Sentences with phrase «charter community shared»

In one - on - one meetings with legislators, the charter community shared their experiences and urged legislators to support policies that will help charters thrive.

Not exact matches

Assemblyman Mark Gjonaj has joined with business and community leaders in a legal challenge to what they say has been the siting of a disproportionate share of residential facilities in the borough, in violation of a «fair share» requirement contained in the City Charter.

Assembly member Mark Gjonaj has joined with business and community leaders to fight what they say has been the siting of a disproportionate share of residential facilities in the borough — in violation of a «fair share» requirement contained in the City Charter.

Today's charter community boasts large schools, extensive networks, and impressive market share.

Here, in short, is one roadmap for chartering's way forward: First, commit to drastically increasing the charter market share in a few select communities until it is the dominant system and the district is reduced to a secondary provider.

Another incident occurred in the spring at Community Preparatory Academy (CPA), a charter that shares space with Ambler Avenue Elementary in Carson, a city of 90,000 - plus people.

Sixth - graders at Genesee Community Charter School, an Expeditionary Learning School in Rochester, New York, shared their research with the city council — and got results.

Lighthouse Community Charter School in Oakland, Calif., shares resources for educators from its Creativity Lab.

The message of persistence, says Terry Croy Lewis, the executive director of the Colorado Charter School Institute, was clear: «Legislators knew the issue wasn't going away, that every year the reform community would come back demanding that local revenues be shared equally with all students attending public schools,» she said.

The debate is especially heated in communities that practice co-location, in which charters and district schools operate in the same building and share common spaces like libraries and gymnasiums.

SDCOE continues their support of the charter community by hosting this excellent opportunity to meet, share best practices, learn and more.

October is the best time to share your collective charter community voice!

Perhaps the most significant takeaways were the acknowledgement that the full spectrum of students with special needs could be served much better by the charter sector, a shared desire to document and disseminate evidence - based best practices, and a common commitment to work together across organizations to develop communities of practice and replicate extraordinary programs for students with disabilities.

Our Charters Changing Lives campaign is a way to share the stories that are often overlooked: to recognize the efforts of our students, teachers, leaders and community members who dedicate their lives to ensuring student success.

CCSA shares a statement from the Charter Community of Silicon Valley (CCSV)- which represents Santa Clara County's charter public schools and serves as the voice for over 30,000 charter school students in the region - about the failure of SB 1362 (Beall) in the Senate Education ComCharter Community of Silicon Valley (CCSV)- which represents Santa Clara County's charter public schools and serves as the voice for over 30,000 charter school students in the region - about the failure of SB 1362 (Beall) in the Senate Education Comcharter public schools and serves as the voice for over 30,000 charter school students in the region - about the failure of SB 1362 (Beall) in the Senate Education Comcharter school students in the region - about the failure of SB 1362 (Beall) in the Senate Education Committee.

Many of the ideas that initially attracted me to charter schools — community empowerment, authentic education for youth left behind, piloting promising practices to share with traditional schools — have often been drowned out by larger political forces.

«Since its founding, Visions Academy has shared Marion P. Thomas Charter School's commitment to rigorous academic preparation and community engagement,» said Reverend Ronald Slaughter, the former President of the Visions Academy Board of Trustees.

Although much about school governance is learned on the job, there is a wealth of experience to be shared within the charter community.

As the City Council holds a hearing this afternoon on three resolutions aimed to cap and slow the co-location of public schools, district and charter school leaders who share facilities are speaking up about their experience co-locating with other public schools; collaboration, community building and putting kids first are recurring themes among all of them, demonstrating that educators know to check politics at the door.

Opportunities such as the TFA conference are too rare — Educators and experts from the traditional public school sector and from the charter school community focusing on common special education challenges and shared solutions.

At Lighthouse Community Charter School, I found that teachers and administrators did not yet have a shared understanding of the instructional demands of the CCSS for writing.

Connect Community Charter's focus will be on shared leadership, social - emotional learning and an inquiry - based approach.

In a statement, AROS proclaimed ``... we will stand with Los Angeles parents, educators, students, administrators, and community members for fully funded public schools and call on corporate charter schools to pay their fair share to the district.»

Their Joe Champs conferences serve the DCPS public school, charter and independent school community by bringing together local practitioners and national experts to share best practices on specific topics.

«Parents are gathering to share their positive stories on how charter schools are working in our communities by allowing kids to thrive academically and overcome hurdles they experienced prior to choosing a charter school that met their needs,» said Sara Erickson, organizing director with the California Charter Schools Assoccharter schools are working in our communities by allowing kids to thrive academically and overcome hurdles they experienced prior to choosing a charter school that met their needs,» said Sara Erickson, organizing director with the California Charter Schools Assoccharter school that met their needs,» said Sara Erickson, organizing director with the California Charter Schools AssocCharter Schools Association.

