Sentences with phrase «changes in district policy»

Contrary to the largely symbolic reactions to competition evident when the school choice movement was just beginning, we find evidence of significant changes in district policy and practice.

Not exact matches

Though Rubio isn't alone in criticizing the district's policies — Florida House Speaker Richard Corcoran told Breitbart he wants to «do away» with PROMISE — Runcie says he has no plans to make changes.

«Before we even got behind a lot of policy changes, what we did was we went around the country and just visited prisons and visited state legislatures and visited with district attorneys and police officers and survivors of crime, all these folks who have a stake in the system right now, and we tried to listen and amplify voices that may not have been heard as much,» he explains.

All museums located on Park District land must get approval for changes in admission policies.

All districts had to do was include the change in their board - approved wellness policy, leaving the rules in place as a baseline for the rest of the state.

* Day 1 Monday, February 22, 2016 4:00 PM -5:00 PM Registration & Networking 5:00 PM — 6:00 PM Welcome Reception & Opening Remarks Kevin de Leon, President pro Tem, California State Senate Debra McMannis, Director of Early Education & Support Division, California Department of Education (invited) Karen Stapf Walters, Executive Director, California State Board of Education (invited) 6:00 PM — 7:00 PM Keynote Address & Dinner Dr. Patricia K. Kuhl, Co-Director, Institute for Learning & Brain Sciences * Day 2 Tuesday February 23, 2016 8:00 AM — 9:00 AM Registration, Continental Breakfast, & Networking 9:00 AM — 9:15 AM Opening Remarks John Kim, Executive Director, Advancement Project Camille Maben, Executive Director, First 5 California Tom Torlakson, State Superintendent of Public Instruction, California Department of Education 9:15 AM — 10:00 AM Morning Keynote David B. Grusky, Executive Director, Stanford's Center on Poverty & Inequality 10:00 AM — 11:00 AM Educating California's Young Children: The Recent Developments in Transitional Kindergarten & Expanded Transitional Kindergarten (Panel Discussion) Deborah Kong, Executive Director, Early Edge California Heather Quick, Principal Research Scientist, American Institutes for Research Dean Tagawa, Administrator for Early Education, Los Angeles Unified School District Moderator: Erin Gabel, Deputy Director, First 5 California (Invited) 11:00 AM — 12:00 PM «Political Will & Prioritizing ECE» (Panel Discussion) Eric Heins, President, California Teachers Association Senator Hannah - Beth Jackson, Chair of the Women's Legislative Committee, California State Senate David Kirp, James D. Marver Professor of Public Policy, University of California, Berkeley Assemblyman Kevin McCarty, Chairman of Subcommittee No. 2 of Education Finance, California State Assembly Moderator: Kim Pattillo Brownson, Managing Director, Policy & Advocacy, Advancement Project 12:00 PM — 12:45 PM Lunch 12:45 PM — 1:45 PM Lunch Keynote - «How Children Succeed: Grit, Curiosity, and the Hidden Power of Character» Paul Tough, New York Times Magazine Writer, Author 1:45 PM — 1:55 PM Break 2:00 PM — 3:05 PM Elevating ECE Through Meaningful Community Partnerships (Panel Discussion) Sandra Guiterrez, National Director, Abriendo Purtas / Opening Doors Mary Ignatius, Statewide Organize of Parent Voices, California Child Care Resource & Referral Network Jacquelyn McCroskey, John Mile Professor of Child Welfare, University of Southern California School of Social Work Jolene Smith, Chief Executive Officer, First 5 Santa Clara County Moderator: Rafael González, Director of Best Start, First 5 LA 3:05 PM — 3:20 PM Closing Remarks Camille Maben, Executive Director, First 5 California * Agenda Subject to Change

Does this create an even higher bar for districts wanting to avoid pink slime, or is this really no different than the situation before the change in policy?

The petition garnered over a quarter of a million signatures in just a few days and ultimately led the USDA to change its policy, allowing school districts for the first time to opt out of receiving beef containing LFTB.

