Sentences with phrase «defined as a school district»

A community school is defined as a school district having no more than one high school in the district.

Not exact matches

While the school district will define Sawyer as «typically developing», I know my son is anything but typical.

The amount of district and community stakeholders shaping and defining standards in food procurement is growing as school districts recognize the value in creating a healthy school environment on all levels, including the dining room.

From the University of Edinburgh website, stating their policies for Humanities and Social Sciences, among a variety of other criteria: «08 Additional credit is given to students who:... * Apply from schools in the local area (defined as City of Edinburgh, East Lothian, Midlothian, West Lothian, Scottish Borders, Fife, Falkirk and district, Clackmannanshire) and applicants from schools in the wider locality (defined as the rest of Scotland, Cumbria, Northumberland, Durham, Teeside, Tyne and Wear).

Any Western New York business, municipality, school, school district, or other agency that meets the requirements of the regulations for a CESQG as defined in 6NYCRR Part 372 may participate.

Even at the largest school districts (defined as those with more than 6,500 students), salaries would be capped at $ 175,000 - $ 4,000 less than the governor.

Eligible families are defined as those who live in the Hoosick Falls School District and have children who will be four years old on or before December 1, 2018.

The Los Angeles Unified and Compton Unified school districts haven't adequately notified parents of their school choice rights, and they haven't provided enough options for the children currently attending schools defined as in need of improvement under the federal No Child Left...

Those groups in competition are defined as entities that serve the same purpose of the District at the same age level, i.e., charter schools.»

As the system is currently defined, that burden is mainly owned by the Dayton Public School district, just because that kid's parents happen to live within the city limits of Dayton this month.

The papers, slated to be made public early next month, define charter districts as systems of autonomous schools that are given regulatory freedom in exchange for meeting performance standards specified either in contracts or charters.

These gaps are likely to continue to widen as states and school districts attempt to pay down large unfunded liabilities in educators» defined benefit (DB) pension plans.

We also categorize schools as being within, or outside, the elementary or unified school district boundaries (as defined in 2014 - 2015) for each mean center of population for Census block groups.

Thus, high - performing district or charter schools use chants, ceremonies, signs, and strong discipline to forge a culture defined by college - going and career success; at the same time, unlike schools of a half - century ago, they rarely seek to use those same exercises to help invest students in the American nation as a civic enterprise.

According to Oklahoma law, a teacher consultant is defined as «any teacher holding a standard certificate who is employed in a school district to serve as a teacher and who has been...

Catheterizing a student's bladder in order to allow her to urinate is not a «related service» as defined under the Education for All Handicapped Children Act of 1975, argued James W. Deatherage on behalf of the district in Irving Independent School District v. Tatro (Case No. 83district in Irving Independent School District v. Tatro (Case No. 83District v. Tatro (Case No. 83 - 558).

Notwithstanding the venerable Boston Latin School, the district's image was defined by the chaotic Jeremiah Burke School, which lost its accreditation as Payzant was walking in the door.

Working for the past 20 years to define the characteristics and fundamental elements of an evidence - based high - quality induction program that accelerates the development of both teachers and their students, New Teacher Center (NTC) established the Teacher Induction Program Standards (TIPS) in an effort to create an industry standard that can be adopted by school districts, educational institutions, state agencies, and policymakers as the benchmark for success.

a student with a disability as defined in section 200.1 (zz) of this Title, who transfers school districts within the same academic year, is provided with a free appropriate public education, including services comparable to those described in the previously held individualized education program (IEP) pursuant to section 200.4 (e)(8) of this Title.

For purposes of determining adequate yearly progress on the indicator set forth at subparagraph (15)(iv) of this subdivision, the graduation rate cohort for each public school, school district, and charter school for each school year from 2002 - 03 through 2006 - 2007 shall consist of all members of the school or district high school cohort, as defined in subparagraph (i) of this paragraph, for the previous school year plus any students excluded from that cohort solely because they transferred to an approved alternative high school equivalency or high school equivalency preparation program.

