Sentences with phrase «describes as community schools»

Not exact matches

Speaking at the inauguration held at the Government Technical College in Osogbo, Ogbeni Aregbesola pointed out that the move is aimed at returning the schools to the communities which he described as the original owners for easy management and maintenance.

He described the expanded after school programs as, together with universal pre-K and the community schools program, part of his efforts at broadly improving the school system.

Self - described «policy wonk» Laura Walls served one term as Gardiner town supervisor from 2000 to 2002 as well as several terms on the New Paltz School Board, and was long known in the community as co-owner of the municipal grantwriting firm Shingebiss Associates.

Raphael was described by his principal, Len Skuggevik, as «an amazing young man» who is an excellent student involved in both school activities and community service.

The sad thing is that our local community in New Square is described in Wikipedia as a place where «four Hasidic men created a nonexistent Jewish school to receive $ 30 million in education grants, subsidies, and loans from the U.S. federal government.

He consulted for the Education Commission of the States (ECS) in its 1999 report, Governing America's Schools: Changing the Rules, which described a «public schools real estate trust» as follows: «In any locality, one or more real - estate trusts assume ownership of a community's public school buildings, sell the surplus buildings, and build or lease additional facilities in areas with insufficientSchools: Changing the Rules, which described a «public schools real estate trust» as follows: «In any locality, one or more real - estate trusts assume ownership of a community's public school buildings, sell the surplus buildings, and build or lease additional facilities in areas with insufficientschools real estate trust» as follows: «In any locality, one or more real - estate trusts assume ownership of a community's public school buildings, sell the surplus buildings, and build or lease additional facilities in areas with insufficient space.

Whitman describes these schools as paternalistic, but what he means by this is not imposing values that are foreign, but rather, helping to support values that are already embraced by people in the community.

It has published reports describing its national conferences about violence prevention which have addressed topics such as Coping with Violence in the Schools and Resilient Youth, Collaboration and Community Building.

Some of the schools that we went in and researched were described as what's commonly known in Australia as quite «challenging» sites, students with quite complex needs, and those schools really rejected deficit views of students and their communities.

The most dynamic principals among us are often described as having personalities that «electrify» a school community and provide the «power» that leads people to tackle problems and achieve great success.

In an excerpt from his new book, Letters to a Young Education Reformer, Frederick M. Hess describes how his own experiences as a student and a teacher, often in a challenging policy environment, inspired his commitment to opening up outdated education systems so that educators, entrepreneurs, parents, and communities can reinvent schooling to better serve every child.

Education consultant Linda P. Rosen made playful reference to that work to describe what she sees as a persistent divide between corporate America and math teachers in their thinking about how to improve schools in her speech, «Is the Business Community From Mars?

Emily Pilloton, the innovative educator behind Studio H, describes her approach as «a design / build public school curriculum that sparks community development through real - world, built projects.»

In that article, Peterson described a school culture in which staff, students, principal, and community members are all seen as learners.

This case study describes how one urban elementary school in a high - reform district and state has been able to develop strong connections with community businesses and organizations as part of its program of school, family, and community partnerships.

Carl described it as a program «with attributes originally championed by left - liberal policy makers, free - school advocates, and community activists from the 1960s.»

Supporting Principal Leadership for Pre-K — Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher education.

Community School Director Shanelle England described her work at Baltimore's Forest Park High School, which consists of supporting her students, their families, and the school staff, as well as developing relationships with community Community School Director Shanelle England described her work at Baltimore's Forest Park High School, which consists of supporting her students, their families, and the school staff, as well as developing relationships with community ageSchool Director Shanelle England described her work at Baltimore's Forest Park High School, which consists of supporting her students, their families, and the school staff, as well as developing relationships with community ageSchool, which consists of supporting her students, their families, and the school staff, as well as developing relationships with community ageschool staff, as well as developing relationships with community community agencies.

Instead, at the September 11 meeting, both local representatives and district superintendents argued passionately against the opening of Clarksdale Collegiate, described by its founder, Amanda Johnson, as a place that will prepare kindergarteners through 8th graders to «excel in high school and college by providing rigorous instruction within a structured, ambitious, and jubilant school community.»

As described in Dissatisfied Yet Optimistic, the path forward to create and spread these new models must be forged by visionary school communities.

In 2011, Gove, then education secretary, described the policy as a way of «meeting parents» desire for a good local school — a school that's easy to get to, that feels like part of the community».

Star principals were invited to participate using the following criteria: achievement scores had risen in their schools for a three year period; they were rated by their faculties as effective instructional leaders; central office personnel identified them as accountable fiscal managers; and parents described them as effective in developing community support for their schools.

Known as the LCAP, the plan describes how districts assess their needs, engage with community members, identify goals in eight state priority areas (which include student engagement, school climate and achievement), specify programs for achieving the goals, outline spending for each program and coordinate their plan with district budgets.

«Waldorf education focuses on the whole child: head, heart and hand...» says Dr. Ida Oberman of Community School for Creative Education as she describes Waldorf education and the positive impact it can have on children.

At the time, REAch2 described the move as an example of its «collaborative approach in the local community, sharing expertise and experience with other schools».

Vicksburg Community Schools Superintendent Charles Glaes described Chang as, «that rare classroom teacher who principals rely upon, parents lobby for, colleagues admire and enjoy working with, and students love.»

Experts describe the building's «learning community» set - up as a national model for school building design in the 21st century.

She described Nutall as «supportive» of community schools but said that John Neely Bryan's trustee, Lew Blackburn,» was pretty eager to find a school in his district» for a pilot.

MYcroSchool describes itself as a small learning community providing a high school program for students who need to get back on track to graduation.

