Sentences with phrase «only measure of progress»

Practising such a piece of writing is not enough to secure success in that task, nor is it the only measure of progress towards it.

Landing a book deal or self - publishing a bestseller aren't the only measures of progress on the writing journey.

Not exact matches

The only way we can achieve this kind of insight and transparency on our progress is to avidly measure our daily tasks.

Though most firms have pages proclaiming the importance of diversity to their culture and success, only one out of every five companies provides any information to show that they're measuring their progress.

-- You can convince your VCs of reviewing on a monthly base only those metrics that will measure progress more accurately at this stage, instead of all the financial data which is not relevant — You can set up the right financial systems / software to help measure basic financial information, and allow your VC access to additional financial figures every quarter or by request If none of these work: — You can try convincing your VC of using the right metrics as well as the financial ones, and to be measured by a mix of both — You can hire a seasoned part - time CFO who can at least free you of the hurdle of putting the numbers together

They intuitively want to convey to their clients that they are working hard, and one of the only ways to measure work progress (from the perspective of the client) is by looking at activity within the portfolio.

i wld really wish that we measure our hype and not loose focus after what i wld call exceptional performance by our lads against MANURE.We can only hope that lessons have been learnt and mistakes of the past will be duly corrected as we progress forward.

Most new parents only have the big benchmarks of gross motor milestones - rolling, sitting, crawling and walking - to use as measures of their babies» progress.

That this House notes that ISIL poses a direct threat to the United Kingdom; welcomes United Nations Security Council Resolution 2249 which determines that ISIL constitutes an «unprecedented threat to international peace and security» and calls on states to take «all necessary measures» to prevent terrorist acts by ISIL and to «eradicate the safe haven they have established over significant parts of Iraq and Syria»; further notes the clear legal basis to defend the UK and our allies in accordance with the UN Charter; notes that military action against ISIL is only one component of a broader strategy to bring peace and stability to Syria; welcomes the renewed impetus behind the Vienna talks on a ceasefire and political settlement; welcomes the Government's continuing commitment to providing humanitarian support to Syrian refugees; underlines the importance of planning for post-conflict stabilisation and reconstruction in Syria; welcomes the Government's continued determination to cut ISIL's sources of finance, fighters and weapons; notes the requests from France, the US and regional allies for UK military assistance; acknowledges the importance of seeking to avoid civilian casualties, using the UK's particular capabilities; notes the Government will not deploy UK troops in ground combat operations; welcomes the Government's commitment to provide quarterly progress reports to the House; and accordingly supports Her Majesty's Government in taking military action, specifically airstrikes, exclusively against ISIL in Syria; and offers its wholehearted support to Her Majesty's Armed Forces.

«That this house notes that ISIL poses a direct threat to the United Kingdom; welcomes United Nations Security Council Resolution 2249 which determines that ISIL constitutes an «unprecedented threat to international peace and security» and calls on states to take «all necessary measures» to prevent terrorist acts by ISIL and to «eradicate the safe haven they have established over significant parts of Iraq and Syria»; further notes the clear legal basis to defend the UK and our allies in accordance with the UN Charter; notes that military action against ISIL is only one component of a broader strategy to bring peace and stability to Syria; welcomes the renewed impetus behind the Vienna talks on a ceasefire and political settlement; welcomes the Government's continuing commitment to providing humanitarian support to Syrian refugees; underlines the importance of planning for post-conflict stabilisation and reconstruction in Syria; welcomes the Government's continued determination to cut ISIL's sources of finance, fighters, and weapons; notes the requests from France, the US and regional allies for UK military assistance; acknowledges the importance of seeking to avoid civilian causalities; using the UK's particular capabilities; notes the Government's will not deploy UK troops in ground combat operations; welcomes the Government's commitment to provide quarterly progress reports to the House; and accordingly supports Her Majesty's Government in taking military action, specifically airstrikes, exclusively against ISIL in Syria; and offers its wholehearted support to Her Majesty's Armed Forces.»

It's important not only that the government has ways of measuring its own progress in cyber security, but also of communicating that progress to parliament and the public.

And herein lies progress, for what can be measured has a much better chance of being understood by us than does something that can only be argued about.

The parties also agreed on the indicators they will use not only to measure progress, but to also strengthen measures to make the land resilient to climate change and to halt the biodiversity loss that follows the destruction of ecosystems.

The only disadvantage of isometrics is that you can't measure your progress.

1) Holistically Weight is a great way of measuring progress, but it's only part of the health story.

Yet gender diversity in film remains lacking enough that when two people passed out at a recent film - festival screening of Julia Ducournau's cannibalism coming - of - age tale, Raw — much to the director's surprise and dismay — it was not only noteworthy but also a perverse measure of progress.

My own view is that these kinds of measures are fine, but unless we can make progress in affecting the home environments of today's children, any progress will be modest at best, and the job of the schools will only become more difficult.

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.

This vacuum stems not only from the difficulty of the endeavor but also from a persistent national clash between an obsession to train students solely for high scores on multiple - choice tests and an angry disenchantment with measuring progress of public schools, educators, or education schools.

Rather than being judged only in terms of age - based expectations, successful learning would be measured as the progress individuals make, whatever their starting points.

At present, the desired performance standard of a country is measured by what is accomplished only in the economy using as reference the size and progress of the growth of GDP (Gross Domestic Product) ignoring the other systems.

