Sentences with phrase «about failing districts»

Not exact matches

Cafeteria managers across the state had complained for a year about food that reeked of ammonia, but state and federal regulators failed to alert school districts.

About 260 pupils from four communities in the Bunkpurugu — Yunyoo district failed to sit for the BECE following a misunderstanding between chiefs and regional education authorities over location of examination centers.

Count two: «That you Godsday Peter Orubebe, while being a Minister of Federal Republic of Nigeria in charge of Ministry of Niger Delta Affairs, on or about June 29, 2011 did make a false declaration in your asset declaration form by failing to declare plot 2059 Asokoro district, Abuja on assumption of office on September 26, 2007 and on June 29, 2011 and you thereby committed an offence under section 15 of the CCB & T Act, and punishable under section 23 (2) of the CCB & T Act.

It's really about Congress, the institution that has failed to articulate the issues that are relevant and important» to people in the district.

Baez has always had an explanation for her attendance... what you fail to realize is that even with the attendence record she has brought so much resources to her district... do your your homework... cabrera knows the system cause he worked in it... ha what a joke what about maria understand her district cause she was one of us... a single mom struggling to raise her daughter... 1199... working families... Bronx Democratic County Committee... all those organization & company based their decision on political moves not on her track record... cabrera is an outsider... Mujers For Baez!

The mother of slain Brentwood High School teen Kayla Cuevas has filed a $ 110 million federal suit against the Brentwood schools saying the district failed to protect her daughter against MS - 13 gang members and ignored warnings about repeated threats to the girl.

He's talking about truancy, why the district failed on the first day, and how he plans to change that.

An October 2014 rally in Manhattan focused on failing district schools as an indirect means to advocate for more charters, but the «Don't Steal Possible» slogan revealed little about the group's specific policy goals to improve struggling schools.

Councilmember Leroy Comrie complained the agency had repeatedly failed to respond to complaints about packs of wild dogs in his district.

Over decades, there have been countless state takeovers of districts across the nation, and they've all failed to bring about the dramatic improvement needed.

At Education Resource Strategies (ERS) we believe that districts need to make decisions about failing schools as part of a long - range, districtwide strategy that incorporates all resources: people, time, and money.

Coverage was narrowed to only three districts: St. Louis, Kansas City, and Wellston, potentially reaching about 8,000 poor and at - risk students in failing schools.

Many districts simply fail to define their theories of reform - in some cases because superintendents and school - board members can not agree on what should be done; in other cases because officials don't wish to make specific promises about actions and results.

Under present day standards and accountability systems, states, pushed and prodded by the federal government, have moved from trying to force districts to educate students to a minimum level of basic skills and to do something about schools that are obviously failing, to holding districts, schools and teachers accountable for (in the words of the Common Core State Standards Initiative) «preparing all students for success in college, career, and life.»

When asked about these options, Americans express greater support for replacing teachers and principals than for converting failed district schools into charter schools.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

Most importantly, then, test results provide parents and teachers with vital information about student learning, and accountability policies challenge districts and schools to meet individual student needs with effective teachers, strong curricula, choices for families and students, and break - the - mold interventions for failing schools.

Strauss used the words of Monty Neill, the executive director of the National Center for Fair and Open Testing, known as FairTest, to set the record straight about the implications to a school, school district or state for failing to get at least 95 percent of the students to take the Common Core test.

Superintendents acknowledge that federal and state standards and accountability systems have created a situation in which district and school personnel can not ignore evidence about students who are struggling or failing to meet mandated standards for academic performance, as reflected in test results and other indicators of student success (e.g., attendance, graduation rates).

Before digital curriculum was available, districts required students to retake the entire course, but when I think about that these are students who failed it the first time, and these are students who are not likely to be successful in the same model.

He's talking about truancy, why the district failed on the first day, and how he plans to change that.

And when we talk about improving public education, and the very real and increasing threat that is coming from the corporate «education reform» types, who want to layoff teachers, ban or reduce collective bargaining rights, take - over public schools and transfer the care and control of our public schools to various third parties... let's not forget that many districts do not fund enough IA positions and every district fails to fairly compensate IAs for the incredible work they do.

In 2012 and 2013, IES asked 49 states and the District of Columbia about their capacity to support failing schools receiving federal turnaround money.

Nor did Duncan admit that one reason why states and districts complained about No Child's accountability and proficiency goals was because of their own gamesmanship, failing to elevate (and in some cases, deliberately lower) standards and proficiency targets more - rigorous in the first place, then moving to ramp them up just a few years before the 2014 target would come into play, aided and abetted by Duncan and his predecessors.

