Sentences with phrase «decisions about the school system»

Not exact matches

To obtain the best education for your child research into your local public school system as well as research about homeschooling will help you to make a decision that makes sense for your own family.

The Every Student Succeeds Act (ESSA), which replaced No Child Left Behind, gives states considerable flexibility to craft their own accountability systems — in the process asking states to make crucial decisions about what it means to be a successful school, what rate of academic progress is acceptable, and...

Some people say the old system gave parents more of a say in decisions about the schools in their community.

For whatever decision a school or school system makes about Internet access, that's the way it is!

But decision makers at all levels — from students and parents to school leaders to system managers and governments — require dependable information about current levels of achievement to guide future action.

Though some will disagree about whether immigrants made the American Catholic Church or the American Catholic Church made the immigrants, the 1884 decisions by the Bishops stand as the foundational documents of a school system that so prospered that, by 1965, it was educating one of every eight children in the United States.

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.

My main recommendation, therefore, is to maintain the law's current annual testing requirements, while restoring to states virtually all decisions about the design of their accountability systems, including how schools and teachers are identified as under - performing and what should be done to improve their performance.

I am not suggesting that the Arnold Foundation (or the charter movement in general) abandon all quality control efforts, but I think quality is best promoted by relying heavily on parent judgement and otherwise relying on a decentralized system of authorizers with the most contextual information to make decisions about opening and closing schools if parents seem to have difficulty assessing quality on their own.

Cerf said decisions about how many students are allowed in a school are separate from the universal enrollment system.

This system would empower and motivate educators to make better, more cost - effective decisions about how to run their schools, ultimately leading to improved student performance.

«As a public school parent, I am committed to a fundamentally different way of making decisions about co-locations, and that's a commitment shared by the longtime teacher now leading our school system.»

The EEP has called for an effective teacher for every child (paying teachers as professionals, giving them the tools and training to do their work effectively, and making tough decisions about ineffective teachers); empowering parents by allowing them to choose the best schools for their children; holding grown - ups at all levels accountable for the education of our children; and, very important, having enough strength in our convictions to stand up to anyone who seeks to preserve a failed system.

New legislation passed in 2017 made changes to the timing of the high school assessment, so the placement agreement language is currently being re-assessed by the system, with a final decision about changes expected by June 1, 2018.

During this work session, a Kickboard coach will guide the school leadership team in making decisions about and planning specifics for systems to engage stakeholders in Kickboard behavior data.

Parents United for Responsible Education (PURE) is about creating «a high quality public education for all children by informing parents about education issues and parents» rights, bringing parents into the decision making process, empowering parents in their role as advocates for their children, and assisting them in their interactions within the school system.»

Districts should be key drivers within comprehensive accountability systems by supporting continuous improvement, tracking additional measures of school quality and student success, using these measures to inform local decisions about resources and supports, and serving as laboratories of innovation for the state;

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].

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.

The Committee has been an active participant with the Kentucky Department of Education and other stakeholders in creating a new accountability system for the state that sets ambitious goals for student learning, educates and empowers parents with information about schools, and provides state and local education leaders and policymakers with data to help make more informed decisions to improve opportunities for each student.

States and school districts are using the evaluation systems to make key personnel decisions about retention, dismissal, and compensation of teachers and principals.

PURE exists to support and assure a high quality public education for all children by informing parents about education issues and parents» rights, bringing parents into the decision making process, empowering parents in their role as advocates for their children, and assisting them in their interactions within the school system.

The Brookline Educators Association (BEA) supports high standards and accountability but opposes the use of a single high - stakes test to make life altering decisions about students, teachers, schools or school systems.

Although state law also allows local school districts to use teacher appraisal systems developed by district and campus site - based decision - making committees that include the same two criteria as the state system, it is estimated about 86 percent of Texas school districts use PDAS.

Johnson also expressed concern about the «schools - to - prisons» pipeline, something Foxx addressed during a speech last week when she suggested authorities were far to quick to arrest and prosecute Chicago Public Schools students for fighting on school grounds — decisions that bring them into the criminal justice schools - to - prisons» pipeline, something Foxx addressed during a speech last week when she suggested authorities were far to quick to arrest and prosecute Chicago Public Schools students for fighting on school grounds — decisions that bring them into the criminal justice Schools students for fighting on school grounds — decisions that bring them into the criminal justice system.

The intent was to organize and frame the field's learning about rapid school improvement efforts and how improvement decisions made at any one level could have a lasting impact across all levels of a system comprising the state education agency (SEA), the local education agency (LEA), and the individual school.

For instance, in today's system, school governing bodies (which now oversee schools, but which would likely have a modified composition or role under a contract schools model) have a fair degree of autonomy on decisions about admission, budgets and language policy.

«The new frontier holds tons of promise, but most school district communication and management systems aren't built to manage and educate all decision - makers about which products work best for which students.»

So, for example, instead of just utilizing money to arm police officers in schools, we also are allowing individual school communities to make decisions about putting more mental health for students, to provide advocacy in the support system and not just move kids out of school or automatically engage them in the judicial system that we know can happen too often.

A critically important goal, Northam says, would be «to provide information to students who go through our school systems to prepare them to think critically about the very difficult decisions that will have to be made about energy in their lifetimes.»

A coalition of 10 California districts that together serve more than 1 million students also submitted an NCLB waiver proposal, which raises questions about both the wisdom of a department decision to grant flexibility at the district level and the state's ability to manage two different school accountability systems.

Key features of these systems include not only the instruments used for evaluation but also the expertise of the consulting teachers or mentors — skilled teachers in the same subject areas and school levels who have released time to serve as mentors to support their fellow teachers — and the system of due process and review that involve a panel of both teachers and administrators in making recommendations about personnel decisions based on the evidence presented to them from the evaluations.

First and foremost, system leaders must come up with clear and coherent guidelines about who gets to make which decisions about local school improvement, how those decisions are to be made, what kinds of learning opportunities can be pursued, and how the district will ensure equitable access to and participation in the process.

In addition, since decisions about the distribution of resources to schools occurs primarily, though not entirely, at the district level, accountability systems should include measures of district - level resource distribution and how well - aligned resources are to student needs.

Indicator systems were designed because decisions about school effectiveness should be based on many different factors.

Governance is rarely talked about and rife with politics, yet system leaders who seek to transform their school districts must pay close attention to the decision - making processes — both formal and informal — if they seek to improve outcomes for children.

The irrational system of funding that the judge talked about in his decision affects charter schools, too.

Although a fair and equitable choice system should have the objective to create the conditions for all parents to make informed decisions about where their children attend school (Cookson, 1994), one is forced to recognize that social class and parent education play a fundamental role in succeeding in the school choice process.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

In addition to our LexisNexis versus Westlaw survey, written about here and here, Erika and I have a little article in the Members» Briefing section of the July issue of AALL Spectrum, an article inspired by one of our students who made the conscious decision to only learn one computer - assisted legal research system while in law school, perhaps smartly budgeting her time.