Sentences with phrase «measuring change in schools»

We are committed to enabling and measuring change in schools.

The 5Essentials system reliably measures changes in a school organization through its survey, predicts school success through scoring, and provides individualized actionable reports and training to schools and school systems.

Not exact matches

Gov. Rick Scott signed into law sweeping changes to school safety and gun access on Friday — a measure crafted in response to the Marjory Stoneman Douglas High School shoschool safety and gun access on Friday — a measure crafted in response to the Marjory Stoneman Douglas High School shoSchool shooting.

While I am not prone to writing in the somewhat snarky and definitly sarcastic tone Wise employed in his Tuesday column, and although he seemed to mostly align himself with the group at Aspen - led by Dr. Bob Cantu - that views football as too dangerous to be played before the age of 14 (a position with which I respectfully disagree), I did find myself agreeing with what seemed to be his main point: that whatever measures are instituted to protect player safety will get us nowhere if the culture on NFL fields (and by extension, the high school, middle school, and youth gridiron) doesn't change.

September 14: Take in a screening of Beyond Measure: Schools at the Heart of Change, a new film by the makers of Race to Nowhere (Natick)

Paterson slammed the Legislature's decision to include a «poison pill» formula change that would require an additional $ 600 million in school funding along with other spending measures he would otherwise approve in a veto message signed Wednesday but released to the public on Thursday.

Teachers» unions and Democrats who dominate the Assembly were pleased to beat back the tax credit, while the religious organizations and charter school advocates who supported the measure were tided over with money and changes that will allow more charter schools to open in New York City.

On topic questions included: what defines a «community school», whether community schools are only located in low - income neighborhoods, whether there is a plan to extend universal pre-K to three year olds, how much more expensive community schools are to operate than «regular» schools, why was the UFT not at this announcement, whether academic gains are expected from community schools and how will such gains be measured, what programs are added to «regular» schools as they are converted into «community» schools, potential changes to the admissions process for specialized high schools and whether the seats announced today are new programs or new spaces.

A growing bipartisan number of state governors have joined calls for a reconsideration of gun laws and school safety measures after the mass shooting in Parkland, Florida, a sign that resulting legislative changes could extend far beyond Florida in the coming months.

Topics in the Q&A included the source of money for the City's planned pre-K advertising campaign, the City's target number of pre-K applicants, whether Speaker Silver thinks the proposed income tax surcharge should be pursued next year, how the pre-K selection process will work, how the City will cover the approximately $ 40 million annual gap between the estimated cost of pre-K and the amount provided in the state budget, when parents will learn whether their pre-K application has been accepted, how the City will collect data and measure success of the pre-K program, whether the existing pre-K application process will be changed, how the City will use money from the anticipated school bond issue, the mayor's reaction to a 2nd Circuit ruling that City may bar religious groups from renting after - hours space in public schools, the status on a proposed restaurant in Union Square, a tax break included in the state budget that provides millions of dollars to a Bronx condominium project, the «shop & frisk» meeting today between the Rev. Al Sharpton and Police Commissioner Bratton and a pending HPD case against a Brooklyn landlord.

In this study, researchers from the UCLA School of Nursing used the Valsalva maneuver — during which participants breathe hard out through a very small tube to raise blood pressure — to measure brain activity as it controls the blood pressure change.

To look at the rate of change in working memory in relation to different measures of socioeconomic status, the researchers studied more than three hundred 10 - through 13 - year - olds from urban public and parochial schools over four years.

In a study of 92 primary / elementary school aged children, Mr Coussens measured more than 30 different sleep parameters, such as muscle movements, breathing, eye activity and changes in the brain's processinIn a study of 92 primary / elementary school aged children, Mr Coussens measured more than 30 different sleep parameters, such as muscle movements, breathing, eye activity and changes in the brain's processinin the brain's processing.

Over the past few years, several US states and local school boards have introduced measures that would mean teachers must include the views of those who are sceptical of a human influence on climate change in science lessons.

This pilot study, conducted in upstate New York, measured the change in vegetable selection and plate waste when school grown salad greens were incorporated in the cafeteria school lunch.

The job market is highly competitive, leaving many aspiring astronomers changing fields while in graduate school, sticking it out in postdocs that seem to be measured in light years, or working in education or some other nonresearch field.

July 17, 2014 • By some measures, not much has changed for the American male in the past few decades — girls still do better in school and men still make more money.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Ausschool Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Western Australia

The changes to legislation will mean new tougher measures to raise standards in coasting schools and will apply to all types of school, including local authority run and free schools.

Parent Satisfaction Another key measure of school reform initiatives is the perception among parents, who see firsthand the effects of changes in their child's educational environment.

The winning states are making dramatic changes in how they do business — adopting common standards and assessments, building data systems that measure student growth and success, retaining effective teachers and principals, and turning around their lowest performing schools.

Consider another example from the same dataset in which high school students» cumulative grade point averages (GPAs) are related to their scores on Panorama's Growth Mindset scale, which measures how much students believe they can change their intelligence, behavior, and other factors central to their school performance.