Accountability groups shall mean, for each public school, school district and charter school, those groups of students for each grade level or annual high school cohort, as described in paragraph (16) of this subdivision comprised of: all students; students from major racial and ethnic groups, as set forth in subparagraph (bb)(2)(v) of this section; students with disabilities, as defined in section 200.1 of this Title, including, beginning with the 2009 - 2010 school year, students no longer identified as students with disabilities but who had been so identified during the preceding one or two school years; students with limited English proficiency, as defined in Part 154 of this Title, including, beginning with the 2006 - 2007 school year, a student previously identified as a limited English proficient student during the preceding one or two school years; and economically disadvantaged students, as identified pursuant to section 1113 (a)(5) of the NCLB, 20 U.S.C. section 6316 (a)(5)(Public Law, section 107 - 110, section 1113 [a][5], 115 STAT.

Low - performing schools were defined as those with the lowest test scores in the district.

The governing body of each school district and BOCES shall ensure that the performance of all teachers providing instructional services or pupil personnel services, as defined in section 80 - 1.1 of this Title, is reviewed annually in accordance with this subdivision, except evening school teachers of adults enrolled in nonacademic, vocational subjects; and supplementary school personnel, as defined in section 80 - 5.6 of this Title, and any classroom teacher subject to the evaluation requirements prescribed in Subparts 30 - 2 and 30 - 3 of this Title.

The governing body of each school district shall annually review the performance of all building principals, as defined in Subpart 30 - 2 of this Title, according to procedures developed by such body in consultation with such building principals.

After the release of our December study — which found that just one percent of district and charter school turnarounds were successful, as defined as reaching at least the 50th percentile in state proficiency in reading and math — Bryan wondered whether charter start - ups in similar neighborhoods would fare any better against such rigorous criteria.

Texas schools would count the salaries of librarians — but not those of nurses, guidance counselors, or bus drivers — as instructional expenses under proposed rules that would define how districts would comply with a new state mandate to spend 65 percent of their budgets on classroom costs.

He decided to build his new charter school in an Atlanta neighborhood the public school district defined as an «area of need.»

In an effort to help school districts provide students with a well rounded education that includes the humanities and arts, the U.S. Department of Education sent a letter to state and local education leaders outlining creative ways they may enhance holistic education programs by utilizing in conjunction various federal resources.The department defines humanities in the letter as history, civics, government, economics, geography, literature, art, music and other non-STEM subjects not usually found in the English / language arts curriculum.

House Bill 2610, passed in the 84th Legislative Session, amended section 25.081 of the Texas Education Code to define a school year as 75,600 minutes instead of 180 days to create flexibility for school districts.

States can define core areas for learning, though specific standards as well as curriculum and instruction can be left to districts and schools.

An accountability system must define appropriate expectations for participants in the system (e.g., schools, districts, the state and federal governments, as well as students and teachers).

This program provides facilities rent and lease assistance to charter schools, which do not have existing district facilities to use, that are serving some of California's neediest students (as defined by eligibility for the Free / Reduced - Price Meals Program).

The boards would be tasked with reviewing annual progress reports and identifying a «chronically failing» school or school district, which is defined in the bill as one that is placed in the lowest performance category for three straight annual accountability reports.

A report on Notably Successful School Districts, as defined in the Michigan Education Finance Study.

Each district school board shall retain a portion of the fee as defined in the rules of the State Board of Education.

A district school board member may not employ or appoint a relative, as defined in s. 112.3135, to work under the direct supervision of that district school board member.