The New America Foundation actually has several of these in the works — quickie animations that help explain a complex issue or statistic; maps comparing all 50 states» climate change policies; even an interactive database that compares all 14,000 U.S. school districts.

Councilmember Lander said the district needed someone like Sikora who would «fight for progressive values in government, try to win a more equal city, address the challenges of climate change, make sure the rights of workers are respected, address the issues of health care on the policy level, and fight in the neighborhoods to improve our schools and make them better.»

In a congressional district that encompasses cash - strapped, potentially gas - rich Sullivan County, New York City's watershed, eco-sensitive communities like Woodstock and various rural areas on the east side of the Hudson River, incumbent U.S. Rep. Chris Gibson and challenger Sean Eldridge are on the campaign trail seeking to define their own, and their opponent's, positions on climate change, energy policy and perhaps most critically fracking.

To begin, I have experience, I have experience which has changed national policy affecting everyone in this district.

BY SARA GILBERT Candidates promise to change controversial school board policies in East Ramapo district Gathered at the Chuggin» Rhino in Pomona from 7 - 9 p.m. on Tuesday, April 17, Kim Foskew, Hiram Rivera and Joanna Thompson rallied a group of roughly 50 for support in this year's East Ramapo school board election.

The Chiefs and queen mothers in the Ga West district of Greater Accra have massively endorsed President John Mahama's second term to allow him continue his good policies that are not only changing the phase of the capital city, Accra but the entire nation.

As WCBS 880's Rich Lamb reported Saturday, Quinn — who is also running for mayor — said there should be no further delay, and court - ordered changes to the policy should be put into place right away, She said she was filing declarations in U.S. District Court to oppose any motion for a stay in implementation.

He also challenged government to expedite action on the national climate change policy to ensure its implementation at the regional and district level, to address issues of climate change in the region, since the region is most at risk of climate change.

Just in time for Memorial Day, Albany County District Attorney David Soares has announced a round of traffic safety and policy changes involving the prosecution of vehicular crimes in Albany County.

These included changing the format of Panel for Educational Policy meetings to allow for more public comment, revising the city's school closing and co-location processes to make it more difficult for the city to close or co-locate schools, adding parent training centers so that parents in groups like the Community Education Councils can participate knowledgeably in the structures of governance, and restoring a degree of authority to district superintendents vis - à - vis principals.

You can convince all the cafeteria ladies in the country (and even all the district superintendents in the country) and you'd still have to change policies at the federal level before anything happens.

It turns out that the most significant challenges that teachers report facing are systemic — number one being «state or district policies that get in the way of teaching,» followed by, «constantly changing demands placed on teachers» and «constantly changing demands placed on students.»

The legal dispute began after the Los Angeles district enacted a series of policy changes in 1985 to entice more teachers to come to work for the system, especially in understaffed subjects.

After collecting and synthesizing data from 17 states and the District of Columbia, we found that, despite state policy changes, many districts still don't factor student growth into teacher evaluation ratings in a meaningful way.

Moreover, in conversations with reporters, Secretary Bell publicly acknowledged — for the first time since February 1981 when he withdrew the proposed Lau rules — that the policy change also applies to about 500 school districts that had negotiated compliance agreements requiring native - language instruction based on the «Lau remedies.»

If these moves result in resegregation of schools, then the district is under no obligation to change the attendance boundaries or to implement any other policy that would integrate the schools.

Yet it clearly indicates that the amount of time students had spent in school mattered for their performance on test day, perhaps helping to explain why districts had moved up their start dates in the years leading up to the policy change.

The district's transfer policy was changed to require that teachers apply for transfers within the district beginning in February.

The timing coincides with the desegregation of many school districts, especially in the South, but other policy, economic, and social changes may also have influenced the achievement gap.

As such, transforming districts and schools to competency - based systems is not a simply policy change: it's a fundamental reconfiguration of teams and structures inside schools, that allows for students to progress at their own pace and demonstrate mastery in a variety of ways.

