Sentences with phrase «need of improvement measures»

Adequate Yearly Progress (AYP) proficiency standards were set by the No Child Left Behind Act of 2001 and are used to locate public schools in need of improvement measures or increased federal funding.

Not exact matches

In a conference held on Tuesday, Lee said:» «We kept the base rate unchanged today as there is a need to closely examine growing protectionist measures and uncertainties abroad, although the local economy is expected to keep firm growth on the back of improvements in the global economy.»

The RBC housing affordability measure captures the proportion of pre-tax household income that would be needed to service the costs of owning a specified category of home at current market values (a fall in the measure represents an improvement in affordability).

The immortality project is doomed to failure, and extraordinary measures to defy death consume resources that are needed to sustain and strengthen the first two «phases» of health improvement.

With the publication of this manual on the Anker Methodology of Living Wage measurement, there is an unprecedented opportunity to measure living wages that are accepted by the variety of players involved in living wage issues, and to lead cooperation and shape discussions about worker needs and wage levels around the world, to achieve progressive improvement in wages towards a living wage globally.

Future investigations are needed to further elucidate the discordance and underlying mechanisms of sleep improvement between those patients with and without OSA with objective sleep measures,» the authors write.

The improvements in self - reported symptoms, an indication of a marked return to wellness, are supported by reduced need for medication along with other confirmed objective measures.

Although ESSA requires states to intervene in the lowest - performing five percent of schools, far more schools need dramatic improvement, regardless of how you measure performance.

Rather than relying only on a numerical index or an A-F grading system that would obscure the critical information needed for improvement, the measures above should be part of a dashboard that informs educators and the community about progress in each area and allows for analysis of what's working and where attention is needed.

Arne Duncan, the new U.S. secretary of education, got this right in Chicago when he made «student connection» one of four outcomes that need to be measured in his school improvement plan efforts alongside student outcomes, academic progress, and school characteristics.

Instead, the final bill was highly prescriptive about how states would measure school performance and what states needed to do to schools deemed «in need of improvement.»

Under the NCLB - era accountability regimes in many states, practically every school serving lots of low - income students was eventually designated as failing («needs improvement») because the dominant measures of school performance at the time — especially proficiency and graduation rates — are strongly correlated with prior achievement and student demographics.

Even with improvement, better measures, and better policies, big online schools will likely have performance levels similar to those of big districts serving high - need, high - mobility populations.

While areas in need of improvement surely exist, it is also difficult to believe an «inadequate» state is among the national leaders in student achievement by a widely accepted measure.

• States should place as much emphasis as possible on measures of student growth to draw as much attention as possible to schools that are most in need of improvement.

Measuring progress of student learning does not have an impact if the results are not published in a clear, transparent, fair manner that allows the general public to see the progress and the areas that need improvement.

The inspection report, which claims the school needs to be placed in special measures, criticises Grindon Hall for ineffective improvement systems, inadequate safeguarding, a curriculum which «does not adequately prepare pupils for life in modern Britain» and claims pupils «show a lack of respect and tolerance towards those who belong to different faiths, cultures or communities».

The index measures innovation activities and conditions of urban schools along 42 indicators in nine categories: Innovation Culture Need for Academic Improvement Collaboration and Coordination Read more about The U.S. Education Innovation Index: Prototype and Report -LSB-...]

«Our Social Mobility Action Plan set out measures to drive improvements in key skills including numeracy, targets areas that need the most support through our # 72 million Opportunity Areas programme and builds on the almost # 2.5 billion we provide each year to schools to help raise the attainment of disadvantaged pupils.»

The ASCD School Improvement Tool is an online needs assessment survey that focuses on the whole child indicators as well as measures of sustainability, school climate and culture, curriculum and instruction, leadership, family and community engagement, professional development and staff capacity, and assessment.

Rural and suburban, affluent and impoverished, high - achieving and struggling — regardless of context, schools need reliable data that guide and measure improvement.

Many of those working in the field of CTE have grappled with the need for a uniformly global set of information — a national - level database or a standardized set of definitions and measures — to meet CTE's multiple needs, including accountability and evaluation, career guidance, and program improvement.

The new system is designed to foster the continuous improvement of all schools with three levels of support: general support for all schools, support for a subset of schools that are struggling on several measures that is focused on those areas of need, and intensive support for schools with persistent, significant problems.

Many student - level measures of social and emotional skills, for example, naturally trend downward at certain ages, regardless of whether or not students» skills have actually declined.48 Research has also found that students are more candid when talking about, or rating, their peers than they are themselves.49 As a result, more research is needed to determine if and how states should use these measures to identify schools for improvement.

