In these roles, Rob has been involved in transforming large
comprehensive high schools into small, career - themed schools, career academies, and / or smaller learning communities.
Its aim is to provide guidance to school staff and stakeholders in the demanding work of transforming 20th - century
comprehensive high schools into 21st - century learning organizations.»
While the nation seemed transfixed by No Child Left Behind, Race to the Top, and Common Core State Standards, «one of the most wide - ranging reforms in public education» during that time, according to a group of researchers from Duke and MIT, «was the reorganization of large
comprehensive high schools into small schools» in New York City.
Not exact matches
On July 24, 2000, in response to the shootings at Columbine
High School, Governor Pataki signed
into law the most
comprehensive legislative plan in the nation to promote a safer learning environment w
The «National Autism Indicators Report: Transition
into Young Adulthood» is a
comprehensive report that presents new findings about a wide range of experiences and outcomes of youth on the autism spectrum between
high school and their early 20s, including new safety and risk indicators for young adults with autism.
Developing a more
comprehensive source of information about barriers to attracting good candidates and about ways in which
school districts, professional associations, and institutions of
higher education can contribute to ensuring that these candidates are prepared and ready to move
into leadership positions is an investment that would pay
high dividends to our public
schools and the children they serve.»
In 2007 and 2008, the research summarized in this article added to this body of work by determining expenditures associated with a variety of services in
high schools in three districts: District 1 is a small western district with one
comprehensive high school; District 2 is a midsize eastern district with 10
comprehensive high schools; and District 3 is a midsize western district with six
high schools, each divided
into small learning communities.
Similarly, in a
comprehensive program at Sunrise Middle
School in inner - city Philadelphia, Oates and her colleagues (1998) found that students who participated in a Community for Learning Program (CFL) were more successful in their transition into high school than students who had not participated in the CFL pr
School in inner - city Philadelphia, Oates and her colleagues (1998) found that students who participated in a Community for Learning Program (CFL) were more successful in their transition
into high school than students who had not participated in the CFL pr
school than students who had not participated in the CFL program.
Rather than educate the best and brightest for placement
into top universities and success in work and public service, Dunbar became a standard
comprehensive high school that educated everyone residentially zoned to attend it.
If people really wanted to try to fix Hartford
schools they would have left the
comprehensive high schools, the ones that had numerous electives and real choice, in tact and not broken them
into academies with many names to choose from but very limited electives, AP / ECE, special education services, and ELL services.
The bill also contained descriptions of program models and language learning opportunities that can be combined
into comprehensive pathways, preschool through
high school.
In the 2004 - 2005 academic year, Kearny Senior
High School, a comprehensive high school, was changed into an education complex with four new, small scho
High School, a comprehensive high school, was changed into an education complex with four new, small sc
School, a
comprehensive high school, was changed into an education complex with four new, small scho
high school, was changed into an education complex with four new, small sc
school, was changed
into an education complex with four new, small
schools.
This strategy attempts to personalize the familiar
comprehensive high school, but characteristics built
into the design of most breakup efforts make it impossible for the SWAS to develop a small -
school culture.
His research background includes developing, implementing, and evaluating
comprehensive whole -
school reforms and translating research findings
into effective reforms for
high - poverty secondary
schools.
Many elite colleges and universities no longer offer undergraduate teacher preparation programs, and many teacher preparation programs are housed within less selective colleges.5 Nonetheless, the academic profiles of teaching candidates in regional
comprehensive universities are
high relative to other programs offered in those
schools.6 Furthermore, many teacher preparation programs do not have admission criteria beyond those of their home institution, and only have access to a pool of candidates already admitted to the overarching college or university.7 For these reasons among others, the average SAT scores of students going
into education have historically been lower than those of their peers entering other professions, although there is some evidence that this is shifting.8
As Dr Hite implements the district's plan to close Strawberry Mansion as a
comprehensive neighborhood public
high school we ask: how can the SRC consider taking more money out of district classrooms and putting it
into the hands of a charter operator with this kind of record?
The old system at the previous
comprehensive high school funneled many underperforming students
into GED programs, vocational classes, and remedial tracks.
For example, at Hillside
High School — a large, comprehensive high school in San Mateo, Calif. — students are grouped into small learning communities (SLCs) where they meet with teacher advisers daily to participate in activities focusing on community building, tolerance, equity, and social - emotional learn
High School — a large, comprehensive high school in San Mateo, Calif. — students are grouped into small learning communities (SLCs) where they meet with teacher advisers daily to participate in activities focusing on community building, tolerance, equity, and social - emotional lea
School — a large,
comprehensive high school in San Mateo, Calif. — students are grouped into small learning communities (SLCs) where they meet with teacher advisers daily to participate in activities focusing on community building, tolerance, equity, and social - emotional learn
high school in San Mateo, Calif. — students are grouped into small learning communities (SLCs) where they meet with teacher advisers daily to participate in activities focusing on community building, tolerance, equity, and social - emotional lea
school in San Mateo, Calif. — students are grouped
into small learning communities (SLCs) where they meet with teacher advisers daily to participate in activities focusing on community building, tolerance, equity, and social - emotional learning.
