Sentences with phrase «small school strategy»
RFA examined the planning and early implementation of the School District of Philadelphia small schools strategy for high school reform, focusing especially on the significant role of public / private sector collaboration in developing and carrying out...
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A 2012 study of debt - payoff strategies from Northwestern University's Kellogg School of Management found that consumers paying off small balances first were more likely to have eliminated their entire debt than those focusing on other strategies.
Even before Heinz bought Kraft, the small - town ways of Oscar Mayer were changing, says Mike Judge, former head of consumer insights and strategy there and now Director of the Center for Brand and Product Management Center at the University of Wisconsin Business School.
He believes he wouldn't be where he is today unless he redshirted his junior year with that foot injury, and his strategy of working out in Chicago and doing solo workouts is designed to allay fears about coming from a small school.
Separately, we have set up a taskforce to help small schools overcome their particular logistical difficulties, and drawn up a strategy to improve the skills and morale of school caterers.
Workshop participants joined new small groups to discuss additional ideas for creatively building on financing strategies for improving school kitchen infrastructure and equipment.
She also embraced a strategy implemented by former Mayor Michael Bloomberg that entails closing failing schools and opening smaller ones in their place.
«Nobody would argue that personal relationships are unimportant, but it is unfathomable that people in the U.S. would engage in such extensive communications and personal interactions for a small transaction,» said Pavlou, the Fox School's Milton F. Stauffer Professor of Information Technology and Strategy.
New American High Schools Make the Grade Whether a comprehensive high school, a magnet school, a small pilot school, or a restructured vocational - technical school — the Department of Education's 30 «New American High Schools» have been transformed by research - based reform strategies.
In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.
The second phase of the work is piloting and evaluating 10 - 15 strategies in a small number of schools this fall.
Despite more proof that the small schools of choice reform strategy pursued by the Gates Foundation before 2006 has been a clear success, the Gates Foundation has nothing to say about these positive results.
Let's hope that the Gates Foundation and its followers are not impervious to evidence and reconsider their abandonment of the small schools of choice reform strategy.
Creating small schools is a priority of the system's board of trusteessic, which endorsed the strategy last month in a formal resolution.
But the strategy clearly is to make high schools as small as many elementary schools so that they will acquire more family - like qualities.
That's why districts throughout the country are working to personalize learning by creating small schools or reorganizing large schools into small learning communities, as part of their strategy for reducing the dropout rate.
Regardless of the reform strategy — whether new standards, or accountability, or small schools, or parental choice, or teacher effectiveness — there is an underlying weakness in the U.S. education system which has hampered every effort up to now: most consequential decisions are made by district and state leaders, yet these leaders lack the infrastructure to learn quickly what's working and what's not.
Let's turn now to the preferred strategy, which controls for the fact that students performing at different levels may be sorted into smaller or larger classes both between and within schools.
In schools that have achieved significant improvements, a number of strategies and actions have been implemented, rather than a single or small number of responses.
The typology includes logical problems, algorithmic problems, story problems (which have underlying algorithms with a story wrapper that amounts to an algorithmic problem), rule - using problems, decision - making problems (e.g., cost - benefit analysis), troubleshooting (systematically diagnosing a fault and eliminating a problem space), diagnosis - solution problems (characteristic of medical school and involving small groups understanding the problem, researching different possible causes, generating hypotheses, performing diagnostic tests, and monitoring a treatment to restore a goal state), strategic performance, case analysis (characteristic of law or business school and involving adapting tactics to support an overall strategy and reflecting on authentic situations), design problems, and dilemmas (such as global warming, which are complex and involve competing values and which may have no obvious solutions).
Breaking down schools into smaller learning communities, such as teams or «houses,» is one such strategy that allows students and adults to more readily get to know and care about each other.
The financing strategy, which includes start - up grants to new schools of up to $ 500,000, «helps schools start smaller, so they can start good,» says Chris Bender, who also believes that the smart leveraging of small amounts of money is what makes the BCF model replicable.
The school's strategy is a 100 - piece puzzle that involves everything from music to small - group work to teaching students mindfulness.
The typology includes: logical problems, algorithmic problems, story problems (which are algorithmic problems with a story wrapper), «rule - using» problems, decision - making problems (e.g., cost - benefit analysis), troubleshooting (systematically diagnosing a fault, eliminating a problem space), «diagnosis - solution» problems (characteristic of medical school, which involve small groups understanding the problem, researching different possible causes, generating hypotheses, performing diagnostic tests, and monitoring a treatment to restore a goal state), strategic - performance, case analysis (characteristic of law or business school, which involve adapting tactics to support an overall strategy and reflecting on authentic situations), design problems, and dilemmas (such as global warming, which are complex and involve competing values, and which may have no solutions).
From small schools that benefit from the Property Support Helpdesk for both planned and reactive maintenance, through to a complete Estate Strategy Plan for the largest MAT, Strictly Education provides premises expertise at all levels.
A «lean» district office will focus on policymaking instead of top - down operational decisions, including a small «strategy group» that will set learning standards and ensure the equitable allocation of resources, but will not mandate teaching methods or control school spending.
