Sentences with phrase «ownership of school buildings»

Not exact matches

Under the proposal, ownership of the library's present building in Wilder Park would be transferred to the school district for an adult education center and for administrative offices.

After the schools were built, the Park District retained ownership of the land around the buildings; today, the district still handles the mowing and snowplowing and other maintenance work on the land it owns.

Cleaning and greening vacant lots might be just enough of a change, Kaplan says, to help build a sense of ownership and neighborhood identity in the affected communities so they can come together and push for larger improvements like better schools and sanitation — and remain in the neighborhood to enjoy them.

«It gives them stability, and they've taken ownership of it» — just the kind of commitment Providence was looking for to keep their kids in school, build their confidence, and prepare them for success as adults.

He consulted for the Education Commission of the States (ECS) in its 1999 report, Governing America's Schools: Changing the Rules, which described a «public schools real estate trust» as follows: «In any locality, one or more real - estate trusts assume ownership of a community's public school buildings, sell the surplus buildings, and build or lease additional facilities in areas with insufficientSchools: Changing the Rules, which described a «public schools real estate trust» as follows: «In any locality, one or more real - estate trusts assume ownership of a community's public school buildings, sell the surplus buildings, and build or lease additional facilities in areas with insufficientschools real estate trust» as follows: «In any locality, one or more real - estate trusts assume ownership of a community's public school buildings, sell the surplus buildings, and build or lease additional facilities in areas with insufficient space.

Even with existing rules of ownership, there is no excuse for bolting the doors to unused school buildings.

Traditional districts retain an «iron grip» on ownership and deployment of school buildings.

Or the state could simply require that districts that fail to reduce costs responsibly get out of the property - ownership business, either by having the state assume ownership, by placing the buildings into a third - party trust, or by establishing a cooperative to which charter schools have equal rights.

During projects sponsored by organizations such as iEARN, book shares such as The Global Read Aloud, or within - school scavenger hunts such as Edventure Quests, students can express their voices and take ownership of work through networked collaboration and building relationships with a broader global audience.

Building ownership across the community of the school's direction and ensuring it is alive in all aspects of the school requires constant attention.

The construction team shared a strong sense of ownership with the wider school community, and this commitment to the project was a significant factor in the building's success.

How can schools build a climate that takes students beyond mere engagement and into ownership of their learning?

The following examples demonstrate how schools can involve students in building an architecture of ownership.

These goals serve as the primary tenants for advancing the high school renewal work to: 1) establish system coherence by aligning central office and site programs, and accelerating student learning by leveraging and expanding knowledge and skills among staff, parents, and community members; 2) improve the quality of instructional leadership by providing ongoing professional development for school leaders; 3) improve the quality of teaching throughout the district through embedded professional development; 4) increase student engagement in the learning process by personalizing learning environments to build on student interests; 5) increase community involvement in schools by giving principals ownership of the change process, expanding student voice, and bringing parents and students into the school renewal process.

In «Miracle in East Harlem,» Seymour Fliegel, a former New York City school administrator now at the Manhattan Institute, a conservative think tank, makes the point that when educators create their own school, they have a sense of ownership that energizes a whole building.

In our monograph entitled Building Towards Mastery, which is part of a series capturing practices and tools that support deeper learning for overage and under - credited adolescents at transfer schools across New York City, we share how Bronx Arena High School developed a mastery - based curriculum that empowered students to take ownership over their own learning, overcome their challenges, and achieve success in college and careers.

In addition, it allows parents to participate; it gives students greater ownership of their own learning, and it models the collaborative skills we want to build in students throughout their schooling.

In addition, monthly training for principals, assistant principals, literacy facilitators, and math facilitators built a strong cadre of instructional leaders to take ownership of school - based training of teachers.

Creating a sustainable system that engages in the ownership of improvement and teachers as the agents of changing their instructional practice is intentionally built in to this process so that the school community truly experiences success now... and into the future.

And then through a lot of two - way communication work with the faculty to get ownership of those objectives, formulate a three - year plan to achieve them, identify what the adults need to know and be able to do in order to achieve the objectives, develop a professional growth plan for the adults in the building, reorganize time so that educators have big chunks of time together as opposed to like 45 minutes after school, three day a week make that two and a half hours one day a week, so that we have a big chunk of time where we can really kind of sit down and figure out what we're going to do.

