Sentences with phrase «decisions about school programs»

«These elected, parent - majority bodies make critical decisions about school programs, budgets, and leadership at most CPS schools,» she says.

Not exact matches

Nor is the problem that he went so far as to argue that the Court should «ignore» both the fact that the voucher program was initiated in response to a severe educational crisis in the Cleveland public schools and the fact that parental decisions about how to spend their vouchers were voluntary.

(Indeed, fascinating histories might be written of major changes in the identities of both denominational and university - related theological schools that came about over the past thirty years not by grand vision and masterful decision but through the accumulated impact of individual decisions about particular proposed courses, programs for this and centers for that.)

While I was on my break, some of you may have read about a controversial decision by the New York City Department of Education to discontinue a popular NYC school lunch program run by Wellness in the Schools (WITS).

And yes, I get it that we don't let kids make decisions about the most important things in life; on the other hand, we didn't have a whole lot of support from school admins, or even from parents (who relied on the sale of soda and junk at school events to fund enrichment programs) at that time to eliminate junk from schools.

School decision makers 1) plug in simple information, 2) explore different ways to expand school meals programs like moving breakfast to the classroom or serving afterschool meals, and 3) come out with hard data about costs, number of students served and federal reimbursement doSchool decision makers 1) plug in simple information, 2) explore different ways to expand school meals programs like moving breakfast to the classroom or serving afterschool meals, and 3) come out with hard data about costs, number of students served and federal reimbursement doschool meals programs like moving breakfast to the classroom or serving afterschool meals, and 3) come out with hard data about costs, number of students served and federal reimbursement dollars.

Former Senate President Andy Gardiner, who has a son with Down syndrome and helped create the program, said he hopes the «governor is mindful» that the bill isn't just about charter schools and that many families will be affected by his decision.

Moskowitz answered about a dozen questions, with topics including whether there is any potential mayoral candidate who embodies what she wants in a candidate, whether she plans on being involved in the 2017 election, why she is «such a lightning rod» for criticism, obstacles ahead, the City's pre-K program, whether she'll run for office at another time, whether she reflexively criticizes all education - related actions of Mayor de Blasio, whether she's concerned that her influence on state government will diminish because of her decision, discipline and suspension polices at Success Academy schools, her plans for other projects and her view on potential mayoral candidacies of Rep. Hakeem Jeffries and Bronx Borough President Ruben Diaz Jr..

Watch for heightened debate - and finally some decisions - about recurring issues: the state's Brownfield Tax Credit program, justice reforms (see below), renewing the New York City mayor's power over its massive school district, and, of course, school funding.

There are many steps to take and choices to make, but one of the first up will be the decision about which graduate schools or programs to apply to.

«Most people think that it was a mistake,» says Jules LaPides, outgoing president of the 400 - member Council of Graduate Schools (CGS), about the NRC's decision to gather lots of kinds of data, but to rank programs simply by reputation.

Paul E. Peterson talks with Anna Egalite of N.C. State about her new study looking at why some private schools do and others don't participate in North Carolina's means - tested voucher program and also at how families make the decision about whether or not to use a school voucher.

Clearly, if you want to make decisions about quality of teaching and the impact of school programs, you must examine not what children know on one occasion, like today, but how their knowledge and skills change over the course of their entire exposure to the teacher or the program.

Second, the school is run by a cooperative of teachers, who make all the key decisions about the school — from the learning program to the budget to hiring and firing.

A unitary accountability system enables the state to fairly and transparently monitor program compliance and inform the public about performance; make difficult decisions about withholding funds, intervening with local boards, and taking over schools and districts; and uniformly and thoroughly administer federal programs.

Federal guidelines now ask school and district staff to use research evidence when making decisions about policies and programs.

Once parents make the decision about where the $ 500 will be spent, the principal and teachers in that school or program decide how it will be spent.

And as Andy Smarick has argued, voucher programs need something akin to authorizers, too, so that decisions about participating schools can be informed by nuance and human judgment, not just by test scores and other data points.

To make accurate decisions about the quality of teaching and the impact of school programs, Willett and Singer urge policymakers to examine not what different classes of children know at each grade level, but how the knowledge and skills of specific groups change over time.

Only 46 per cent were involved in peer support programs and one - third said they had helped make decisions about how their school is run.

If pressed to make a solo decision about the windfall's disbursement, however, Potter would probably use it to fund before - school, after - school, and summer tutoring programs.

What about adults lacking literacy: why are programs for adult students separated from broader schooling decisions?

While allowing for a range of NNRs to satisfy the ESA testing requirement provides information about student performance, NNRs do not drive school - level content decisions the way criterion - referenced statewide assessments can, which research suggests can dissuade private school leaders from participating in education choice programs.

Does this school have formal and informal policies and structures in place to engage parents and communities in school decisions about programs, curriculum or budgets?

In an American Enterprise Institute survey of private schools, 79 percent of Louisiana school leaders reported that concerns about program regulations played a deciding factor in their decision not to accept LSP students, including 64 percent who listed this as a major factor.

