Sentences with phrase «success working with their districts»

Not exact matches

Following early successes working with municipalities, school districts and corporate subscribers, US Solar plans to launch a residential pilot program in 2017.

The district worked in partnership with the Washington School Nutrition Association and the Washington State Department of Agriculture Farm - to - School makeProgram to make this year's celebrations a great success!

LeBarre said the bond measure was approved because the school district worked with members of the community, discussing the need for resources to help boost their children's long - term success with improved nutrition and the plans for how the funds will be used to accomplish these goals.

Working with administrators and school food staff, parents can kick start and support their district's work to make school food a vital component of kids» health and academic success.

I look forward to continued success and collaborative work with HELP USA and SAGE in my district.»

The mayor should be trying to replicate this school's success in every district in the city, but instead, he keeps interfering with what's working.

Democrats, meanwhile, would look to replicate Lamb's success in working - class districts with similar demographics.

The Rochester College Access Network has worked with Rochester City School District to create the following baseline report on city student college access and success.

I look forward to working with local leaders to craft a new role description for Senate District 20 that ensures Hamilton County is boldly represented and effectively positioned for success.»

«The Oklahoma City case study suggests,» wrote Jellison, «that integration plans, with a great deal of effort, can work more effectively and that courts, rather than releasing districts from desegregation plans after only several years of operation, should ensure that everything possible is being done to promote an integration plan's success.»

With that in mind, the NESB called for a new «NPS / Charter / Faith - based Working Group» that would formalize district - charter communication routines and create a forum for addressing a host of issues, such as developing a «set of shared values and indicators of success» for the entire city and advocating for «innovations in policy and practice.»

Success board member Donald Katz, who is chief executive of Newark - based Audible, Inc., the audiobook and podcast company, praised the board's work and credited Cerf with hastening the district's progress toward independence.

And fourth, it appears to be taking my colleague Heather Staker's advice to heart by working closely with its charter school boards and district partnerships to better align its outreach and enrollment to the students who are best suited for success in full - time virtual schools.

Union pronouncements about the success or failure of the process, however, and unions» work with states and districts and outside partners on the standards, do influence the materials and supports that are being provided to teachers, and also help shape media and public perceptions of the initiative, and in theory could shape lawmakers» positions on whether to continue, pause, or reengineer the effort.

We have found throughout this journey that a close working relationship with families and district administration has proven essential to building trust and securing the level of success that we feel we've attained this year.

The district has operated as a Professional Learning Community at Work for 15 years, and sharing success stories with colleagues across the country has become a formalized process through hosted monthly site visits and a yearly mini-conference.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

The foundation will work with the Intensive Partnership sites to ensure that their successes, challenges, and lessons learned are shared widely with school districts and policymakers around the country.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

The Rochester College Access Network has worked with Rochester City School District to create the following baseline report on city student college access and success.

The Office of the Superintendent works with all the district's major offices and MPS school communities to put systems in place to prepare students for success in higher education, post-educational opportunities, work and citizenship.

The tour allowed the veteran educators to get a personal view of the work of members, who continue to collaborate with their colleagues, school districts, families and community leaders on student - centered reforms and student success.

The mayor should be trying to replicate this school's success in every district in the city, but instead, he keeps interfering with what's working.

ScholarCentric's professional development specialists work with schools and districts to foster a culture of resiliency and customize the implementation of Success Highways Resiliency Solutions to meet their unique needs and goals.

When the district board and the superintendent fired Ballona High School principal Harriet Alonzo, it must have stunned anyone who had witnessed how her leadership had turned the school around.1 In just three years, from 2003 to 2006, with coaching from UCLA's School Management Program, Alonzo fashioned a leadership team of teachers who worked with her to transform Ballona High School from an academic failure to a smashing success.

Julie Durrance, manager of the e-learning lab program, said the virtual school planned to work more closely with district schools to ensure success.

«Districts and unions also need to work together to provide parents with more and better information about teacher effectiveness — if not individual ratings, then at least school - level statistics, as teachers are the most powerful school - based factor in student academic success or failure,» he said.

We look forward to working with Marian University, the district and The Mind Trust to expand on our school's success and meet the needs of all of our students.»

Because parent involvement is so important to student success, Henderson recommends that PTOs offer parent - leadership training to familiarize families with how the school district works and where to turn when they need help.

This group, along with the district leadership, is working with the nonprofit organization Great Schools Partnership to evaluate and develop a set of competencies that will mold the foundation for competency - based advancement across the entire district, focusing on what every RUSD student needs for college, a career, and life success.

District leaders also are working with outside partners such as colleges and potential employers to ensure that schools have the external networks necessary to ensure post-graduation success for their students.

