About 586 Trademarks found for “matthew g reeves”

THE UNMERITED FAVOR AND TRUST CO. ACCOUNTS: LOVE AND FORGIVENESS THE OWNER OF THIS GIFT CARD HAS AN: UNLIMITED BALANCE: MATTHEW 18:21-22 THEN PETER APPROACHING ASKED HIM, "LORD, IF MY BROTHER SINS AGAINST ME HOW OFTEN MUST I FORGIVE HIM? AS MANY AS SEVEN TIMES?" JESUS ANSWERED, "I SAY TO YOU, NOT SEVEN TIMES BUT SEVENTY TIMES SEVEN. THIS ACCOUNT HAS BEEN PAID IN FULL: JOHN 3:16 FOR GOD SO LOVED THE WORLD THAT HE GAVE HIS ONLY SON, THAT WHOSOEVER BELIEVES IN HIM SHALL NOT PERISH BUT HAVE ETERNAL LIFE. OUR MISSION: MATTHEW 22:36-39 "YOU SHALL LOVE THE LORD WITH ALL YOUR HEART, AND WITH ALL YOUR SOUL, AND WITH ALL YOUR MIND, AND YOU SHALL LOVE YOUR NEIGHBOR AS YOURSELF" * THIS LOGO WILL GO ON ANY GIFT ITEM...

Patricia Ann Gladney

86318708

24 Jun 2014

Decorative pail personalized with an individual's name on the lid and ...

I'M A KING'S KID I REIGN DEUTERONOMY 15:6 FOR THE LORD THY GOD BLESSETH THEE, AS HE PROMISED THEE: AND THOU SHALT REIGN OVER MANY NATIONS, BUT THEY SHALL NOT REING OVER THEE I RULE DANIEL 7:18 BUT THE SAINTS OF THE MOST HIGH SHALL TAKE THE KINGDOM, AND POSSESS THE KINGDOM FOREVER, EVEN FOREVER AND EVER I DONONATE MATTHEW 11:12 AND FROM THE DAYS OF JOHN THE BAPTIST UNTIL NOW THE KINGDON OF HEAVEN SUFFERETH VIOLENCE, AND THE VIOLENT TAKE IT BY FORCE

SMITH, ELVIRA

76681907

17 Sep 2007

TSHIRTS, UNDER SHIRTS, SLEEPERS, BABY BAG, PAJAMAS WITH NIGHT CAP, PAN...

ROYAL COAT OF ARMS 10 COMMANDMENTS "I AM THE LORD THY GOD" I. THOU SHALT HAVE NO OTHER GODS BEFORE ME II. THOU SHALT NOT MAKE UNTO THEE ANY GRAVEN IMAGE III. THOU SHALT NOT TAKE THE NAME OF THE LORD THY GOD IN VAIN IV. REMEMBER THE SABBATH DAY TO KEEP IT HOLY V. HONOUR THY FATHER AND THY MOTHER VI. THOU SHALT NOT KILL VII. THOU SHALT NOT COMMIT ADULTERY VIII. THOU SHALT NOT STEAL VIIII. THOU SHALT NOT BEAR FALSE WITNESS AGAINST THY NEIGHBOUR X. THOU SHALT NOT COVET EXODUS XX I. THOU SHALT LOVE THE LORD THY GOD WITH ALL THY HEART, AND WITH ALL THY SOUL, AND WITH ALL THY MIND II. THOU SHALT LOVE THY NEIGHBOR AS THYSELF MATTHEW 22:37 & 39 JUDAH ENTERPRISES

Helen Mayo

90061838

20 Jul 2020

Hospitality industry services, namely, consulting services in the fiel...

THE LEADERSHIP PERFORMANCE MATRIX PROVIDES THE FRAMEWORK TO SUCCESSFULLY EVALUATE EDUCATIONAL LEADERS AND IMPROVE INDIVIDUAL AND ORGANIZATIONAL PERFORMANCE. THE PROPRIETARY LEADERSHIP PERFORMANCE MATRIX WAS CREATED AT THE LEADERSHIP AND LEARNING CENTER BY DR. DOUGLAS REEVES AND IS BASED ON RESEARCH AND THEORY, AS WELL AS BEST PRACTICES OF LEADERSHIP, ORGANIZATIONAL PERFORMANCE, AND PERSONNEL EVALUATION. THE LEADERSHIP PERFORMANCE MATRIX WAS ORIGINALLY PUBLISHED IN ASSESSING EDUCATIONAL LEADERS (REEVES, 2004, CORWIN PRESS). THE LEADERSHIP PERFORMANCE MATRIX IS BASED ON 10 DIMENSIONS OF LEADERSHIP (RESILIENCE, PERSONAL BEHAVIOR, STUDENT ACHIEVEMENT, DECISION MAKING, COMMUNICATION, FACULTY DEVELOPMENT, LEADERSHIP DEVELOPMENT, TIME/TASK/PROJECT MANAGEMENT, TECHNOLOGY, AND LEARNING). THE 10 DIMENSIONS OF LEADERSHIP ARE BASED ON THE CENTER'S CRITERIA FOR MULTIDIMENSIONAL ASSESSMENT. THE LEADERSHIP PERFORMANCE MATRIX INCLUDES A SPECIFIC SCORING RUBRIC THAT ALLOWS SCHOOL LEADERS, BOARDS, AND LEADERSHIP TRAINEES TO COMPARE PERFORMANCE ON AN EQUAL BASIS.

Advanced Learning Centers, Inc.

77759482

31 Dec 1969

Educational assessment; Educational services, namely, a learning and i...

