Sentences with phrase «close schools or districts»

As a superintendent, how do you make the decision to close schools or districts — or open them — in response to a threat?

Not exact matches

Outer suburbs in Melbourne and Sydney, typically around 30kms from the central business districts, that are not close to transport, amenities or a popular school zone are also struggling.

The Brevard school district will spend the upcoming days preparing its 80 or so facilities throughout the county, placing sandbags in vulnerable areas, closing storm shutters, removing fabric shades from playgrounds, cleaning debris from gutters and drains, and protecting computers.

Many parents today also choose alternative options, such as academic redshirting, or the practice of postponing for a year school entry for kids whose birthdays are close to cut - off date (often in or around September for most districts).

«The massive number of teacher layoffs, school closings, cuts to academic programs and extracurricular activities could have been worse had districts not tapped into reserve funds or worked hard to negotiate contract concessions with their employee unions.»

The state funding would be available for counties, cities, towns and school districts to replace property taxes paid by electric generating facilities that close on or after June 25, 2015, according to the budget bill.

Let me give you an example of how merging school districts in one Erie County town could result in millions of dollars in savings without the closing of one school or the layoff of a single teacher, teacher's aide, janitor or other direct educator to children.

Schools in NYC are open, but districts elsewhere have closed or delayed opening due to fridge temperatures and dangerous driving conditions.

Please be advised when the Niskayuna Central School District is closed for holidays or during school recess periods we will not be providing transportation to non-public scSchool District is closed for holidays or during school recess periods we will not be providing transportation to non-public scschool recess periods we will not be providing transportation to non-public schools.

«Nationally the Federal government is concerned when there's 13 percent of kids chronically absent... in Rochester City School District, we're closer to 30 percent of our kids are chronically absent and they miss 10 percent of school or more,» sheSchool District, we're closer to 30 percent of our kids are chronically absent and they miss 10 percent of school or more,» sheschool or more,» she said.

Many parents voiced concerns about what they believe is the district's unofficial plan to shutter one or more buildings, including the Congers school, which was closed in August 2013 due to structural damage in a gymnasium wall.

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.

Other challenges, it said, included special schools, such as schools for the blind and the deaf, which were either closing down or about to do so, subvention not being released to the psychiatric hospital in Accra, nearly all statutory funds being in arrears and a significant number of public sector workers, including nurses and district chief executives employed by the government over a year ago not being paid.

If you are close to a college or university with an education program, you will find they often have a placement service or office to which school districts routinely send vacancy announcements.

Several large districts, including Buffalo, N.Y.; Pittsburgh; Portland, Ore.; and San Francisco, have already acted, or will act, to close schools before the fall.

Charter schools are usually wary of losing their autonomy or wasting time when they get too close to districts.

Since 2007, the proportion of D.C. students scoring proficient or above on the rigorous and independent National Assessment of Educational Progress (NAEP) more than doubled in fourth grade reading and more than tripled in fourth grade math, bringing Washington up to the middle of the pack of urban school districts at that grade level, while the city's black students largely closed gaps with African American students nationwide.

Some organizations direct their activities only to district and / or charter school issues, such as improving teacher quality and effectiveness, developing new public charter schools, or closing and transforming failing district schools to create new high - quality schools of choice.

Michael Petrilli called the Department's recent warning that it would take a closer look at these within - district allocations «meddling,» but it's shameful that our public policies disproportionately place students of color in schools with poor lighting, unsafe or temporary structures, and unequal access to technology and curriculum.

Through its Renaissance 2010 program, the city is methodically closing its lowest - performing schools and then reopening them as charters, contract schools, or Performance Schools, which are highly autonomous but run by the dischools and then reopening them as charters, contract schools, or Performance Schools, which are highly autonomous but run by the dischools, or Performance Schools, which are highly autonomous but run by the diSchools, which are highly autonomous but run by the district.

However this latest set - to is resolved, Washington joins the swelling ranks of school districts forced to lay off teachers, cancel textbook orders, trim summer - school plans, raise school - lunch fees or take other measures to close budget gaps caused by falling state tax revenues.

And any attempt to close under - performing or under - enrolled district schools means quick ousters for reform - oriented superintendents and board members.

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.

So far the UFT has not announced plans to sue in the event that the district chooses to close or restart any schools, the two most likely options for the schools previously slated for closure.

