Sentences with phrase «targeted school development»

These efforts will include targeted school development, improvement and replication efforts, as well as continued professional development for existing schools.

Not exact matches

Whereas Olds» work has focused on the challenges of becoming a parent (i.e. program limited to first - time parents), Webster - Stratton has targeted the late preschool period and the transition to formal schooling, when children's emotion regulation skills are becoming more stable and tested in the context of full - day school settings.6, 22 A central focus of Webster - Stratton's program is parent management training to promote child social competence and prevent the development of conduct problems.

At 12:30 p.m., state Sen. Marisol Alcántara, together with the Dominican Women's Development Center, will announce $ 80,000 in state funding for an after - school program targeting Washington Heights» at - risk youth, Mama Tingo Child Care and Learning Center, 2340 Amsterdam Ave., Manhattan.

• The office of Sen. Robert Ortt, a North Tonawanda Republican, said the senator helped secure $ 40 million for Lake Ontario flood relief, as well as $ 1 million for a statewide mental health resource program based in public schools and $ 1.6 million for the Niagara Falls Economic Development Tourism Target Zone.

New York spent $ 21,206 per pupil compared to a national average of $ 11,392 in school year 2014 - 2015.38 Better targeting spending to the highest needs districts would contain costs while ensuring that all students have access to a sound basic education.39 The State wastes $ 1.2 billion annually on property tax rebates and allocates $ 4 billion annually on economic development spending with a sparse record of results.40 Curtailing spending in these areas would reduce pressure to increase taxes and lessen the tax differential with other states.

That includes $ 1.5 billion to continue current services and an additional $ 500 million in targeted funding to boost professional development and help struggling schools and English language learners.

«This discovery that ATG7 promotes the growth of melanoma tumors underscores that the development of agents targeting autophagy may effectively inhibit melanoma growth,» notes Dr. Mehnert, who is an associate professor of medicine at Rutgers Robert Wood Johnson Medical School.

«This is the first time that this specific protein - protein signaling complex has been identified in GBM, and it gives us a new potential target for drug development,» says Fisher, Thelma Newmeyer Corman Endowed Chair in Cancer Research and co-leader of the Cancer Molecular Genetics research program at VCU Massey, professor and chair of the Department of Human and Molecular Genetics at the VCU School of Medicine, and director of the VIMM.

«Child survival has improved substantially since the Millennium Development Goals were set even though the target to reduce child deaths by two - thirds was not achieved» says Dr Li Liu, lead author, Johns Hopkins Bloomberg School of Public Health, USA.

But Richenda Van Leeuwen, the U.N. Foundation's new point woman on energy poverty, said leaders widely recognize the impossibility of achieving universal primary school education, reducing child mortality or other development targets without access to electricity.

Now, researchers from the Perelman School of Medicine, University of Pennsylvania have shown that when the enzyme key to cutting and pasting segments of DNA hits so - called «off - target» spots on a chromosome, the development of immune cells can lead to cancer in animal models.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Ausschool Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Western Australia

Schools should also support the professional development of staff through the use of research, higher level study and targeted skills development.

Help can include targeted, high - quality professional development; curriculum improvements; additional time for student learning after school or in the summers; establishment of wraparound services, including community school models; redesign of schools to support personalization and more authentic work in classrooms and internships; or pairing of struggling schools with successful ones serving similar students.

Education and Child Development Minister Susan Close said the targeted funding — for students in public primary schools — is designed to lift achievement and modernise the state's public education system.

Program: Ed.M., Human Development Research Areas: Life courses from pregnancy through childhood, adolescence, early adulthood, and mid-life; the influence of reproductive transitions on life course trajectories; class, race, and ethnic disparities in education and health and designing interventions to reduce these disparities; prevention efforts targeting parenting, schooling, community, housing, and work - family balance.

CASEL found that the most effective strategies to reduce harassment include a «whole school,» or three - pronged approach: a schoolwide component that offers educators training and the means to monitor their school climate; a classroom component that reinforces schoolwide rules and SEL skill development; and an intervention component to help students, both the targets and the perpetrators.

In schools, if you get inside the data and actually have a look at what the students are doing, what their areas of strengths are, where they need to build, perhaps as a school there might be some areas of weakness, then you can target some professional development for teachers and maybe target some additional support staff in the classes.

CCSSO's effort aims to «significantly increase» the percentage of school districts in targeted states in which curriculum and materials adoptions are of high quality and aligned to state standards; and to increase the percentage of professional - development and teacher - prep programs that include training on those curricula.

What is needed is standardisation of the quality assurance process across all schools and a focus on priorities that are critical to staff development and the targets set by senior leadership teams.

The school subsequently became a Specialist Sports College and a Community Sport Development Manager was appointed to promote use, specifically targeting sports clubs.

By developing personal goals in partnership with individual staff members, and showing them how their development contributes to universal improvement, they will be able to see their own value to the school, and be inspired to work towards their targets as part of the whole - staff effort.

Performance managers should not set targets against all the points of the standards, but rather take a view of the development of their own school leaders in the context of continuous improvement and identify priority areas for the next stage, informed by the standards as a whole.

When I was in I think it was Narrabri, I was in a consultation group there where what seemed to be very much alive and well was a very substantial and significant in - school professional development program — I think it was in a cluster of schools — a strong partnership between a regional university, some really good academics had done very appropriate and relevant research, and a school which was committed to that, to teacher development, and had made it a priority in a very targeted way.