It builds ownership in the community for the challenges we face, and in turn, develops partners who work with the schools to meet the basic and advanced needs of kids.»

Commmunity Needs Assessments Community Needs Assessment: Overview Community Needs Assessment: All 4th - 8th Grade Student Needs Assessment High School Student Needs Assessment Student Wish List Survey Teacher Assessment Parent Interest Survey Community Focus Group Design School & Community Demographic Data School & Community Conditions Analysis Community Asset Mapping Community Asset Mapping: Overview Community Resource Assessment Overview and Community Resource Assessment Advisory Board Development Planning Community School Advisory Boards: How Resource Coordinators Can Engage Community Members in Shared Ownership of the Community School Step 1: Identifying Potential Members Step 2: Prioritizing Potential Members Step 3: Identifying Strengths of Potential Members Step 4: Inviting Advisory Board Members Creating an Engaging Environment Sample Advisory Board Meeting Agenda Out - of - School Time Planning Afterschool Lesson Plan Database Afterschool Training Toolkit: Building Quality Enrichment Activities Consumer Guide to Afterschool Science Resources Newsletter Templates General Community Schools Newsletter Template General Community Schools Newsletter Template - Spanish Addressing Complex Challenges Common Core Transition Community schools and resource coordinators, in particular, have an important role to play in supporting student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning StaSchools Newsletter Template General Community Schools Newsletter Template - Spanish Addressing Complex Challenges Common Core Transition Community schools and resource coordinators, in particular, have an important role to play in supporting student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning StaSchools Newsletter Template - Spanish Addressing Complex Challenges Common Core Transition Community schools and resource coordinators, in particular, have an important role to play in supporting student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning Staschools and resource coordinators, in particular, have an important role to play in supporting student learning that is engaging, collaborative, fosters critical thinking AND is aligned to the Common Core Learning Standards.

Instead, Holtz said if he is elected, he would build teams of DPI staff that would help urban districts foster relationships with parents and other community members to create a school community that feels ownership over a school and its students» academic achievement, attendance record and graduation rates.

The largest solar project ever built to serve a Minnesota school district began producing energy last week, as schools take advantage of third - party ownership models and community solar subscriptions.

Money is spent only in the local community where the school is being built, according to Hug It Forward, and because kids do the building themselves, they take ownership of and pride in the school.

Amenities: Street Lights, Boathouse: No Dock Or Boathouse, Cooling Source: Electric, Cooling Type: Central, Kitchen Equipment: Dishwasher, Kitchen Equipment: Garbage Disposal, ES Bus: Yes, Patio, Out Building, Fees Include: None, Fireplace Location: Family Room, Fireplace Type: Factory Built, HS Bus: Yes, Hardwood Floors, Wall - to - wall Carpet, Walk - in Closet, Kitchen: Solid Surface Counters, List Type: Exclusive Right To Sell, Lot Description: Level Lot, Lot Size: 2 - 1 Acre, MS Bus: Yes, Photo Available: YES, Ownership: Fee Simple, Photo: Broker Will Provide Photo, Parking: Parking Pad, Parking: 2 Car, Rooms: Great Room, SQFT Source: Public Record, State: GA, Share Address with Public Websites: Yes, Include in Auto - Valuation Models: Yes, Allow additional comments: Yes, Share with Public Websites: Yes, Water: Public Water, Equipment: Fire, Amenities: Pool, Cable In Street, Wet Bar, Energy Related: Thermo, Energy Related: Water Heater - gas, Kitchen: Breakfast Area, Kitchen: Walk - in Pantry, Lot Description: Wooded, Lot Description: Private Backyard, Fireplace Type: Gas Starter, Heating Source: Gas, Date Of Possession: Negotiable, Parking: Detached, Parking: Garage, Foyer - Entrance, Rooms: DR - Separate, Rooms: Office, Laundry Type: Room, Showing Instructions: Appt Owner, Style: Traditional, Swift Entry: Yes, Water: Sewer Connected, Construction: Frame, Kitchen Equipment: Refrigerator, Lot Description: Cul De Sac, Rooms: Sun Room, Acreage Source: Public Record, Garden Area, Accessibility: Garage Van Access, Amenities: Tennis Courts, Basement: Crawlspace, Market Code: Available, Rooms: Dining Room Seats 12 +, Stories: Over 2 Stories, Parking: Rear Entrance, Amenities: Walk To Shopping, Heating Type: Other (See Remarks), Amenities: Clubhouse, Equipment: Satellite Dish, source: RETS, Skylight, Special Conditions: Agent Owned, Hot Tub, Accessibility: 32» Doors, Area: FUN1, Elementary School: GA, High School: GA, Middle School: GA, High School: Fulton County, Middle School: Fulton County, Elementary School: Fulton County

