Sentences with phrase «community school district level»

CECs allow for parent involvement at the Community School District level and play an essential role in shaping education policies for New York City public schools.

CECs allow for parent involvement at the Community School District level and -LSB-...]

Not exact matches

Community support might yield louder crowds and snack shack volunteers at the high school level, but athletic programs still must struggle to get funding from schools, school districts and parents.

The amount of district and community stakeholders shaping and defining standards in food procurement is growing as school districts recognize the value in creating a healthy school environment on all levels, including the dining room.

Healthy Schools BC Regional Grants aim to build regional capacity amongst health, education and community partners to collaboratively work through new approaches and designs for learning (such as the Healthy Schools BC Learning Framework, Spiral of Inquiry and innovative prototyping) for district / group - level initiatives that are directly related to mental well - being.

Per - pupil funding levels should be adequate across all programs and settings — both school districts and community based organizations — in order to support high - quality pre-k for 3 - and 4 - year - olds, and the state should establish a timeline for ensuring adequate resources while expanding access to all eligible children, particularly in high - need communities.

«Education Councils provide parents a voice in public education and an opportunity to make grass - roots level impact in their school districts,» said Jesse Mojica, Executive Director of the Division of Family and Community Engagement.

He said: «The level of support for the school district from this community is nothing short of overwhelming.»

Elevated levels of lead were found in the Ithaca City School District and the Jordan - Elbridge School District in Onondaga County and Miner said the case of Hoosick Falls, NY is a warning to communities.

I'm going to bring community leader, other elected officials at the local, state and federal level, have access to other financial and human resources to give the school board and the superintendent what's needed to turn the city around, which is to turn the school district around.

That being said, if I do my job well, my hope is that I can leave DCPS as a district where students are achieving at high levels no matter their backgrounds, families are choosing DCPS schools because of the world - class education we provide, and parents and community members feel like they've contributed to DCPS» amazing successes.

In almost every school district in the country, teachers are currently paid based solely on their years of experience and degree level, despite a consensus in the scientific community that these two factors bear little relationship to their success in improving student performance.

The first step toward making your school a community hub is a district - level decision.

Private schools generate similarly higher levels of satisfaction than choice and district schools in all three types of communities, but significant differences between charters and chosen district schools are not observed in any of the three areas.

Not to mention our vertical data teams, horizontal data teams, schoolwide and district - level data review, IEP and 504 review, professional learning communities, and reflection practices now built into the very fabric of how schools run and make decisions.

«Increased awareness of the positive correlations between engaged parents / families and student achievement has led to a number of increased levels of activity at the school building, «community» and district level as well as increased state and federal guidance for improving parent / family engagement.»

Increased awareness of the positive correlations between engaged parents / families and student achievement has led to a number of increased levels of activity at the school building, «community» and district level as well as increased state and federal guidance (and to some extent support) for improving parent / family engagement.

So the community was stunned when the district leveled the educational equivalent of a death sentence on the school.

In some places, districts are encouraged to offer college - level courses in high school or on nearby community college campuses.

Second, district culture appears to have a limited influence on parental and community involvement at the school level.

Insight in action As part of community - engagement work that accompanied district reform efforts, teacher leaders worked on district mathematics committees, facilitated grade - level meetings, presented at school board meetings, led professional development sessions and took on many other leadership roles.

In many cases, the charter community does reflect lower percentages of enrollment for these high need students than the traditional district schools on an aggregated level.

The Agency recommends that the constituent school district Superintendent consult prior to the meeting with school board members, administrators at the central and building levels, district employees, union representatives, parents and community leaders and to the extent necessary also other units of government.

In these analyses we used site council diversity, district support, and principals» openness to community involvement as independent variables; again, we used poverty and school level as control variables.

communicated at the school level in the same way, even though district leaders espoused Leaders in all three districts were aware of research linking family involvement with increased student learning, but they did not believe it was their role to mandate engagement between schools, parents, and other community members.

Our case analysis is also consistent with our quantitative finding that district culture has only a limited influence on community involvement at the school level.

In 2010, Steve formed Future Is Now Schools, built on the successful secondary Green Dot Public Schools model, union reform and systemic district change, to take the foundational principles, lessons learned and successes achieved on the local level of Southern California and expanded this base to other communities around the country.

Also, in order to compose three district - level vignettes, we analyzed data from interviews we conducted over three years with district and school staff members and community stakeholders.