Education Resource Strategies, a nonprofit consulting firm, is now offering targeted budget - development support to school leaders, and the district is focused on developing, rather than exiting, principals.

I believe turnover in urban schools is so high because of the lack of targeted professional development to help teachers be successful in that environment, the huge emphasis placed on standardized testing, and the lack of shared leadership within most urban schools.

JC: In some cases it can be around 12 - 18 months, sometimes a little longer... as well as teachers working with an identified mentor, each teaching team at the school has an Impact Coach which works alongside them and this is where the ongoing support for the development of practice is very targeted.

Harvard develops a customized version of the SECURe program for grades K - 2 at Children's Aid College Prep Charter school, provides professional development and training, and offers targeted programmatic implementation and evaluation support for The Children's Aid Society.

In this Spotlight, learn how schools are using kindergarten assessments to shape instruction, targeting early educators for professional development in math, and developing elementary students into global citizens.

Each year I work with all teachers to establish professional development targets for the year and these come directly from the standards, but also from whole school priorities and then individual areas of focus.

«Until School - Related Gender - Based Violence is eliminated in and around schools across the world, many of the ambitious targets set by the global community through the Sustainable Development Goals (SDGs) to provide safe and supportive learning environments, to achieve gender equality and to end violence against women and girls, will not be realized,» said UN Women Executive Director Phumzile Mlambo - Ngcuka

The Pupil Development Grant (PDG) helps schools tackle the effects of poverty and disadvantage on attainment and is targeted at learners who are eligible for Free School Meals or are Looked After Children.

States must identify schools for comprehensive or targeted support by the beginning of the school year in order to ensure prompt notification to parents and timely development of school improvement plans.

The model assumes that Professional development of school leaders (Support) and Targets and data (Pressure) are both associated, directly and indirectly, with student achievement.183

Staff development is guided by our school improvement plan which targets identified needs in reading, math, science and effective communication.

One of the best things about delivering professional development and consulting in schools is working side by side with teachers and administrators to answer questions and solve problems by drilling down into data until we find root causes so targeted plans can be developed that address the real heart of the issues.

The strongest relationship here is with Emphasis on teamwork -LRB-.45), Focus on quality -LRB-.39), District culture -LRB-.38), Use of data -LRB-.35), Jobembedded professional development for teachers -LRB-.35), Relations with schools and stakeholders -LRB-.35), Targeted improvement -LRB-.31), and Investment in instructional leadership -LRB-.23).

As an integral component in the education system, school counselors provide a developmental, comprehensive and continuous program of services from pre-kindergarten through high school targeting the academic, career and personal / social development of all students.

To assist school division teachers and leaders in implementing the new standards, VDOE's English Language Arts Institutes provided targeted professional development presented by teachers throughout the commonwealth.

This process can also be an important professional development tool for teachers and schools given the move away from APP / Attainment Targets.»

Join your colleagues at the 2017 Alternative Accountability Policy Forum this November for targeted professional development aimed at schools reengaging at - risk youth.

Targeted for: District and county professional development staff, teacher leaders, English learner specialists and coordinators, Title I and Title III administrators and specialists, leadership teams from the district, county or school site

Professional Development & Growth — PICCS schools target professional development to meet the specific needs of their educators as reflected in their annual evaluations and periodic observations that take place throughouDevelopment & Growth — PICCS schools target professional development to meet the specific needs of their educators as reflected in their annual evaluations and periodic observations that take place throughoudevelopment to meet the specific needs of their educators as reflected in their annual evaluations and periodic observations that take place throughout the year.

Since the most effective professional development is that which is targeted to specific challenges teachers confront in particular settings, collaboration within the school among administrators, teachers, and school staff is critical.

To address specific challenges a school might be experiencing with implementation, we provide targeted assistance, including professional development, funding (particularly SIG grants), consultation, access to turnaround partners, and other supports, all aligned to the turnaround practices.

This book explores the importance of effective classroom assessment to student achievement and the role of school leaders to model and spark positive change through building teacher literacy, providing targeted professional development, acquiring appropriate technology, and more.

For example, positive effects on reading achievement have been associated with collaboration and community building (Briggs & Thomas, 1997); targeted professional development (Frazee, 1996); curriculum and assessment alignment (Stringfield, Millsap, & Herman, 1997); clear and agreed - upon goals and objectives at the state and school levels (Rossi & Stringfield, 1997); high expectations for students (Foertsch, 1998); early interventions and strategies for struggling readers (Lein, Johnson, & Ragland, 1997; Legters & McDill, 1994); common planning time for teachers (Miles & Darling - Hammond, 1997); and strong school leadership (George, Grissom, & Just, 1996; Shields, Knapp, & Wechsler, 1995).

The problem was, with 183 staff members, trying to quality assure this many targets for performance management was very difficult and they were not explicitly linked to our school development plan.

Existing school district staff who allocate at least 50 % of their time to sustainability - related work are eligible for scholarships from the Center, which allows them access to professional development, targeted education and technical support.

Introduced by Sen. Jack Reed (D - RI), S. 1674 would provide targeted assistance to schools to develop and support effective teachers, principals, and school leaders through the implementation of proven, team - based professional development strategies.