Sentences with phrase «program focused on student achievement»

The NISL program was recommended in the Race to the Top application as a leadership program focused on student achievement.

FADSS provides members crucial leadership development programs focused on student achievement, building relationships with business and governmental leaders, and communication and networking services.

Not exact matches

Harrington, an assistant professor of public affairs, said NCLB has been in effect for more than 10 years, and prior research on the program mostly has focused on student achievement.

Murphy imagines a hypothetical model program called Administrative Leaders for Learning — ALL for short — that would be organized to spotlight and connect three overlapping domains of knowledge: instructional practice and learning theory, with a particular focus on high achievement for all students; the education sector, with a particular focus on schooling in context; and matters of leadership and management.

Despite the need to keep the focus on academic achievement, the Teacher Advancement Program acknowledges that research has identified pedagogical methods that help students learn, so it includes evaluation of classroom skills as part of its teacher compensation system.

The difference between his vision and AmeriCorps, however, was that Match volunteers would be singularly focused (more than most AmeriCorps programs) on driving student achievement up in a measurable way.

But preliminary new research focusing on Denver's residency program showed that teachers trained through the program were less effective at improving student achievement in math than other novice teachers in Denver.

Research has shown that after - school programs focused on social and emotional development can significantly enhance student self - perceptions, school connectedness, positive social behaviors, school grades, and achievement test scores, while reducing problem behaviors (Durlak et al., 2010).

While reducing class sizes and increasing teacher quality have also been estimated to increase student achievement by roughly 0.1 standard deviation, the costs of such programs far exceed those of the literacy hour program, which focuses only on changing teachers» practices.

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

Only one study, conducted by Jay Greene and Marcus Winters and focusing on the D.C. voucher program, found that voucher competition had no effect on the test scores of non-participants, while no empirical study of acceptable rigor has found that a U.S. private - school - choice program decreased the achievement of public school students.

The College Bound program, launched by the General Electric Co.'s foundation in 1989, was initially focused on 20 high schools, but has been redesigned to focus on school districts» role in boosting student achievement.

Students would be much better off if policymakers and education leaders were to focus on student achievement results as a way to assess teacher quality overall, and to assess the quality of teacher preparation programs supported by federal and state dollars.

Focusing on the four Cs vital to student achievement, this powerful four - part program will help you collect targeted information on each student's individual needs and offer important learning leverage points.

AXL, with a two - thirds minority student body, focuses on academic achievement, character development and social equity, delivered in an extended - day, year - round active - learning program.

Driven by the belief that all Arizona students should have access to a high quality public school, the Association is focused on creating and sharing innovative programs designed to support leaders and teachers as they work to improve student achievement.

HOPE Fortis offers a rigorous academic program that is focused on raising student achievement in an environment of encouragement and support.

The 39 credit - hour program is delivered online and focuses on preparing Native American educators to successfully lead schools that promote student achievement in a culturally responsive context, particularly schools serving Native American youth and communities.

A $ 16.5 million, five - year program supported by the U.S. Department of Education's Teacher Incentive Fund, Learning Leaders sought to increase student achievement in eight of Henrico's lowest performing schools by focusing intensively on instructional improvement.

A $ 10.9 million, five - year program supported by the U.S. Department of Education's Teacher Incentive Fund, TIPA sought to increase student achievement in PWCS's 30 lowest performing schools by focusing intensively on instructional improvement.

After years of «fix - it» programs focused on reducing student violence, conflict, drug and alcohol use, absenteeism, poor achievement, etc., educators and parents now agree, creating a positive school or classroom environment is the most effective way to improve behavior and learning.

This holistic approach has yielded results in places like Putnam City West High School in Oklahoma City, where educators have engaged parents and the community to boost the graduation rate of Hispanic students by 70 percent; and Denver, where the teacher - led Math and Science Leadership Academy is taking a collaborative approach that focuses on mentoring and professional development to boost student achievement; and in Las Vegas, where a teacher empowerment program has led to remarkable gains, including at Culley Elementary School, a «high achieving» school where only five years ago, less than a quarter of students were at grade level.

Stickel discussed the state's High Performing High Schools (HPHS) Program, which focuses on five initiatives aimed at boosting achievement and graduation rates for all high school students:

A great deal of focus, both at the federal and state level, has been placed on expanding access to early education programs — including preschool and kindergarten — as a way to close achievement gaps between student subgroups.

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.

According to the California Department of Education news release, «The 2013 California Distinguished Schools Program directly focuses on the right of California's students to an equitable and rigorous education, and recognizes those schools that have made progress in narrowing the academic achievement gap.»