Results show that poverty level and district support for community involvement explain only 9 % of the variance in the diversity of membership on school - site councils.

Since 1998, we have published many books and videos with the same two goals in mind: (1) to persuade educators that the most promising strategy for meeting the challenge of helping all students learn at high levels is to develop their capacity to function as a professional learning community and (2) to offer specific strategies and structures to help them transform their own schools and districts into PLCs.

«Among them: partnerships between school districts and colleges to help communities grow their own teachers and align recruitment to high - need fields; competitive salaries as well as incentives, financial and otherwise, for hard - to - fill positions; the creation of strong mentoring programs and professional learning communities that make schools places teachers want to be; and effective leadership at the school level to maintain a supportive, collaborative school environment.»

Any direct or indirect erosion of Impact Aid through a voucher program will reduce the Impact Aid funding currently going to these districts, and would also place a great financial burden on the local community, which would be left to fund public schools with an already low level of state and local tax revenue.

Join Michelle Young, UCEA Executive Director, as she welcomes three panelists from the UCEA stakeholder community in a discussion focused on how universities and districts can work together to support school level leaders and develop district capacity in this area.

Their school -, district -, and state - level recommendations focus on deepening teachers» ability to teach trauma - impacted students, cultivating a trauma - informed school community and updating the funding formula to reinforce schools with the resources to educate vulnerable students.

State ID (9 sub-codes) District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcDistrict site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcDistrict size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcDistrict poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcDistrict diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcDistrict location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcdistrict (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researcdistrict, school, research school, research memo).

In order to examine our quantitative findings more thoroughly, we turned to our qualitative data for an in - depth look at district level policies and practices intended to engage parents and community members in school - improvement efforts and, specifically, efforts to increase student learning.

In districts like Brownsville, a historically Black community in Brooklyn, there is not a single district elementary school that has educated more than 20 % of its kids to read at grade level.

In particular, ESEA reauthorization provides an opportunity for Congress to consider fresh ideas that would support states and districts in increasing school funding equity so that students in low - income communities receive the resources they need to achieve at high levels.

If a school district gets $ 8,500 per student, its leaders should be able to tell every school community exactly how much they're getting, as well as what's being spent at the district level and on what.

The NSBA letter requested them to allocate a high level of funding for Title I and IDEA grants to provide school districts and local communities with resources to best serve all students, especially those with the greatest need.

We aim to increase productive instructional time and school engagement by collaborating with SFUSD to provide prevention and intervention at many levels of the school community: student, caregiver, school staff, school district, and policy.

States have set up command - and - control frameworks, viewing districts rather than schools as public education's first responders, which is at odds with school - level efforts to address the particular needs of students and communities.

With a heavy emphasis on equity and access for students and families in our most vulnerable school communities, the annual summer institute will support leaders at the school and district level to embrace the complexities, challenges, and opportunities of their positions.

The community college presidents also say high school students, school districts and colleges will save money by substituting the tests, known as PARCC, for the Accuplacer, which now determines knowledge in math, reading and writing in preparation for college - level courses.

These digital tools help building and district level administrators maximize communication with all members of the school community.

In addition to being a key - team member for many of CTAC's partnerships, Mr. Eglinton served as CTAC's co-project director for the TIF - supported Leadership for Educators» Advanced Performance Initiative (LEAP) with the Charlotte - Mecklenburg Schools, directed CTAC's National Urban Reform Network, led site research and evaluations teams in Christina (DE) Denver (CO) and Newark (NJ) and trained district leadership teams, community collaboratives, corporate leadership groups and policymaking bodies at local, state and national levels.

As former superintendent of Kildeer Countryside Community Consolidated School District 96 in Illinois, Dr.. Many used the tenets of the PLC at Work ™ process to ensure high levels of learning for all students.

Key strategies outlined in the plan suggest systematic change at district / school levels, including increasing culturally relevant pedagogy, implementing culturally responsive approaches and best practices and building partnerships with Oregon's nine federally recognized tribes and native communities and organizations.

The Community Schools Initiative works at the regional, district and site levels to develop, implement, and sustain FSCS as a school reform strategy in under - resources communities.

The mission of the West Valley School District, a vital partner of a proud and caring community, is to ensure that all students achieve their highest level of knowledge, skills and attitudes necessary to be responsible and productive citizens, effective communicators, creative problem - solvers and life - long learners.