The Education Practices Commission may suspend the educator certificate of any person as defined in s. 1012.01 (2) or (3) for up to 5 years, thereby denying that person the right to teach or otherwise be employed by a district school board or public school in any capacity requiring direct contact with students for that period of time, after which the holder may return to teaching as provided in subsection (4); may revoke the educator certificate of any person, thereby denying that person the right to teach or otherwise be employed by a district school board or public school in any capacity requiring direct contact with students for up to 10 years, with reinstatement subject to the provisions of subsection (4); may revoke permanently the educator certificate of any person thereby denying that person the right to teach or otherwise be employed by a district school board or public school in any capacity requiring direct contact with students; may suspend the educator certificate, upon an order of the court or notice by the Department of Revenue relating to the payment of child support; or may impose any other penalty provided by law, if the person:

North Dallas Gazette editor Ruth Ferguson reports that, as school districts begin to integrate ESSA, one «potential positive» is that parents may be able to access clearer, better - defined school ratings information.

When an allegation of misconduct by instructional personnel or school administrators, as defined in s. 1012.01, is received, if the alleged misconduct affects the health, safety, or welfare of a student, the district school superintendent in consultation with the school principal, or upon the request of the Commissioner of Education, must immediately suspend the instructional personnel or school administrators from regularly assigned duties, with pay, and reassign the suspended personnel or administrators to positions that do not require direct contact with students in the district school system.

In a February letter from OSEP, school districts are reminded not only of their statutory requirements regarding preschoolers, but also told to be creative in finding alternatives for those young students for whom inclusive settings (defined as a program in which at least 50 % of participants are non-disabled) will be beneficial.

Data on chronic absenteeism — which the Department of Education defines as the percentage of students chronically absent from school for at least 15 days — can inform practitioners and policymakers on questions of student engagement.53 Additionally, school and district leaders could collect data on access to advanced coursework to identify schools in need of more rigorous learning environments.

This ranking was generated by combining school funding and spending capacity, adjusts for inflation over the 10 years of the study; then uses a formula to «equalize» districts based on high needs student rates (as defined in Vincent v. Voigt).

In many districts, large and small, the position is not clearly defined and the people serving as principal supervisors find themselves «fighting fires,» responding to community or parent concerns, or serving as a conduit between the schools and the rest of the central office.

School choice is defined as the power parents and their child (ren) have to choose the school that best suits them and their needs, even if that means crossing district lines or enrolling elseSchool choice is defined as the power parents and their child (ren) have to choose the school that best suits them and their needs, even if that means crossing district lines or enrolling elseschool that best suits them and their needs, even if that means crossing district lines or enrolling elsewhere.

The bill defines a «community school» as a public school that focuses on improving student learning, strengthening families, developing healthier communities, working with community partners to provide additional services to the surrounding community, and providing wrap - around support services to pupils and their families but does not include independent charter schools or charter schools that are not an instrumentality of a school district.

While the formal or informal leadership roles of teachers may vary in different schools and districts, teacher leadership is broadly defined in the 2011 Teacher Leader Model Standards as «the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the aim of increased student learning and achievement.»

In 2015, the San Antonio Independent School District School Board passed a resolution supporting the program and defining the rationale for its creation as, «new teachers who receive concentrated, coordinated support are more likely to remain in the district, thereby saving precious district funds and resources and contributing to a culture of continuous growth and improvement, leading to improved student performanceDistrict School Board passed a resolution supporting the program and defining the rationale for its creation as, «new teachers who receive concentrated, coordinated support are more likely to remain in the district, thereby saving precious district funds and resources and contributing to a culture of continuous growth and improvement, leading to improved student performancedistrict, thereby saving precious district funds and resources and contributing to a culture of continuous growth and improvement, leading to improved student performancedistrict funds and resources and contributing to a culture of continuous growth and improvement, leading to improved student performance.»

The traditional organizational chart listing those who report to the principal or school leader formally defines who counts as being inside the organization, but schools can also draw in parents, community members, district administrators, and other educators to develop a larger school community.

NNSTOY defines teacher leadership as «the process by which highly effective educators take on roles at the classroom, school, district, state, or national levels in order to advance the profession, improve educator effectiveness, and / or increase access to great teaching and learning for all students.»

State departments of education play an important role in defining expectations for students; how those expectations are measured; and how information is used to identify, intervene, and support schools and districts as part of a coherent and «reciprocal» system of accountability.