A former preschool teacher and school board member, Murray went on to address areas of the law that are not effective for many of our nation's students, suggesting greater efforts to close the achievement gap, especially among students in underserved communities; to reduce redundant and unnecessary testing; focus on preparing students for college and their career; ensure accountability; and also expand access to preschool programs.

The intent is to give districts latitude in how they design their monitoring programs, allowing them to focus less on traditional compliance and more on student achievement, said Philip A. Maestri, director of risk management services for the U.S. Department of Education.

The goal of the Office of Instruction and Assessment is to provide an exemplary educational program focused on higher student achievement.

Research found that a $ 3.5 billion federal program meant to fix the nation's lowest - performing schools — which focused disproportionately on high schools — did little to improve student achievement.

One is that programs without an academic component can nevertheless demonstrate increases in student achievement, whereas many programs focused on achievement fail to do so.

Programs, curricula, and services for gifted and talented youth can best meet their needs, promote their achievements in life, and contribute to the enhancement of our society when schools identify students» specific talent strengths and focus educational services on these talents.

Included in this strand are topics that focus on how to use data to showcase student achievements, drive positive change, build high quality programs, assess progress, and plan staff development.

These combined efforts have enabled us to maintain a highly qualified staff and ensures that students and staff members will have library media programs that focus on the delivery of twenty - first - century learning instruction, information and technology learning competencies, reading achievement, and extend student learning in all curricular content areas.

A bonding agent used to help the school community «figure it out» was the National Education Association's Keys to Excellence for Your School (KEYS) program, which allowed educators and school administrators to focus their attention on making critical improvements that can help boost student achievement.

Beginning in spring 2016 and continuing through the 2016 — 2017 school year, Catapult Learning partnered with Saint Joseph Catholic School to implement Focus on Achievement, an integrated program of formative assessments, professional development, and print and online teacher resources that helped teachers identify challenges and make instructional improvements to increase student aAchievement, an integrated program of formative assessments, professional development, and print and online teacher resources that helped teachers identify challenges and make instructional improvements to increase student achievementachievement.

While there is a clear need to increase the participation of minority students in gifted education programs, there is an equally important need to focus on issues of achievement and underachievement.

Schools and school systems will need a laser - like focus on building the capacity of teachers through strong induction programs, job - embedded professional learning, support for implementation of the new Common Core Performance Standards with accompanying assessments and teacher evaluation programs linked to student achievement outcomes.

Funds are raised and distributed based on four programming pillars focused on enriching the educational experience, providing opportunities for development, and highlighting student achievement.

Amidst pressure for schools to adopt off - the - shelf reform programs as a way of improving student achievement (Herman, 1999), it is interesting to note that, by and large, the schools in the studies summarized by Taylor, Pressley, and Pearson (2002) did not necessarily view packaged reforms as the key ingredient for improving student achievement (Charles A. Dana Center, 1999; Designs for Change, 1998; Taylor et al., 2000).1 The common denominators seem to be commitment and hard work focused on research - based practices at both the classroom level and the school level.

Fort Wayne Community Schools has addressed school funding challenges with a three - tiered approach 1) adopting district structures and processes that focus spending on activities that support student achievement, 2) participating in lobbying and other activities at the state level to improve funding and strengthen academic programs and 3) obtaining federal grants to help fill resource gaps.

The Systemic Instructional Improvement Program (SIIP) Network provides technical assistance and coaching to district leaders to help those districts restructure their operations and focus on improved student achievement.

The William Cecil Golden School Leadership Development Program consists of several distinct components that are integrated with Florida's Continuous Improvement Model that focuses on student achievement.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Language Acquisition in Diverse Classrooms Focusing on Language and Academic Instructional Renewal (FLAIR) Increase cognitive growth and academic achievement in reading for all students, including linguistically diverse students, through an intensive language - across - the - curriculum program.

Control - treatment outcome comparisons reveal that students at schools with an arts focus combined with arts integration programming scored higher than other types of student cohorts (non arts schools, conventional arts, and academic magnet schools) on both state academic achievement scores and arts integration learning measures.

Principals and school leaders within each network focus on sharing best practices about instruction, teacher development and programs that drive student achievement.

NWP's College, Career, and Community Writers Program (C3WP) provides professional development focused on the teaching and learning of writing arguments to improve student achievement in writing and to prepare youth for college, career, and community engagement.

Built from the company's Literacy First Framework, a three - year professional development program proven to create a school culture of learning and achievement, the Core Instructional Model professional development focuses on consistency and coherence across a school and district for leaders, teachers, and students.