Columbia University professor Amy Stuart Wells, for example, concluded that the decisions of St. Louis parents participating in a voluntary desegregation program were based «on a perception that county is better than city and white is better than black, not on factual information about the schools.»

Robert Pianta, dean of the University of Virginia's Curry School of Education, explained that Relay is creating a «feedback loop,» using child - level data to measure the outcomes of its teacher - training program, and using those measures to make decisions about program design.

District leaders recognized the need to develop capacity for data use among school personnel, particularly in decisions about school - improvement initiatives and instructional programs.

We expect lawmakers to hear testimony that will inform critical decisions they will make in the future about arming teachers, placing resource and police officers in schools, and providing funding for programs that will improve school climate and -LSB-...]

Second, few educators of the gifted would argue with the core tenets set forth in Turning Points (Carnegie Task Force on the Education of Young Adolescents, 1989) that middle school programs should: (1) create small communities of learning within larger school settings, (2) teach a solid academic core, (3) ensure success for all students, (4) enable educators closest to students to make important decisions about teaching and learning, (5) staff middle schools with teachers trained to work effectively with early adolescents, (6) promote health and fitness, (7) involve families in the education of learners, and (8) connect schools with communities.

In some schools, for example, teachers used diagnostic and formative assessment data to make decisions about student placement in remedial reading or math programs, or in school - based tutoring programs.

The categories included program characteristics (explicitly articulated objectives and role expectations, provision for continuous student progress, flexibility in matching materials and instruction to student needs, and stability of programs over several years), leadership behaviors (establishing reading improvement as a school priority, being knowledgeable about reading instruction, actively facilitating instructional decisions, establishing and maintaining monitoring of student progress, and evaluating teachers), and psychological conditions (high expectations for students, calm and businesslike school climate, staff commitment to the reading program, staff cooperation, parental involvement, and attribution of reading failure to program defects).

As per Weingarten: «Over a year ago, the Washington [DC] Teachers» Union filed a Freedom of Information Act (FOIA) request to see the data from the school district's IMPACT [teacher] evaluation system — a system that's used for big choices, like the firing of 563 teachers in just the past four years, curriculum decisions, school closures and more [see prior posts about this as related to the IMPACT program here].

For state, district, and school leaders, value - added measures may aid in school improvement in at least three ways: improving programs, making decisions about human resources, and developing incentives for better performance.

In every decision I made about the schools I led — be it professional development, program development, school culture, instructional focus and feedback systems, or curriculum design — any idea or insight I had was always sharpened and strengthened by including my colleagues in the conversation.

School, district, and state leaders may be able to improve teaching by using value - added to shape decisions about programs, human resources, and incentives.

Charter public schools provide school teachers, administrators, and board members the flexibility to shape important decisions about working conditions; the mission, curriculum and instruction, programs and services, schedules, budgeting, and staffing — with the goal of improving educational outcomes for students.

Districts, states, and schools can, at least in theory, generate gains in educational outcomes for students using value - added measures in three ways: creating information on effective programs, making better decisions about human resources, and establishing incentives for higher performance from teachers.

In making the decision to move to a full - day kindergarten and to design effective programs, a number of educators, policymakers, parents, and family members have contacted the Ask A REL Reference Desk seeking both research on the impact of full - day kindergarten and information about the program models used in other states and schools.

Thus, while Kentucky purports to treat educators as professionals and empower them to make decisions about how best to meet student learning goals, the top - down, mandated Primary School Program controls and directs how elementary educators are to meet those goals.

Schools also begin conducting data reviews to evaluate their programs and make data - based decisions about students.

Using data from these assessments, schools now make decisions about individual students, groups of students, instructional programs, resource allocation, and more.

Only about half of the private schools participating in voucher programs provided special education or disability related information on their websites, creating a significant problem for families making a decision about where to send their children.

In charter schools, teachers, administrators, and board members shape important decisions about working conditions, including the mission, curriculum and instruction, programs and services, schedules, budgeting, and staffing — with the goal of improving educational outcomes for students.

In short, this change in policy merely gives schools more flexibility with respect to how the funds can be used and leaves the decision about the best way to do so — be it for expanded learning time or out - of - school time programming — up to them.

Step 3: Study the school's structure: For most parents, this meant learning everything they could about the school - it's programs, it's policies, the identity of the key decision - makers and, especially, the educational point of view of the decision - makers.

From the middle of the 20th century, when states began experimenting with mandatory yearly testing through the Obama era and the «Race to the Top» program, we have seen states take a greater share of the power to assess learning and make decisions about student promotion, teacher ability, and school effectiveness based on these assessments.

However, parent and families» decisions about schools happen in the context of State over-investment and policy in favor of public school choice programs and under - investment in other public schools with high proportions of low income and Black, Puerto Rican, and Latino children.

Therefore, what we did was to offer school staffs a framework for making their own decisions about how they might redesign their reading program.

The report looks at 25 top SEL programs to identify and summarize key features and attributes of programming for elementary - age children, addressing the need for detailed information about SEL curricula and implementation to help schools and OST providers make informed decisions.