Construction: Brick Front, Cooling Source: Electric, Cooling Type: Ceiling Fan, Cooling Type: Central, Cooling Type: Heat Pump, Energy Related: Water Heater - electric, Kitchen Equipment: Dishwasher, Kitchen Equipment: Oven, ES Bus: Yes, Patio, Fireplace Location: Family Room, Fireplace Type: Factory Built, Heating Source: Electric, Heating Type: Central, Heating Type: Heat Pump, HS Bus: Yes, Cable TV Connections, Ceilings 9 Ft Plus, Hardwood Floors, Pulldown Attic Stairs, Wall - to - wall Carpet, Whirlpool Bath, Walk - in Closet, Kitchen: Breakfast Bar, Kitchen: Solid Surface Counters, List Type: Exclusive Right To Sell, Lot Size: 2 - 1 Acre, Market Code: Off Market, MS Bus: Yes, Photo Available: YES, Ownership: Fee Simple, Possible Financing: Cash, Possible Financing: Conventional, Possible Financing: FHA, Photo: Broker Will Provide Photo, Parking: 2 Car, Parking: Kitchen Level Entry, Roof Type: Composition, State: GA, Share Address with Public Websites: Yes, Include in Auto - Valuation Models: Yes, Allow additional comments: Yes, Share with Public Websites: Yes, Water: Public Water, Water: Septic Tank, Basement: Bath Finished, Basement: Daylight, Basement: Entrance - Outside, Basement: Finished Rooms, Basement: Full, Energy Related: Programmable Thermostat, Energy Related: Insulation - ceiling, Energy Related: Insulation - floor, Equipment: Fire, Kitchen Equipment: Microwave - Built In, Sprinkler System, Amenities: Neighborhood Association, Porch, Cable In Street, Double Vanity, Garden Tub, Energy Related: Thermo, Separate Shower, Kitchen Equipment: Icemaker Line, Kitchen: Breakfast Area, Fees Include: Grounds Maintenance, Lot Description: Wooded, Lot Description: Private Backyard, Date Of Possession: Negotiable, Ceilings - Trey, Parking: Garage, Foyer - Entrance, Kitchen: Pantry, Rooms: DR - Separate, Rooms: Family Room, Rooms: In - law Suite or Apartment, Rooms: Office, Laundry Type: Room, Possible Financing: VA, Showing Instructions: Appt Agent, Basement: Entrance - Inside, Kitchen Equipment: Refrigerator, Foyer - 2 Story, Parking: Attached, Parking: Auto Garage Door, Parking: Storage, Acreage Source: Public Record, Rooms: Dining Room Seats 12 +, Energy Related: Certified Good Cents, Attic Expandable, Construction: Concrete Siding, Laundry Location: Other (See Remarks), Tile Floors, Screen Porch, Status: Under Contract, Cooling Type: Dual, Heating Type: Dual, source: RETS, Virtual Tour Available: Yes, Tile Bath, SQFT Source: Sq Ft Not Entered, Style: Craftsman, Area: DOUG, County: Douglas, Kitchen: Second Kitchen, Stories: Multi - Level, Equipment: Alarm - Carbon Monoxide, Kitchen Equipment: Convection Oven, Special Conditions: Agent Related to Seller, Elementary School: GA, High School: GA, Middle School: GA, Elementary School: Douglas County, High School: Douglas County, Middle School: Douglas County

Ownership plans to convert the former school building into a mix of studio, one - and two - bedroom units, a lounge and gym facility.