While informative, they do not conclusively show the effects of policies that alter the overall racial composition of a school through changes in attendance patterns, the policies that are of greatest concern to both the courts and to state and district policymakers.

Given the threefold increase in per - pupil spending and countless policy changes, blue - ribbon panel recommendations, and foundation initiatives in the intervening years, it is undeniable that districts have already tried, or have been forced to try, to shape up.

State officials can subvert the law through interpretations that don't conform to its intent; school districts can change their policies without making genuine changes in curriculum; or teachers can ignore the mandates, closing their classroom doors and doing as they please.

To enable more widespread, successful turnarounds in education, state and district leaders need to focus on two critical policy changes.

Moving the scale of quality of the United States» teaching force toward this higher level would, he recognizes, require significant changes in school districts» employment practices, basing recruitment, compensation, and retention policies on the identification and compensation of teachers according to their effectiveness.

The CPRE study's interview findings about the importance of staffing and space in adjusting disciplinary policy seem obvious ex post, but many districts are changing their policies without addressing these first order issues.

The Department of Education announced last week another in a series of policy changes designed to give states and school districts additional flexibility in meeting requirements in the No Child Left Behind Act.

Westminster's school board drew the attention of the state education department in February when the board refused to change the district's anti-discrimination policy to comply with state law.

The White House holds that these proposals mark a «sea - change» in national education policy — «for the first time holding states and school districts accountable for progress and rewarding them for results.»

Butchko joined forces with another mother who was having similar struggles and ultimately helped get the homework policy in her district changed, limiting homework on weekends and holidays, setting time guidelines for daily homework, and broadening the definition of homework to include projects and studying for tests.

In contrast to programmatic approaches, some reforms involve changing the policies that guide districts, schools, and teachers as they respond to student misbehavior.

The joint approach aimed to broaden the scope of possible changes in education by combining state - level policy with practice and application in operating districts and schools.

These key ingredients of change, taking a systems approach, can be applied to district and state - level action and policy — which are ideally working in alignment with each other.

The report considered whether the change in discipline policy was associated with any of the following: (a) district - wide out - of - school suspension rates, (b) academic and behavioral outcomes for students (looking separately at students who had a record of prior suspensions and those with no prior suspensions), and (c) racial disparities in suspensions.

An increased share of disadvantaged students could affect overall district test scores, but with a gradual demographic shift, changes might be small or imperceptible from year to year and don't necessarily indicate changes in school quality, said Michael Hansen, director of the Brown Center on Education Policy at the Brookings Institution.

The report considered whether the policy change was associated with any of the following: (a) district - wide out - of - school suspension rates, (b) academic and behavioral outcomes for students (looking separately at students who had a record of prior suspensions and those with no prior suspensions), and (c) racial disparities in suspensions.

What strong principal training entails, weaknesses in current training, and the role of district and state policy in changing the picture.

The effects are more than twice as large for students in the bottom third of test - scorers than for those in the top third, suggesting that later start times may be an especially relevant policy change for districts striving to close achievement gaps.

If the United States is going to take advantage of the linguistic skills of millions of children in this country who speak languages other than English at home, policy has to change at the district, state, and national levels, experts in the field say.

Despite state policy changes, many districts still don't factor student growth into teacher evaluation ratings in a meaningful way.

In your context, have you seen change in the alignment between stakeholders, district policies, resource allocation or other key elements that support increased student outcomeIn your context, have you seen change in the alignment between stakeholders, district policies, resource allocation or other key elements that support increased student outcomein the alignment between stakeholders, district policies, resource allocation or other key elements that support increased student outcomes?

Districts must advocate for changes in state policies, both those affecting evaluation and others, that act as barriers to scaling up these kind of roles across dDistricts must advocate for changes in state policies, both those affecting evaluation and others, that act as barriers to scaling up these kind of roles across districtsdistricts.