality, data analysis, and language and thinking development).

From both decades of research and the craft knowledge of educators who've jumped in and turned around schools, we know these practices generally yield improvement: (1) a focus on what kids need to learn: (2) collaboration on instruction and assessment; (3) examining assessment data; (4) using patterns in data to improve instruction; and (5) building trusting relationships.

Oregon's efforts to support innovation and school improvement have focused on proficiency - based learning models and early steps toward creating multiple measures data dashboards.

Kentucky is also using a multiple measures data dashboard to highlight school success, identify areas for improvement, and deploy focused support based on local needs.

Source: Data on the number of schools in improvement under NCLB and the number of priority and focus schools under ESEA Flexibility collected from http://eddateexpress.ed.gov/.

Statewide systems of school improvement and support were focused largely on compliance and sanctions based on bald, end - of - year data that provided little evidence of how results were achieved and moreover, were not useful for making decisions at the school and system levels.

The professional learning culture of each school is well articulated, collaborative, and focused on continual improvement informed by analyses of student, practitioner and school data.

The rise was backed by Boston Plan for Excellence, a local ed fund focused on 1) preparing and supporting diverse, highly effective teachers for Boston's schools, 2) cultivating ambitious instruction in every classroom with a coherent, data - driven approach to school improvement, and 3) creating break - the - mold new schools that ensure all students are prepared to succeed in college and career.

Often assessments focus on general management skills and knowledge rather than on specific behaviors (such as data analysis and goal setting) that lead to school - wide improvements in teaching.

Such experiences combine input from external and local experts, are focused on school and district priorities for improvement and are justified by evidence of need (e.g., student data).

The outcome of Establishing a System for Continuous Improvement is collaborative discussion of data that is timely, relevant to improve student learning, and focused on continuous improvement of the teaching and learnImprovement is collaborative discussion of data that is timely, relevant to improve student learning, and focused on continuous improvement of the teaching and learnimprovement of the teaching and learning system.

The NRCCTE is developing two professional development models focused on improving secondary CTE that address: supporting teachers entering the profession through alternative routes and the use of technical assessment data to drive instructional improvement and student achievement.

This data provides more evidence that participation in programs focused on social and behavioral development can lead to improvements in three key areas of a child's education: attitude, behavior, and academic performance.

This commitment includes overseeing and monitoring the program, thoughtfully using the data you collect and focusing on continuous improvement.

Future data set development efforts will include a focus on further improvements to the temperature record in this area of the world.»