The work started at Thomas Harrison Middle School is now being shared with the district's other middle school, Skyline Middle School, and Skyline is starting their own improvement work and sharing successes back to Thomas Harrison.

Even ardent Trump supporter, PA Congressman Lou Barletta, disagrees with the White House on this issue, stating that the afterschool program in his district that receives federal funding, ``... has a record of success when it comes to providing kids with educational opportunities they otherwise wouldn't have had and benefiting families in Northeastern Pennsylvania who balance work and raising their kids in a healthy environment.»

Kajeet works with schools and districts to ensure any site required for student success is allowed and legitimately used for education.

During the 2015 - 2016 school year, special College Success Advisors worked throughout the Houston Independent School District with high school students to offer advising services and enroll them in post-secondary school.

Work with district leadership and community partners to establish a broad - based coalition of people who believe that providing work - based learning experiences is vital to the engagement of and eventual college, career and community success of all studeWork with district leadership and community partners to establish a broad - based coalition of people who believe that providing work - based learning experiences is vital to the engagement of and eventual college, career and community success of all studework - based learning experiences is vital to the engagement of and eventual college, career and community success of all students.

CES worked with school districts and other entities to shape the policy conditions that support and promote schools characterized by personalization, democracy and equity, intellectual vitality and excellence, and graduates who experience success in all aspects of their lives: educational, professional, civic, and personal.

Turner coordinated regional planning efforts to respond to the education funding crisis; developed and monitored collaborative work with local civic and elected officials focusing on school success; and was part of a small team, led by the mayor, that successfully averted an impending strike by negotiating a settlement between the Portland school district and the Portland Association of Teachers.

KAPPAN: After we announced the theme of this month's issue of Kappan — on the many adults, beyond teachers and principals, who matter to student success — we received manuscripts about a variety of people who work directly with children: Librarians, counselors, nurses, social workers, bus drivers... but no manuscripts about the people who work in school district central offices (behind the scenes, in a sense).

By showing that teachers throughout the district were coming up with creative ways to meet the needs of ELLs, they built a sense of urgency behind the efforts underway within each school, and they highlighted the expertise of nearby teachers who were having success working with ELLs.

Work with your district data staff to ensure regular access to chronic absence data in order to target your success mentor interventions and monitor whether progress is being made.

CCSA is proud to recognize Sherwood for their exemplary work to develop strong partnerships with their school district and surrounding community and looks forward to seeing their continued success inspire other charter schools across the state.

Working collaboratively with Florida's 12 public universities, 28 public colleges, K - 12 school districts, and other partners, FLVC provides free services to help students go to college, succeed in school, prepare for career success, and in life after graduation.

An Odysseyware consultant will work with districts to build a solid foundation together, and ensure that the tools and support are available to achieve success with blended learning.

Mandy Stalets works with a wide variety of teachers, undergraduate students, and school districts to improve assessment and grading practices to maximize communication and student success.

In addition to developing a customized framework and rubric, Insight worked closely with district leaders to develop a thoughtful, comprehensive implementation plan that staged the roll out of the framework and rubric throughout the district to ensure long - term success.

States and districts should work together to build the capacity of principals and all teachers — especially content area teachers and career and technical education teachers — to align curriculum and assessments with the expectations of colleges and employers; to offer counseling services that prepare students for high school graduation, college admission, and career success; to engage and motivate students to meet higher standards; and to create positive relationships with parents and community members.

2 Title IV, Part F, Subpart 2 — Community Support for School Success Full Service Community Schools program The bill also contains provisions that advance the community schools strategy, including the requirement for indicators beyond academics in state and district accountability systems; supportive programs including Promise Neighborhoods and 21st Century Community Learning Centers; and a new set of tools and resources to boost results - focused school - community partnerships for young people's success, including integrated student supports, needs assessments, and professional development for educators to work more effectively with families and commuSuccess Full Service Community Schools program The bill also contains provisions that advance the community schools strategy, including the requirement for indicators beyond academics in state and district accountability systems; supportive programs including Promise Neighborhoods and 21st Century Community Learning Centers; and a new set of tools and resources to boost results - focused school - community partnerships for young people's success, including integrated student supports, needs assessments, and professional development for educators to work more effectively with families and commusuccess, including integrated student supports, needs assessments, and professional development for educators to work more effectively with families and communities.

As Envision Education's consulting and training division, Envision Learning Partners works with a broad range of district and charter schools to increase the number of students that are truly prepared for success in college, career and life.

We hope this analysis can shed light on the positive developments that have resulted from the hard work of DPS educators, while also illuminating those places where the district needs to dig in, reflect on what is not working, and set a course with a higher probability of success.