THE CHANGE READINESS ASSESSMENT IS DESIGNED TO MEASURE A SCHOOL DISTRICT POPULATION'S READINESS FOR CHANGE. USING A PROPRIETARY RUBRIC DEVELOPED BY THE LEADERSHIP AND LEARNING CENTER. LEVERAGING RESEARCH FROM FULLAN, KOTTER, AND REIGELUTH, AS WELL AS THE CENTER'S DR. DOUGLAS REEVES AND DR. MICHAEL WASTA, THE CHANGE READINESS ASSESSMENT POLLS FACULTY AND STAFF, SPECIFICALLY PROBING FOR TRAITS THAT INDICATE WHETHER A CHANGE INITIATIVE WILL SUCCEED OR FAIL. THE CHANGE READINESS ASSESSMENT WILL ULTIMATELY HELP PARTICIPANTS GAUGE AND PRIORITIZE THE CHANGES THAT WILL MOST IMMEDIATELY IMPROVE RESULTS. THE MAJORITY OF CHANGE INITIATIVES ARE EITHER NEVER IMPLEMENTED OR IF IMPLEMENTED, ARE UNSUCCESSFUL. ONE OF THE PRIMARY REASONS FOR THIS IS THAT INSUFFICIENT ATTENTION IS GIVEN TO THE POPULATION THAT THE PROPOSED CHANGE IS GOING TO EFFECT. PARTICULARLY IN PUBLIC EDUCATION, THIS POPULATION IS BROAD AND CONTAINS NUMEROUS SUBGROUPS, ANY ONE OF WHICH IS CAPABLE OF DERAILING EVEN THE MOST SOPHISTICATED INITIATIVE. FREQUENTLY THIS OPPOSITION COMES AS A SURPRISE TO THE CHANGE PROPONENTS WHO ARE UNPREPARED TO RESPOND. ARMED WITH INFORMATION GAINED FROM THE CHANGE READINESS ASSESSMENT, THE INDIVIDUAL OR GROUP PROMOTING THE CHANGE INITIATIVE CAN DEVISE STRATEGIES TO ENGAGE EACH SUBGROUP TO SUPPORT THE CHANGE.

Advanced Learning Centers, Inc.

77759583

31 Dec 1969

Educational assessment; Educational course monitoring, namely, trackin...

90/90/90 SCHOOLS WERE FIRST REFERENCED IN THE ARTICLE THE 90/90/90 SCHOOLS: A CASE STUDY BY DR. DOUGLAS REEVES PUBLISHED IN ACCOUNTABILITY IN ACTION, 1998 (COPYRIGHT ADVANCED LEARNING CENTERS). 90/90/90 SCHOOLS HAVE THE FOLLOWING CHARACTERISTICS: - MORE THAN 90 PERCENT OF THE STUDENTS ARE ELIGIBLE FOR FREE AND REDUCED LUNCH, A COMMONLY USED SURROGATE FOR LOW-INCOME FAMILIES. - MORE THAN 90 PERCENT OF THE STUDENTS ARE FROM ETHNIC MINORITIES. - MORE THAN 90 PERCENT OF THE STUDENTS MET OR ACHIEVED HIGH ACADEMIC STANDARDS, ACCORDING TO INDEPENDENTLY CONDUCTED TESTS OF ACADEMIC ACHIEVEMENT. THE 90/90/90 SCHOOLS STUDY WAS THE RESULT OF FOUR YEARS RESEARCH (1995-1998) CONDUCTED AT THE LEADERSHIP AND LEARNING CENTER (THEN THE CENTER FOR PERFORMANCE ASSESSMENT). IT SPECIFICALLY EVALUATED THE USE OF STANDARDS AND ASSESSMENT WITH A COHORT OF SOME 130,000 STUDENTS IN 228 SCHOOLS. THE RESEARCH INCLUDES FOUR YEARS OF TEST DATA (1995 THROUGH 1998) WITH STUDENTS IN A VARIETY OF SCHOOL SETTINGS, FROM ELEMENTARY THROUGH HIGH SCHOOL. THE RESEARCH ON 90/90/90 SCHOOLS IDENTIFIED THE COMMON PRACTICES OF EXCELLENT ORGANIZATIONS, SPECIFICALLY A COMMON SET OF BEHAVIORS EXHIBITED BY THE LEADERS AND TEACHERS IN SCHOOLS WITH HIGH ACHIEVEMENT, HIGH MINORITY ENROLLMENT, AND HIGH POVERTY LEVELS. THE FOLLOWING FIVE CHARACTERISTICS WERE COMMON TO ALL 90/90/90 SCHOOLS: - A FOCUS ON ACADEMIC ACHIEVEMENT - CLEAR CURRICULUM CHOICES - FREQUENT ASSESSMENT OF STUDENT PROGRESS AND MULTIPLE OPPORTUNITIES FOR IMPROVEMENT - AN EMPHASIS ON NONFICTION WRITING - COLLABORATIVE SCORING OF STUDENT WORK SINCE THE INITIAL PUBLICATION OF THE 90/90/90 SCHOOLS IN 1998 THE DATA WERE INDEPENDENTLY VERIFIED BY SCHMOKER (RESULTS FIELDBOOK, 2001) AND SIMPSON (BEATING THE ODDS. AMERICAN SCHOOL BOARD JOURNAL, 2003) AS WELL COUNTLES RESEARCH ARTICLES.

Advanced Learning Centers, Inc.

77759545

31 Dec 1969

Educational assessment; Educational course monitoring, namely, trackin...