* Some state charter laws have provisions that make starting a rural charter impossible or close to it * Rural charters get substantially less funding than district - run schools and face high costs related to transportation and buildings

The city announced in June, prior to the appellate ruling, that it was going to «transform» 11 of the district's schools and dramatically overhaul or close 23 others under a $ 300 million federal School Improvement Grant (SIG) program.

Admissions preference may be given to children in low - performing schools, or to children who will increase diversity in their new school, or, in less - populated states, to those who live closer to an out - of - district school than to one that is in the district.

The foundation encouraged urban school districts to close large, dysfunctional high schools and replace them with smaller ones, either in alternative spaces or by placing several schools within the building that once housed the large one.

For example, a single high school with 1,000 students will pay $ 7 per student, or $ 7,000 a year, while a district with 10,000 students across five schools will pay closer to $ 5 per student, or $ 50,000 a year.

Therefore, Congress should close the comparability loophole by requiring that districts fund their Title I schools at the same level as or higher than — based on actual spending — their other schools.

All registrations approved by the Board of Regents pursuant to this subdivision shall continue in effect unless revoked by the Board of Regents upon recommendation of the commissioner after review of the registration, or the school district closes the school.

On top of the turnover in leadership, the district is grappling with the need to close or consolidate schools given declining enrollment while juggling a $ 30 million budget shortfall over the next year.

When faced with charter competition, closing or consolidating small district schools with successful and popular programs can be counterproductive.

While some districts choose to close some or all its schools if MRSA is reported, based on information from its local health department, Mt. Lebanon did not to close any schools.

But when Washington Post education columnist Jay Mathews took a close look at the study to see which school district had the smallest black - white achievement gap, he was surprised to find that it was Detroit, which he calls «our nation's worst school district, or close to it.

ECCI dimensions that capture administrative processes that are not likely to be known or used by parents are excluded from the present research, e.g., whether the district has a policy for closing schools with declining enrollments.

By rejecting any partnerships, Houston risks triggering a 2015 law that requires the TEA to close schools or replace the school board if any of a district's schools receive five straight «improvement required» ratings for poor academic performance.

After two years, the federal program providing billions of dollars to help states and districts close or remake some of their worst - performing schools remains an ambitious work in progress, with roughly 1,200 turnaround efforts under way but still no verdict on its effectiveness.

Mass school closings occur when school districts decide to close large numbers of public schools in a community within a single year, citing a variety of reasons like «underutilization» or academic failure.

The district has not followed the herd by closing schools or giving the boot to hordes of allegedly malingering teachers or soliciting Teach for America recruits.

While most of the charters that have opened over the past two decades still serve students today, some schools have closed or transitioned to traditional district or magnet schools.

If school leaders do not move the needle, the district still holds the the authorizing authority to intervene as they would for a charter in terms of phasing out or closing the school.

As charter schools have multiplied, many school districts facing declining student enrollment have closed schools or cut teaching positions, reducing the ranks of unionized teachers.

Rees: A local school district does not tell charters when to open or close their doors, what kind of curriculum to use, what company to contract for food or paper.

Considering Connecticut's biggest corporate executives are determined to see their policies adopted, no matter how wrong that are, it will be interesting to see if the new Executive Director of the Connecticut Council for Education Reform reverses herself and joins the call for charter schools or if she is able to sit down with her organization's members and explain why shifting scarce public resources from district schools to charter schools is not the solution for closing Connecticut's achievement gap.

The Council of Urban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create obstacles to learning.

• Universal (school - wide or district - wide) screening of academics and behavior in order to determine which students need closer monitoring or additional interventions.

For fifty years, the Council of Urban Boards of Education (CUBE) has been at the forefront in helping urban school districts in their work to close the achievement gap, raise high school graduation rates, provide intervention services to academically struggling students, and create broad - based school programs to support students who live in poverty or other circumstances that create serious obstacles to learning.

In point of fact, eight of the 32 charter schools authorized by the state have been closed or converted to district schools.

In his speech he said: «Firing teachers and closing schools if student test scores and graduation rates do not meet a certain bar is not an effective way to raise achievement across a district or a state... Linking student achievement to teacher appraisal, as sensible as it might seem on the surface, is a non-starter... It's a wrong policy [emphasis added]... [and] Its days are numbered.»