Without a sector - wide view of teacher talent needs and a strategy to tackle them, charter schools with lesser - known brands or smaller infrastructures, like independent schools or regional networks, will struggle every year to find enough effective teachers in high - need subject areas.
Cruz doesn't credit the district's service focus with all of that success; he maintains it's but one strategy in a larger program that includes keeping schools small, providing tutoring for students, and offering fun after - school classes.
«Our research suggests that many senior and middle leaders have a long way to go in terms of setting goals and solving the problems that frequently occur in implementing any strategy,» Bendikson tells RD. «School improvement science suggests that when school leaders really take monitoring and evaluation seriously, they tend to pursue «small wins» in systematic ways, and this can help to build coherent action and teachers» trust in their leaders.&School improvement science suggests that when school leaders really take monitoring and evaluation seriously, they tend to pursue «small wins» in systematic ways, and this can help to build coherent action and teachers» trust in their leaders.&school leaders really take monitoring and evaluation seriously, they tend to pursue «small wins» in systematic ways, and this can help to build coherent action and teachers» trust in their leaders.»
Academic Boot Camps Get Students in Test Shape Concentrated reading and test - taking instruction in small groups — known as boot camps — is one of the strategies a California school district uses to help elementary and middle - school students on the cusp of proficiency improve their reading and test scores.
This research adds to evidence that the strategy to replace large high schools with smaller ones increased student achievement significantly and at great scale.
Developing a marketing strategy for open positions that publicizes the advantages of rural schools — smaller class sizes, lower student - teacher ratios, and lower stress levels — has the potential to attract experienced teachers interested in a new environment and new teachers not interested in larger settings.
The research indicates that, in spite of the controversy they generated in New York at the time, replacing large failing high schools, developing smaller schools in their place, and providing quality charter school options for families, have proved to be greatly beneficial strategies for hundreds of thousands of New York students, with implications for the nation.
Even before settling on the small - schools strategy, Vander Ark had started developing an evaluation capacity to track the effectiveness of the money he was spending.
In such matters, Vander Ark explains, the donors set basic strategy (focus on high schools, create many small ones, find and replicate promising models) but left the execution to others.
We then worked through the strategy - planning process in a small cohort throughout the week to create a ready plan to take back to our schools.
Westwood's plan calls for dividing the school into multi-age, multi-grade «families» to create a sense of belonging in a large school, implementing a community building component called Township 2000 that mimics a small city, and experimenting with new teaching and assessment strategies that promise to raise standardized test scores, within a year, by 3 % for average students and double that for low achievers.
Federal law in postsecondary education must also be a robust source of support for local innovation, research, and implementation of strategies designed to improve teacher and principal effectiveness and include: Evidence - based preparation and professional development; Evidence - based evaluation systems that include, in part, student performance; Alternative certification programs that meet workforce needs; State and school district flexibility regarding credentials for small and / or rural schools, special education programs, English learners and specialized programs such as science, technology, engineering, arts, and mathematics; and Locally - determined compensation and teacher and principal assignment policies.
School staff work with families through small team meetings to develop a support plan to assist academically struggling students through focused action plans, and SST teams create and implement strategies and supports to address academic needs, incorporating additional opportunities for academic support during and / or after the schooSchool staff work with families through small team meetings to develop a support plan to assist academically struggling students through focused action plans, and SST teams create and implement strategies and supports to address academic needs, incorporating additional opportunities for academic support during and / or after the schoolschool day.
«From Large to Small: Strategies for Personalizing the High School.»
This school year, I'll continue in - depth work with both small and large districts in implementing a variety of comprehensive strategies to support deeper learning through coaching and assessment development (Springdale, AR; NYC Schools; Gillette, WY; and several OH school districts).
Given the small share of total education spending Gates could offer, most public districts refused to entertain the Gates strategy of smaller schools, others took the money but failed to implement it properly, and others reversef the reform once the Gates subsidies ended.
Reviewed strategies for enhancing students» high school and college outcomes include: 1) participation in rigorous curriculum; 2) small learning communities / small schools of choice; 3) career academies; 4) dual enrollment; 5) early college high schools; and 6) college and career counseling.
Under that strategy they tried to achieve reform by paying school districts to break - up larger high schools into smaller ones.
If, for example, a child learns best in small cooperative work groups, then parents may want to consider finding a school that uses this instructional strategy.
Nearly 20 years ago, Oakland embarked on a deliberate strategy to improve the quality of schools by making them smaller, based on the belief that smaller schools could become more tight - knit communities in which students and families were known well and supported.
The district's «portfolio of schools» strategy is to provide a range of schools for students: comprehensive high schools with small learning communities, small free - standing high schools, small schools within a large complex, and charter schools.
Operating with the philosophy that the unit of change was the school, small schools emerged as a preventive strategy that empowered the principal and teachers to create an educational program to serve their students.
This strategy attempts to personalize the familiar comprehensive high school, but characteristics built into the design of most breakup efforts make it impossible for the SWAS to develop a small - school culture.
Abstract: This survey demonstrates the approaches large consolidated school systems can take to employ strategies to create smaller learning environments for students.