Collect and Analyze Sample Clauses

Collect and Analyze. Assemble information and analyze, formulating conclusions on what evidence exists, what is effective practice and policy, and identify gaps or current needs.
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Collect and Analyze. Data All district teachers will collect and analyze student data according to the districts assessment plans. Instructional/Literacy Collaborators, PLC Coaches, Lead Learners, and Mentor Teachers will instruct staff in how to use data to improve universal instruction. Additional training will be provided in the use of formative assessment to drive Tier II and III instruction. Goal Setting & Student Learning Instructional/Literacy Collaborators and Lead Learners will lead the goal-setting and instructional strategy selection process based on system data (from FAST, EdInsight, MAP, etc) to ensure that the goals support the attainment of the Iowa Core. PLC Coaches will lead conversations to engage their peers in analyzing and using data to set new goals that strengthen instructional practices within their curricular domain. PLC coaches will facilitate the peer review process with their team members using a Notice and Wonder protocol. This process offers an important opportunity to support the implementation of effective teaching strategies in the classroom. Selecting Content Instructional/Literacy Collaborators will review instructional resources to select the most effective, evidence-based materials to increase student achievement based on the Iowa Core. PLC Coaches will facilitate the exploration of the learning strategies that will be most helpful for student achievement in curricular areas. MentorTeacherswilldemonstrateandreviewrequestedstrategiesandfollowupwithmenteesto evaluate newstrategies. Designing Process The district will monitor the delivery of professional development through the existing PLC structure. Instructional/Literacy Collaborators and Lead Learners will design PD to include theory, demonstration, practice, and collaboration, while reflecting the IPDM for all teachers. Instructional/Literacy Collaborators will differentiate teaching needs of individual teachers and teaching teams by assisting in the creation of implementation plans. Training and Learning Opportunities Instructional/Literacy Collaborators, PLC Coaches, Lead Learners, and Mentor Teachers or those with the necessary expertise will deliver district and building PD and will align with current district initiatives including MTSS, K-12 literacy, and Iowa Core implementation. Instructional/Literacy Collaborators will co-teach and model learning strategies being studied in PD. PLC Coaches will support teachers on their team in the implementation of initiatives. Collaboration Our ...

Related to Collect and Analyze

  • DATA COLLECTION AND ANALYSIS The goal of this task is to collect operational data from the project, to analyze that data for economic and environmental impacts, and to include the data and analysis in the Final Report. Formulas will be provided for calculations. A Final Report data collection template will be provided by the Energy Commission. The Recipient shall: • Develop data collection test plan. • Troubleshoot any issues identified. • Collect data, information, and analysis and develop a Final Report which includes: o Total gross project costs. o Length of time from award of bus(es) to project completion. o Fuel usage before and after the project.

  • Data Analysis In the meeting, the analysis that has led the College President to conclude that a reduction- in-force in the FSA at that College may be necessary will be shared. The analysis will include but is not limited to the following: ● Relationship of the FSA to the mission, vision, values, and strategic plan of the College and district ● External requirement for the services provided by the FSA such as accreditation or intergovernmental agreements ● Annual instructional load (as applicable) ● Percentage of annual instructional load taught by Residential Faculty (as applicable) ● Fall Full-Time Student Equivalent (FFTE) inclusive of dual enrollment ● Number of Residential Faculty teaching/working in the FSA ● Number of Residential Faculty whose primary FSA is the FSA being analyzed ● Revenue trends over five years for the FSA including but not limited to tuition and fees ● Expenditure trends over five years for the FSA including but not limited to personnel and capital ● Account balances for any fees accounts within the FSA ● Cost/benefit analysis of reducing all non-Residential Faculty plus one Residential Faculty within the FSA ● An explanation of the problem that reducing the number of faculty in the FSA would solve ● The list of potential Residential Faculty that are at risk of layoff as determined by the Vice Chancellor of Human Resources ● Other relevant information, as requested

  • Statistical Analysis 31 F-tests and t-tests will be used to analyze OV and Quality Acceptance data. The F-test is a 32 comparison of variances to determine if the OV and Quality Acceptance population variances 33 are equal. The t-test is a comparison of means to determine if the OV and Quality Acceptance 34 population means are equal. In addition to these two types of analyses, independent verification 35 and observation verification will also be used to validate the Quality Acceptance test results.

  • Pets and Animals Except for service animals as defined in law, Resident shall maintain no pets or animals (including mammals, reptiles, birds, fish, rodents and insects) upon the premises, nor allow visitors or guests to do so, other than: (Pets’ Name). In consideration for the community allowing Resident to maintain such said pet Resident shall pay a $750.00 Non-Refundable Pet fee. In addition there will be a $50.00 pet fee charged each month.

  • Justification and Anticipated Results The Privacy Act requires that each matching agreement specify the justification for the program and the anticipated results, including a specific estimate of any savings. 5 U.S.C. § 552a(o)(1)(B).

  • How to Update Your Records You agree to promptly update your registration records if your e-mail address or other information changes. You may update your records, such as your e-mail address, by using the Profile page.

  • Financial Condition There shall have been no material adverse change, as determined by Bank, in the financial condition or business of Borrower, nor any material decline, as determined by Bank, in the market value of any collateral required hereunder or a substantial or material portion of the assets of Borrower.

  • MATERIAL SAFETY DATA SHEETS Contractor is required to ensure Material Safety Data Sheets (“MSDS”) are available, employees are trained in the use of MSDS, and MSDS are in a readily accessible place at the Site. This requirement applies to all materials with an associated MSDS per the federal “Hazard Communication” standard or employees’ Right-to-Know laws. Contractor is also required to ensure proper labeling and training on any substance brought onto the Site and that any person working with the material (or who is subject to possible exposure by use of the material or contact with the material), is informed of the possible and/or real hazards of the substance, and follows proper handling and protection procedures.

  • Problem Statement School bus fleets are aging, and our communities have poor air quality. Replacing school buses with zero emission school buses will address both of these issues.

  • Auditor Report; Right to Audit (a) Within the time period permitted for the examination audit pursuant to 12 CFR Section 363 after the end of each fiscal year during which the Receiver makes any payment to the Assuming Institution under this Single Family Shared-Loss Agreement, the Assuming Institution shall deliver to the Receiver a report signed by its independent public accountants stating that they have reviewed the terms of this Single Family Shared-Loss Agreement and that, in the course of their annual audit of the Assuming Institution’s books and records, nothing has come to their attention suggesting that any computations required to be made by the Assuming Institution during such fiscal year pursuant to this Article II were not made by the Assuming Institution in accordance herewith. In the event that the Assuming Institution cannot comply with the preceding sentence, it shall promptly submit to the Receiver corrected computations together with a report signed by its independent public accountants stating that, after giving effect to such corrected computations, nothing has come to their attention suggesting that any computations required to be made by the Assuming Institution during such year pursuant to this Article II were not made by the Assuming Institution in accordance herewith. In such event, the Assuming Institution and the Receiver shall make all such accounting adjustments and payments as may be necessary to give effect to each correction reflected in such corrected computations, retroactive to the date on which the corresponding incorrect computation was made.

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