This camp claims that tests, as currently administered, are the only fair and «objective» measure of progress and should determine all or most high - stakes decisions.

In 1983 only a handful of states had any standards, and we were measuring progress in education almost solely by the increase in spending rather than achievement.

Creating formal assessment of these hard - to - measure qualities would not only help to elucidate whether students are making progress in these areas, but would help shift the attention back onto what's important.

The extensive focus on test scores as the only measure of student progress is forcing educators to teach to the test.

This theme was echoed by the former chancellor, who said in a recent blog post that «rising test scores are a critical measure of school progress, but they aren't the only metrics we can use...»

But, depressingly, this only brought the group up to 8 percent proficiency; and despite this progress, they are outperformed by the low - income students (measured by scale scores) of every participating city except Detroit.

The report, released Wednesday, relies on standards used by the National Assessment of Education Progress, the only national - level standardized test, considered the gold standard for measuring actual student achievement.

We only have two snapshots of achievement from which to measure progress.

From next year, an approved reception baseline assessment will be the only accepted way of measuring how well a primary school's pupils have progressed to Year 6.

One major vendor of value - added measures (i.e., SAS as in SAS - EVAAS) long has held that the tests need only to have 1) sufficient «stretch» in the scales «to ensure that progress could be measured for low - and high achieving students», 2) that «the test is highly related to the academic standards,» and 3) «the scales are sufficiently reliable from one year to the next» (see, for example, here).

Test scores released Tuesday for the National Assessment of Educational Progress (NAEP) continued a decade - long trend of stasis, with small improvements measured only for performance in eighth - grade reading.

The Measures of Academic Progress, or MAP test, offers certain advantages over the Wisconsin Knowledge and Concepts Examination, which is the only test that can be used for school accountability purposes.

The release added: «Today's results form only one part of how primary school performance is measured — later in the year results for pupil progress will be published.

In order to monitor Arizona's progress towards the Governor's goals, we should encourage any programs or initiatives that not only address early identification and interventions for students struggling in math, but also measure and report the math performance of all eighth grade students, no matter the test they take.

What evolved was a measurement framework that based its assessment of school quality on students» performance on only a single assessment (an invalid standard for measuring student progress) and mandated a series of wide - ranging sanctions that did not prove to significantly improve student or school performance.

A Department for Education spokesperson said exclusions could only be issued on disciplinary grounds and that it was introducing stronger measures to ensure mainstream schools continue to be accountable for the progress of pupils they place in alternative provision.

But Julie McCulloch, primary specialist at the Association of School and College Leaders, said a new baseline assessment in reception was «good for children and schools» because «schools will be given credit for a pupil's progress through their whole time at primary school from the age of four to 11, instead of the current system which measures progress only from the age of seven.»

In contrast to the traditional methods of measuring school effectiveness (including the adequate yearly progress system set up under NCLB), value - added models do not look only at current levels of student achievement.

In the school year before AYD was implemented, scaled scores for those students had increased by only 1 point on the Measures of Adequate Progress (MAP) test, and just 20 % met district growth targets.

ESSA's regulations also call for the measuring progress of English learners on English proficiency in grades 3 - 12 and graduation rates for high schools only.

Clovis and Sweetwater are the only two districts with evaluation forms that «appear to meet all the pupil progress requirements of the Stull Act, including both progress of pupils toward district - adopted and, if applicable, state - adopted academic content standards as measured by state - adopted criterion referenced tests,» the report states.

«The Flippen Group's easy to follow step - by - step approach to Capturing Kids» Hearts has enabled my staff to effectively create positive choices for challenging and disruptive students, and has made a positive impact on our school's overall climate that is measured not only in the progress seen on our school's New York City Progress Reports, but also in the very feeling of our building when you eprogress seen on our school's New York City Progress Reports, but also in the very feeling of our building when you eProgress Reports, but also in the very feeling of our building when you enter it.

Measured Progress is one of only five educational assessment companies to become a WebbAlign Depth of Knowledge (DOK) Partner.

On - track indicators of college and career readiness must measure not only academic and engagement factors that ensure learners are making progress toward content mastery or proficiency, but also behavioral factors that relate to the mastery of the lifelong learning skills needed to succeed in postsecondary pathways.

There is only one reliable measure of overall student achievement in the United States: the National Assessment of Educational Progress, administered biannually to a representative sample of students by the U.S. Department of Education.

Earlier State efforts at defining and measuring learning outcomes have not yielded much progress, thus compelling the GoI to commit to the development of a learning outcomes policy that will be applied to both government and private schools (note: state academic standards in the U.S. apply only to public school systems).

As Congress begins preparing for debate over the reauthorization of No Child Left Behind, state schools chief Tom Torlakson has joined the chorus of voices calling for the replacement of Adequate Yearly Progress with a new growth system - one that not only measures student academic progress but also health and wellness, and school dropouProgress with a new growth system - one that not only measures student academic progress but also health and wellness, and school dropouprogress but also health and wellness, and school dropout rates.

ESSA is clear that the school ratings have to reflect how schools are doing for all students and for each student group on each of the indicators (except progress toward English - language proficiency, which is only measured for English learners).

In analyzing these results, as well as other survey data, the nonprofit Center for American Progress (CAP) determined that teachers are more likely to support programs that rely on a variety of measures of teacher performance, rather than those that rely on only one measure (such as test scores).