We have to, because what's important in schools changes, and if you want to measure what kids are learning, you have to adapt to the times.

It's true that test scores are correlated with some measures of later life success, but for test - based accountability to work we would need to see that changes in test scores caused by schools are associated with changes in later life success for students.

The EBacc initially sought to improve literacy and numeracy skills and the report states that «it may be achieving these aims, at least in schools which have made significant changes to their curriculum offer in response to the measure».

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

Senate passed bill sought by Governor to change state school beard from elected to appointed, but measure stalled in House.

David Armstrong continued: «Identifying two indicators - emotional intelligence and social skills - and mapping these to the Achieving Schools Theory of Change, is an important first step in measuring the longer term outcomes of the programme, such as reduced risk of antisocial behaviour and spending time in prison and reduced risk of mental ill - health and long - term illness.

Paterson said he thinks New York could have won $ 500 million to $ 700 million in the Obama administration's «Race to the Top» program to improve public schools if the Legislature made two changes he urged: lifting the cap on the number of charter schools in the state from the current 200 and ending a measure that prohibits student...

We included administrative data from teacher, parent, and student ratings of local schools; we considered the potential relationship between vote share and test - score changes over the previous two or three years; we examined the deviation of precinct test scores from district means; we looked at changes in the percentage of students who received failing scores on the PACT; we evaluated the relationship between vote share and the percentage change in the percentile scores rather than the raw percentile point changes; and we turned to alternative measures of student achievement, such as SAT scores, exit exams, and graduation rates.

Even when we estimated the probability that an incumbent won a majority of the votes in each precinct, or accounted for test - score changes and levels as a function of dollars spent on students, or measured the relationship between an incumbent's vote share in one election and the previous election, the overwhelming weight of the evidence indicated that school board members were not being judged on improvement or weakening in school test scores.

While greater accountability has been welcomed for its role in helping to drive up quality, it can make it harder to recruit Principals both for schools in special measures and those given an outstanding grade before Ofsted changed its criteria.

Changing times signal an appropriate time to review the risks schools face, to ensure that emerging risks are identified and suitable counter measures put in place.

We analyzed test - score data and election results from 499 races over three election cycles in South Carolina to study whether voters punish and reward incumbent school board members on the basis of changes in student learning, as measured by standardized tests, in district schools.

In 2016, the LTT NAEP could have provided another authoritative measure of national achievement, at a time when Common Core and other education reforms are changing U.S. schooling.

Many school leaders attribute this to changes over the past two years in how school performance is measured and the greater focus on pupils» achievement in academic subjects.

We measured value - added with the average change in combined reading and math scores for a school's students between the end of 3rd grade and the end of 4th grade; we measured cross-cohort changes with the change in 4th grade scores from one year to the next.

There are a number of reasons: 1) student achievement probably wasn't used as the measure of teacher effectiveness; 2) before the advent of the modern computer, in the mid-1960s, some of the more sophisticated analyses were not feasible; 3) the structure and makeup of schools change, making the findings less applicable to the current situation; 4) most important, older studies may not control for critical variables, such as students» backgrounds or past achievement.

But whether the proposed changes are common - sense measures that would better and more reliably identify needy schools or attempts to duck accountability is largely in the eye of the beholder.

The aforementioned changes to pay and conditions is a further illustration of why schools need to develop some form of support and guidance network to take stock of external developments and put in place the necessary measures.

In addition to this, schools need to discuss energy efficiency, make the needed changes and measure the savings, and continue to manage the school's energy use by enforcing necessary procedures.

This way there had to be changes and I could rally together pupils, staff and parents and say «look, we've got a year to turn the school around otherwise we will be put in special measures».

We bury them in committees, schedules, supervision, volunteer programs, data analysis, before - school and after - school meetings, materials, activities and evening events, training, special programs — and sprinkle a little goal - setting, demands, testing, accountability, evaluations, and relentlessly high expectations for change and improvement on top for good measure.

The study, which includes 150 secondary school teachers in twenty - eight states, is measuring «the impact of these instructional changes, such as more frequent assessment and types of classroom discourse, on student performance in algebra.»

Winner: Woodside Primary Academy, London Woodside was put into special measures by Ofsted in 2012, but changes made under headteacher Shane Tewes involved parents and pupils, and a remarkable turnaround now sees the school rated Outstanding.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

Washington — If the House - approved tax - reform bill becomes law with its rule on contributory pensions intact, the measure would change the tax status of the vast majority of school employees who retire in the next few years.

Schools are breathlessly trying to catch up with the speed of change, but in fact are changing all too little to enable their students to measure up to their global competitors.

To explore this, I examined achievement changes by item type for low -, moderate -, and high - performing schools, as measured by the percentage of students scoring at or above national norms on the ITBS reading exam in 1995.

A future annual survey of textbook usage and student achievement could do a better job of isolating the effect of individual textbooks by measuring changes in student achievement as schools transitioned from one book to another.