Sentences with phrase «program assessment team»

Not exact matches

The team training programs include a variety of options from fitness and performance assessments, to nutritional advice and meal planning.

Schools involved in our program send full teams to attend intensive conferences where they work with a coach to design action plans to implement best practices in areas such as curriculum, assessment, homework, school schedule, and a healthy school climate.

Throughout the school year, each team works with a Challenge Success coach to design and implement positive changes in areas such as curriculum and assessment, homework policies, the daily school schedule, and health and wellness programs.

Our schools send teams of educators, parents, and students to our annual conferences and work with our coaches to make positive changes in curriculum and assessment, homework policies, the daily school schedule, and health and wellness programs.

My experience with the Newcastle football team in Oklahoma leads me to believe that, as long as impact sensors are strictly used for the limited purpose of providing real - time impact data to qualified sideline personnel, not to diagnose concussions, not as the sole determining factor in making remove - from - play decisions, and not to replace the necessity for observers on the sports sideline trained in recognizing the signs of concussion and in conducting a sideline screening for concussion using one or more sideline assessment tests for concussion (e.g. SCAT3, balance, King - Devick, Maddocks questions, SAC)(preferably by a certified athletic trainer and / or team physician), and long as data on the number, force, and direction of impacts is only made available for use by coaches and athletic trainers in a position to use such information to adjust an athlete's blocking or tackling tec hnique (and not for indiscriminate use by those, such as parents, who are not in a position to make intelligent use of the data), they represent a valuable addition to a program's concussion toolbox and as a tool to minimize repetitive head impacts.

Guidance Materials: The State Board of Education and the Illinois Nutrition Education and Training Program provides districts with wellness policy resources, including a Local Wellness Policy Toolkit (2005) that includes an action plan checklist, a needs assessment and annual evaluation tool, a model policy developed under a USDA Team Nutrition grant, and other resources for developing local wellness policies.

She has served as team leader on a number of health program evaluations and lead trainer for «training of trainer» workshops in Africa and Asia and has published extensively in the fields of breastfeeding and infant and young child feeding, cross-cultural health, health systems research, and health assessment.

Over the course of the three - year curriculum project, the research team will design materials for students along with a professional development program and materials for teachers and a set of assessments for evaluating students» understanding of the energy concepts and science practices that are targeted in the new unit.

The Department of Homeland Security Science and Technology Directorate (S&T) Explosive's Division's Canine Program is conducting independent assessments and developing products to assist canine explosive teams to better accomplish their missions.

In the final report of a three - part national assessment of Chapter 1, mandated by the Congress in 1983, an independent research team says that, despite an overhaul of the program's authorizing legislation in 1981, the services it funds and the kinds of students it serves have remained relatively stable since the federal government began financing compensatory education in 1965.

I was fortunate to have the opportunity to gain hands - on experience using authentic assessment when I stepped outside my comfort zone and joined our teaching team for our Starting Strong program (full disclosure — I live a «cushy» life as a high school music teacher).

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Previous assessment teams that have examined the program, which was named Chapter 1 from 1981 to 1994, have issued interim reports that were mainly descriptive.

«One of the assets that really helped us achieve it was that we had a culture in the school of working in project teams, the staff really embraced the process and it was natural for us to set up projects to look at various aspects of our programs and curriculum as part of that assessment.»

Such leaders understand the nuances of teaming, student advocacy, exploration, and assessment as components of a larger middle level program.

Each school shall participate in an assessment of the educational program by a joint intervention team appointed by the commissioner which shall include district representation and may include a distinguished educator.

After a review of program materials (syllabi, handbooks, rubrics, and assessments) and a multiday visit to campus during which a team of external examiners interviewed faculty, students, and school personnel, NCATE found no areas of weakness and recommend approval of education programs.

For example, the district «s Director of Evaluation helped a team of university people put together an assessment training program for experienced teachers.

Team members review the results from these assessments in an effort to identify and address program concerns (areas of learning where many students are experiencing difficulty).

In these roles, she ran afterschool programs, led a team of City Year Americorps Members, and researched local and state assessments.

A national program to train and maintain school - and community - based threat assessment teams that include mental health and law enforcement partners.

Through a series of comprehensive assessments, the team established a set of priorities for a teacher - led program plan.

As a result, the QSAR Tool is appropriate for formative assessment and building teams that will work toward program improvement.

The appointed review team then undertakes an intensive visit to the country spanning at least one full week that includes visits to schools, teacher education programs, inspection and assessment services, local school districts, teachers» and administrators» organizations, university and Ministry research departments, and the offices of Ministers and their senior staff.

Erkens defines collaborative common assessment as «any assessment, formative or summative, that is either team created or team endorsed in advance of instruction and then administered in close proximity by all instructors so they can collaboratively examine the results, plan instructionally agile responses, analyze errors, and explore areas for program improvement.»

The program will award 30 schools with grants to support teacher teams in the use of next - generation, learner - centric assessment and will incorporate expert - led professional development and software resource tools.

They include, but are not limited to: Mentoring Programs (Peer, Multi-generational), Business and Civic Partnership Programs, Fieldtrips and Fieldwork, Project Based Learning, Positive Behavior Intervention Systems, Authentic Assessments, Integrated Arts Education, World Language studies beginning in the early grades, Theme based learning projects, Environmental Education, Cooperative Learning Strategies, Apprenticeship and Career Awareness Programs, Service Learning, Values Education Programs, Student Leadership Programs, Self - assessment and Reflection for Teachers and Students, Fine Arts Programs (Drama, Music, Orchestra, Visual) and Team Sports Programs.

Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members

As Vice President of Assessment Programs for Lightspan, Inc., and Plato Learning, Dee provided leadership for the test development team creating criterion - referenced, online assessments aligned to state standards for grades 2 — 8.

Lyn is the former Superintendent of Curriculum & Instruction Services in the York Region District School Board, a large Canadian school district, where she and her curriculum team analyzed assessment data and developed a comprehensive literacy improvement program, which they launched with the cooperation of senior leadership, principals, and over 9000 teachers.

His experience includes leading teams of researchers, psychometricians, and data analysts, as well as overseeing the development of products and solutions for national, state, and district assessment programs.

The Quality Team of OregonASK serves afterschool programs by offering observation and assessment based on Oregon's Quality Standards for Afterschool and Summer Pprograms by offering observation and assessment based on Oregon's Quality Standards for Afterschool and Summer ProgramsPrograms.

Prior to joining the team at CRESST, Cat worked as Program Director for ELPA21 at the Council of Chief State School Officers, leading the development of the ELPA21 assessment system under an Enhanced Assessment Grant from the US Department of Education.

She works with schools and districts, as well as with state agencies and other educational organizations nationwide, to build systems to support high student performance through standards - based curriculum, instruction, and assessment design and implementation with a focus on the Common Core State Standards; leadership development and coaching for administrators, instructional coaches, and leadership teams; process facilitation and professional development workshops; data analysis and use; and program evaluation, collaborative data analysis, and curriculum audits.

The needs assessment process, which is required for schools implementing federal and state programs using ESSA (Title I, II, III, IV) and State Compensatory Education funds, is useful for all school leadership teams as an ongoing part of continuous improvement planning.

State teams working on collaborative projects on issues of standards, assessments, data systems, and accountability & program improvement initiatives for early education, kindergarten and primary grade programs.

Throughout the school year, each team works with a Challenge Success coach to design and implement positive changes in areas such as curriculum and assessment, homework policies, the daily school schedule, and health and wellness programs.

As Dr. Becoats and his Executive Leadership Team recognize the need for the assessment of current educational programs and initiatives within DPS, R and A will strive to model the Data - to - Action, results - oriented culture that drives our data analysis work, and which we emphatically support and promote to all administrators and educators within DPS.

Assessment of dyslexia involves individual testing, most often provided by a team of qualified professionals who have had extensive clinical training in assessment as part of a graduate degree program.

Attend Student Support Team (SST) meetings at schools (and the equivalent in youth programs) to assist in reviewing assessment results and interpreting school - wide data.

Teams of 3 — 5 faculty and staff members learn best practices for assessment of student learning in general education programs and work with teammates to critically review the structure, philosophy and perceptions of their institutions» existing practices.

Edward Fergus, citing findings from his 10 - year root cause analysis of disproportionality (2016), found that «the wellness of instruction and curriculum as it is represented in instructional support teams / teacher assistance teams, intervention services, assessment, and gifted and talented programs continuously emerged as maintaining gaps in practices that disproportionately affected struggling learners.»

Prior to joining the Performance Matters team in 2015, Dave taught AP Chemistry and developed assessments and assessment programs in Calvert County, Maryland for 15 years.

We have district curriculum expectations, a stipulated math program, and district - wide common assessments, but how we structure our learning experiences to address the curriculum is left up to the teams of teachers.

The Special Education Teacher will be responsible for the successful completion of the following tasks: + Manage and provide instructional guidance, virtual teaching and general strategies for a caseload of students; + Develop, write and help implement IEPs; + Evaluate tests and assessments, complete report cards and conduct parent conferences; + Communicate regularly with parents / learning coaches of students with special needs to insure that their IEP goals are being met, and that their needs are addressed in a timely and appropriate fashion; + Consult with teachers and coordinate the implementation of specially designed instruction as defined in the IEP regarding students with specific needs and potential learning issues; + Provide direct services to students including services delivered through web - conferencing software, as needed; + Schedule, organize and conduct IEP related meetings in a virtual environment, as needed; + Participate in the school's Student Support Team; help teachers and learning coaches develop and implement program modifications and strategies for all students; + Assist, as needed, with the organization and proper implementation of all paperwork, documentation and procedures for the IEP process; + Assist with locating service providers for students needing related services as mandated by their IEPs; + Assist with negotiating and executing contracts with service providers for students requiring such services; + Maintain accurate and up - to - date data in the school's Learning Management System and special education software; + Assist with administering state testing and coordinate the special adaptations that are required based on the IEP; and + Other duties as assigned.

Teams charged with developing an individualized education program (IEP) for students with disabilities are required to conduct a functional behavioral assessment and to implement behavior intervention plans that include positive behavioral interventions and supports.

He wrote network curriculum and assessments, coached teachers, developed STEM programming and has been part of numerous School Leadership Teams.

The LDH's response to the Audit Report says, in part, «Dogs with temperament concerns now undergo assessment with a Veterinary Behaviourist and wherever possible enter a behaviour rehabilitation program with a team of key behavioural staff.»

The Target Zero team provides community and shelter assessments and makes recommendations to provide alternatives to surrendering of one's pet to a shelter (referred to as «managed intake» or «safety net» programs) to assist pet owners and Good Samaritans outside the shelter system, community cat diversion and targeted spay / neuter programs.

Our retired NASA Apollo Program veteran scientists and engineers research team, The Right Climate Stuff research team, asked these same questions and laughed at the IPCC AR5 Figure FAQ10.1 (and the similar figure and discussion in AR4 when we started our independent assessment).