Posted on May 14, 2018 · News 88.7 education reporter Laura Isensee updates Houston Matters on the process of improving several failing schools in the Houston Independent School District, about turnover and contention in the district's top leadership, and allegations of bullying against the superintendent of KDistrict, about turnover and contention in the district's top leadership, and allegations of bullying against the superintendent of Kdistrict's top leadership, and allegations of bullying against the superintendent of Katy ISD.

Instead of complaining about stranded costs, districts should be worried about the students who choose charters to avoid being «stranded» in failing public schools.

Failing districts often use resources in a manner that runs counter to the evidence about the practices that most improve the effectiveness of teaching and learning in the classroom.

Resistance may be based on district - community tensions, failed past school improvement efforts, or a lack of understanding about what is possible in schools.

These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.

I think we should speed up the failing school timeline and I think incorporated into that should be a discussion about district accountability...

Parents representing about 69 percent of students at 24th Street Elementary, which has about 685 students in kindergarten through fifth grade, signed a petition seeking the law's «restart model,» which lets parents bring in a new charter operator or pair a charter operator with the district to turn around a failing school.

Opponents in Houston have argued the punishments are draconian given that the district has about 280 schools, yet a single chronically failing school could trigger a state takeover.

After camping out overnight in frigid rain in front of the Chicago Public Schools central office, people furious about the district's years of failed, top - down school interventions took over the Board of Education meeting.

You don't really care about treatises on whether families are best being customers of schools, or ideological debates over the value of Common Core, or pablum from school choice activists with jobs to protect about why state tests shouldn't be used to hold accountable private schools taking vouchers for serving kids, or if an Obama Administration plan to address suspensions is somehow a punishment to traditional district schools that have been failing kids for decade after decade.

What is needed instead is a fundamental shift in direction in federal education policy, and ESSA is not it; therefore every family that can afford it should opt out of state schooling whenever possible until No Child Left Behind's failed strategy for social improvement via annual testing and publishing the results is abandoned entirely, and until Sacramento gets serious about subsidiary devolution, which implies that assessing and reporting on the results of local schools should be left to the local districts, whose citizens may have different priorities and values that the state and federal governments should learn to respect.

Click here for a PDF version of Debunking the Myths about School Vouchers MYTH: Vouchers will rescue poor kids who are trapped in failing districts.

If Stockton Unified continues to refuse to be up front about how it's using this money, it's failing the students in its district who are struggling and deserve so much better.

But last fall, the Los Angeles Times reported that teachers at only about a third of the district's 900 campuses had been trained in restorative justice, and that the district was failing to budget sufficient funds for its implementation.

An October 2014 rally in Manhattan focused on failing district schools as an indirect means to advocate for more charters, but the «Don't Steal Possible» slogan revealed little about the group's specific policy goals to improve struggling schools.

Before arriving she tried to talk with district staff about where to enroll her daughter: «They didn't tell me McKinley was a failing school.

About half of low - income students in the state live in more suburban districts and even in the wealthiest districts still fail at two to three times the rate of non-disadvantaged students.

Krish Mohip, CEO of Ohio's much smaller, 5,400 - student Youngstown City School District, talked about his experience improving failing schools and promised to push Boulder Valley.

Or how about the ground swell of parent support for the exclusive little Montessori school that Nate Snow, CT's TFA director and failed candidate for B'port BoE (republican ticket) wants the district to pay for as a local charter?

Traditional districts, in particular, do as little as possible to inform families about their options; the penchant of districts to inform families of kids in failing schools of their options in June — just as families were going on summer break — is one reason why the No Child Left Behind's school choice provision has never worked as envisioned.

As I dug deeper I was struck by the sense of outrage and loss this painting aroused in so many people: The family of Lea Bondi, determined to reclaim the stolen portrait she had failed to recover in her lifetime; the Manhattan District Attorney who sent shock waves through the international art world and enraged many of New York's most prominent cultural organizations when he issued a subpoena and launched a criminal investigation following the surprise resurfacing of Portrait of Wally; the New York art dealer who tipped off a reporter about the painting during the opening of the Schiele exhibition at MoMA; the Senior Special Agent at the Department of Homeland Security who vowed not to retire until the fight was over; the art theft investigator who unearthed the post-war subterfuge and confusion that ultimately landed the painting in the hands of a young, obsessed Schiele collector; the museum official who testified before Congress that the seizure of Portrait of Wally could have a crippling effect on the ability of American museums to borrow works of art; the Assistant United States Attorney who took the case to the eve of trial; and the legendary Schiele collector who bartered for Portrait of Wally in the early 1950s and fought to the end of his life to bring it home to Vienna.

The California Court of Appeal, First District, has affirmed a ruling that a brokerage company is not liable for failing to inform a buyer about the tax advantages of using a 1031 exchange rather than selling an investment property.