With this law, many key decisions are left up to the states — from what indicator is measured, to communicating how schools are doing on those measures, to identifying schools that need to improve for any group of students and what to do for school improvement efforts (The Education Trust, 2017).

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

The new law requires states and districts to create comprehensive data dashboards; states to design systems that identify schools for improvement using new measures of school quality or student success; and districts to develop improvement plans based on school - level needs assessments.

Typical examples include: the expectation of high return on investment (short payback period); high capital costs and long project development times for some measures; lack of access to capital for energy efficiency improvements and feedstock / fuel change; fair market value for cogenerated electricity to the grid; and costs / lack of awareness of need for control of HFC leakage.

In the 66 % 2 °C Scenario, aggressive efficiency measures would be needed to lower the energy intensity of the global economy by 2.5 % per year on average between 2014 and 2050 (three - and - a-half times greater than the rate of improvement seen over the past 15 years); wind and solar combined would become the largest source of electricity by 2030.

PROFESSIONAL EXPERIENCE PNC BANK, Evanston, IL (6/2012 to Present) Branch Manager • Determine the branch's market share and optimize growth in sales and profits • Develop client relationships by ensuring that relationship managers are performing their work properly • Work closely with bank management and sales teams to determine sales targets • Ascertain that bank staff is aware of sales targets and perform reviews towards these goals • Manage branch operations and motivate staff members to strive and exceed sales goals • Develop forecasts and financial objectives and ensure that staff members are in sync with them • Locate areas for improvement and propose corrective measures • Meet with corporate clients to determine their needs and ensure that they are fulfilled immediately • Address both client and staff issues promptly and ensure that they are resolved • Handle networking and marketing duties to make sure that the bank's revenue and sales goals are met constantly

Barnes and Noble Distribution Center (Memphis, TN) 12/2001 — 6/2004 Logistic Analyst • Developed KPI and methods for monitoring the Logistics in S&OP areas • Created weekly and monthly reports, charts, and pivot tables for various KPI's • Applied Process Excellence tools to identify and evaluate business challenges • Designed and implemented business operation, process, and system improvement measures • Maintained interfaces between ordering system and warehouse management system • Provided internal technical support for the WMS system • Developed new modules and WMS system enhancements • Oversaw creation of customized reports in Cognos to support business needs • Executed validation change control process and escalation of issues

• Managed talent acquisition programs for multi-billion dollar companies across the United States • Clients included Yahoo!, Microsoft, Tumbleweed Communications, BEA, & Aderactive • Responsible for designing and implementing comprehensive recruitment and training programs • Trained and led staffing team consisting of recruiters, sourcers, coordinators, and schedulers • Offered guidance in recruitment, interview, negotiation, and training best practices • Developed execution plans offering metrics, hiring goals, and improvement strategies • Evaluated company staffing model, identified needs, and recommended remedial measures • Interacted with company CEO's, Presidents, and other members of senior leadership • Partnered with HR, Development, and other company departments to best meet company goals • Significantly cut personnel costs and turnover rate through recruitment of career employees • Recruited, interviewed, screened, and filled positions from entry level to senior leadership • Negotiated and finalized compensation packages and job descriptions • Managed complex personnel issues during company acquisitions and mergers • Responsible for ensuring that recruitment procedures empowered underrepresented groups • Authored reports detailing cost per hire, turnover ratios, and retention statistics • Utilized online and in - person recruitment tools and methods to attract best possible candidates • Developed working knowledge of varied professional fields to best fill positions • Built strong, long - term relationships with industry leaders across multiple professions • Cultivated sourcing pool for technology, sales, marketing, and other professional skill sets • Maintain strong ties to leading colleges and universities for recruitment purposes • Performed all duties in professional, efficient, and effective manner

To implement continuous quality improvement, organizations should form a team that has knowledge of the system needing improvement, define a clear aim, understand the needs of those served by the system, and identify and define measures of success.

Regardless of how well your continuous quality improvement program is working, it is important to regularly look at the outcomes being measured and the tools used to measure the outcomes to see if they need revision.

While both measures represent improvements since 2005, they also indicate areas of clear and persistent need.

Given the limited improvement typically obtained in treatment studies that use peer report measures as outcomes with ADHD samples and the well - documented predictive validity of peer reports for later adjustment, the need for more intensive interventions and novel approaches to address the peer problems of children with ADHD is emphasized.