West
High Principal Parley Jacobs pointed out that the grades don't take into account many of the subjects taught at a «comprehensive» high sch
High Principal Parley Jacobs pointed out that the grades don't take
into account many of the subjects taught at a «
comprehensive»
high sch
high school.
After providing four years of academic preparation and
comprehensive support, the program helps students select and transition
into a Boston Public
high school that is right for them.
Participating
high school STEM educators will develop an Applied Research STEM Curriculum Unit Portfolio that integrates components of their research
into a
comprehensive unit plan that utilizes NASA education resources and aligns NASA Science and STEM curricula to the Common Core and Next Generation Science Standards.
There are 11 elementary
schools, 3 middle
schools, 2
comprehensive high schools, 1 charter
high school, 1 independent study
high school and 1 continuation
school to choose from when looking
into school options in San Marcos.
•
Comprehensive knowledge of childhood education, with special focus on providing physical and cognitive stimulation • Physically able to handle a
high demanding job involving young children, with intense motivation to provide them with education to nurture their individual personalities • Able to develop and implement age - appropriate activities, designed to help children with
school work • Adept at disciplining children in accordance to the methods meted out specifically by parents • Skilled at preparing nutritionally beneficial food items for children, according to their ages and specific nutritional needs • Functional ability to handle children with special needs, with great insight
into managing adverse situations and emergencies • Dynamic approach to managing children of different ages, background and cultures, with special focus on developing their personalities for social integration • Able to assist in the mental and physical development of children by teaching basic social and cognitive skills • Track record of building a safe, caring, nurturing and stimulating environment for children, designed to assist them in developing and thriving physically and emotionally
The Chasm Group, LLC and Chasm Institute, LLC (San Bruno, CA) 1997 — 2008 Business Operations Manager • Managed all daily operational tasks for leading multi-million dollar
high - tech market strategy consultancy, while providing executive administration to C - level executives and venture capital partners • Developed and managed the firm's annual budget, proposing and implementing expense cuts, producing monthly reports and financial statements, and coordinating with CPA firm for accurate and timely filings • Oversaw all client relationship management efforts while cultivating new business efforts from concept to implementation, providing
high - quality service in sales efforts while utilizing new lead tracking system • Negotiated and managed all contracts, stock grants, and financing arrangements, working closely with outside counsel to draft legal documents and resolve LLC - and proprietary - related issues • Led three office space build - outs and two office relocations, managing all aspects of each process under aggressive timeline and budget expectations • Reduced firm telecom expenses by 22 % by streamlining IT objectives, including migration to VOIP phone system, software / hardware purchases, domain renewals, and outsourced technical support • Directed all phases of staff recruitment while creating and implementing all HR policies and programs, including
comprehensive employee benefits plans • Supervised multiple administrative staff members, conducted performance appraisals and wage / salary surveys in comparison to incentive program guidelines, and maintained HR files in accordance with legal mandates • Produced all out - going client invoices in an accurate and timely fashion to increase, cash flow and reduce aging receivables, providing consistent attention to overhead costs and vendor arrangements • Administered all company insurance policies, including E&O, general liability, bonds, partner life and disability, conducting annual benefits reviews and employee / company insurance audits • Obtained necessary certificates for consulting contracts while processing federal, state, and local business reporting requirements to maintain licenses and incorporation status • Directed all marketing efforts and oversaw logistical aspects of national educational workshop series, utilizing sponsorship arrangements to offset production costs • Transformed «brochure» website
into a dynamic tool to better illustrate company opportunities through relevant case studies, as well as maintaining all other promotional media, including press kits and video Association of California
School Administrators (Burlingame, CA) 1993 — 1997 Issues and Planning Committee Coordinator • Executed all phases of event planning and implementation for a membership - driven organization including 23 state committees, 5 task forces, 6 strategic planning conferences, and a conference of 1,500 attendees • Focused on facility evaluations, bid requests, site visits, contract negotiations, and all pre - and post-conference planning processes • Produced statistical and financial reports, including budget projections and cost monitoring for developmental training efforts • Oversaw all participant - level responsibilities, including inquiries, eligibility, registration, correspondence, and billing statements • Managed all legal professional standards calls for Northern California regions, including the processing of attorney authorizations, the preparation of legal assistance letters, and liens on cause of action • Served as second point of contact for computer inquiries and troubleshooting efforts as well as provided back - up executive administrative support for Executive Director, Committee Chairs, and the State Superintendent of Public Instruction • Held responsibility for software installation and hardware configuration while performing weekly AS / 400 backup and report generation
This pathway is characterized by three elements: the onset of conduct problems (such as developmentally excessive levels of aggression, noncompliance, and other oppositional behaviour) in the preschool and early
school - age years; a
high degree of continuity throughout childhood and
into adolescence and adulthood; and a poor prognosis.1, 2 The most
comprehensive family - based formulation for the early - starter pathway has been the coercion model developed by Patterson and his colleagues.3, 4 The model describes a process of «basic training» in conduct - problem behaviours that occurs in the context of an escalating cycle of coercive parent - child interactions in the home, beginning prior to
school entry.