Charter teachers, administrators and staff are aided in their work by parents and community volunteers who directly influence the lives of students by sharing knowledge, talents, skills, and role modeling.

The organizers said they are objecting to «a national movement to Reclaim Our Schools from privatization efforts that will bankrupt public education, we will stand with Los Angeles parents, educators, students, administrators, and community members for fully funded public schools and call on corporate charter schools to pay their fair share to the district.»

Led by the Charter Community of Silicon Valley (CCSV)- which represents Santa Clara County's charter public schools and serves as the voice for over 30,000 charter public school students in the region - CCSV members, collectively engaged principals, teachers, parents and students to call, write letters and personally meet with Senator Beall to share their positive experiences with charter public schools and concerns about the bill Charter Community of Silicon Valley (CCSV)- which represents Santa Clara County's charter public schools and serves as the voice for over 30,000 charter public school students in the region - CCSV members, collectively engaged principals, teachers, parents and students to call, write letters and personally meet with Senator Beall to share their positive experiences with charter public schools and concerns about the bill charter public schools and serves as the voice for over 30,000 charter public school students in the region - CCSV members, collectively engaged principals, teachers, parents and students to call, write letters and personally meet with Senator Beall to share their positive experiences with charter public schools and concerns about the bill charter public school students in the region - CCSV members, collectively engaged principals, teachers, parents and students to call, write letters and personally meet with Senator Beall to share their positive experiences with charter public schools and concerns about the bill charter public schools and concerns about the bill itself.

Given that misinformation about charters was shared publicly and originated from one of our esteemed members of the legislature, I worry that the community might take his misunderstandings as facts.

Moreover, as the sector has grown in size and policy influence, advocates have advanced laws at both the federal and state levels that limit many charter schools» accountability, transparency, and responsiveness to the communities they serve, notwithstanding their receipt of a growing share of tax dollars.

Save the Date: 2018 DCSC Convening (January 18th to January 19th) We are excited to bring together our community of diverse charter schools again to share ideas and build capacity to advance -LSB-...]

The contributions they make to student academic performance and to the district is a tremendous asset to the community and the families they serve,» shared Carol Swann, Coordinator of Charter Schools, Metro Nashville Public Schools.

Mott Haven Academy Charter School, led by New Leader Jessica Nauiokas, receives a New York State Charter School Dissemination Grant to share the school's trauma - sensitive design with the broader public school community.

Educators Paul Tweed and Liz Seubert share how a vision that began in a school bus turned mobile lab became a teacher - powered public charter school, and how their «Seven Essentials» have led to engaged students, pleased parents, and a trusting board that empowers the learning community.

«The charter movement shares the goals of diverse schools and communities as a social good and we are working to ensure that our schools have greater diversity.

Space - sharing between traditional schools and charter schools continues to incite anxiety in New York City but two articles, both out today, depict very different outcomes for students, teachers, and communities.

As part of its effort to share best practices with the special education community, The National Center for Special Education in Charter Schools (NCSECS) identified several public charter schools across the country as «Centers for Excellence» and is communicating how each school uniquely leverages its autonomy to benefit students with disabiCharter Schools (NCSECS) identified several public charter schools across the country as «Centers for Excellence» and is communicating how each school uniquely leverages its autonomy to benefit students with disabicharter schools across the country as «Centers for Excellence» and is communicating how each school uniquely leverages its autonomy to benefit students with disabilities.

As a result of the success of this program, other charter schools in the Los Angeles community requested that PUC share the program by placing and supervising interns on their campuses also.

In a community in which nearly one in six students are not fluent in the English language and many require additional English language services, two Bridgeport charter schools report that they have no ELL students and none of the six charter schools in the city educate an appropriate share of students who need help learning the English language.

Under Connecticut law, local public schools must serve all the range of students that make up their community, but Charter Schools repeatedly fail when it comes to serving their fair share of students who require additional services.

«This infusion of federal funding will give a boost to communities trying to initiate and share information about a charter school so the organizers can focus their attention on helping students succeed academically.»

Charters want to share what works, and students and teachers in those communities will benefit tremendously from this opportunity.»

Roots ConnectED, an initiative of Community Roots Charter School, shares best practices in inclusion and integration through workshops, institutes, and consulting offered to schools in NYC and around the country.

There were inspirational speakers and training sessions for the charter school community to share information and best practices at the conference.

We've highlighted the key findings from the report on our website for you and have also provided a fact sheet that you can share with your charter parents and community.

Both CCSA, the SJ Charter Consortium and PACT (People Acting in Community Together) worked collaboratively to ensure charter schools would receive a proportionate share of bond rCharter Consortium and PACT (People Acting in Community Together) worked collaboratively to ensure charter schools would receive a proportionate share of bond rcharter schools would receive a proportionate share of bond revenue.

Supports an evaluation of schools» impact on students, families, and communities, while also encouraging sharing best practices between charters and traditional public schools.

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,