New Teacher Center describes strong induction programs as those that include instructional mentoring for new teachers by carefully selected, well - prepared mentors; formative assessment for teachers and support systems to drive continuous improvement; professional learning communities for mentors and new teachers; engaged principals; and supportive school environments and district policies.9 Research suggests that regular contact between beginning teachers and mentors over a period of at least two years can propel improved teaching and greater student learning.10

The result is what we describe as a policy «bubble,» where the combination of multiple authorizers and a lack of oversight can end up creating an abundance of poor performing schools in particular communities.

In this Lessons Learned, we describe some of the factors that distinguish rural schools from each other, as well as from those in urban communities.

She is the author and co-author of several articles and books about the role of families and community members in the work of student achievement and school improvement including: A New Wave Of Evidence: The Impact of School, Family and Community Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School Reforcommunity members in the work of student achievement and school improvement including: A New Wave Of Evidence: The Impact of School, Family and Community Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School Reform (school improvement including: A New Wave Of Evidence: The Impact of School, Family and Community Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School Reform (School, Family and Community Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School ReforCommunity Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School Reform (School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School ReforCommunity Organizing as a Catalyst for School Reform (School Reform (2011).

Supporting Principal Leadership for Pre-K through Third Grade Learning Communities addresses ways to enhance SEA and LEA leadership capacity for building P -3 communities, cultivate standards of effective practice for P - 3 principals and related leaders, develop practical implementation strategies as described by an elementary school principal and state education leaders, and consider implications for state and local policymakers, technical assistance and professional developmental providers, and higher education.

Share what Hispanic families are saying about Idaho schools of choice Discuss the experience of Idaho Hispanic families as they make choices about their education and learning Describe ways to increase awareness of learning options in Idaho for Hispanic families Consider how to move beyond research to action with Idaho schools and communities

Released in September 2013 and updated in September 2014, this brief describes the steps that states can take to reduce chronic absence including: building public awareness, tracking and publicly reporting chronic absence rates for schools and districts, using attendance as a metric in school improvement efforts, sharing best practices with educators and parents, and enabling interagency efforts among schools, public agencies and community groups.

The schools and learning communities described in this paper feature both commonalities as well as differences.

«I think it's interesting... that the people on the board who have run [charter] schools successfully, that changed the trajectory of kids» lives in low - income communities --[they] are saying this [charter application] is not at the level that our kids deserve,» said Quigley, who identifies as one of the people he describes.

Detailed indicators are forthcoming, that will describe specific ways that community school practitioners and partners might meet each standard as part of a comprehensive and coherent community school strategy.

Powell describes himself as «both a tireless advocate for children and a community organizer,» and his work at Patuxent Elementary School, particularly his efforts related to increasing parent involvement, demonstrates the actions Powell puts behind those words.

It's «a #MeToo story from the charter school community,» as described by Caitlin Emma.

The ATL President, Mark Baker, describes the corrosive effect of Ofsted on the collegiate, collaborative culture which should underpin schools: «Ofsted diverts the skills and energies of our senior leaders away from the really important work of inspiring and motivating their communities, compelled, as they are, to perpetually inspect themselves.

Facing outside, SFMOMA uses words such as «access» and «permeability» to describe its relation to the community: it has three entrances rather than one; free admission to the ground and second floors offering unticketed visitors works by Mark Bradford, Alexander Calder, Chris Johanson, Sol Lewitt, and Richard Serra (and, in late 2017, Julie Mehretu); and free admission to visitors 18 and under will make visits more affordable for families and for high school students.

As described by the OMCA website, the communities highlighted are: The circle of artists who worked with and were influenced by Diego Rivera and Frida Kahlo in San Francisco in the 1930s; the legendary painters and photographers associated with the California School of Fine Arts (now San Francisco Art Institute) in the 1940s and 1950s, including Mark Rothko, Richard Diebenkorn, and Imogen Cunningham; the free - spirited faculty and students at UC Davis in the 1960s and 1970s, such as Wayne Thiebaud, William T. Wiley, and Bruce Nauman; and the streetwise, uncompromisingly idealistic artists at the center of a vibrant new Mission scene that took root in the 1990s through the present, including Barry McGee and Chris JohansoAs described by the OMCA website, the communities highlighted are: The circle of artists who worked with and were influenced by Diego Rivera and Frida Kahlo in San Francisco in the 1930s; the legendary painters and photographers associated with the California School of Fine Arts (now San Francisco Art Institute) in the 1940s and 1950s, including Mark Rothko, Richard Diebenkorn, and Imogen Cunningham; the free - spirited faculty and students at UC Davis in the 1960s and 1970s, such as Wayne Thiebaud, William T. Wiley, and Bruce Nauman; and the streetwise, uncompromisingly idealistic artists at the center of a vibrant new Mission scene that took root in the 1990s through the present, including Barry McGee and Chris Johansoas Wayne Thiebaud, William T. Wiley, and Bruce Nauman; and the streetwise, uncompromisingly idealistic artists at the center of a vibrant new Mission scene that took root in the 1990s through the present, including Barry McGee and Chris Johanson.

Describing the project's members as a «dream team», Sakich indicated that he intends to focus his efforts on keeping Augur's ad campaigns «old - school», while appealing to a broad base beyond those in the bitcoin community.

The authors describe how everyone within the school community can benefit when parents and teachers work as partners.

5 This includes both the cost of the university - community partnership (i.e., PROSPER's «infrastructure» cost) and the cost of delivering the family and school - based programs, as described above.

Presented as a developmental sequence of learning from Foundation - Year 10, the Australian Curriculum describes to teachers, parents, students and others in the wider community what is to be taught and the quality of learning expected of young people as they progress through school.

These are usually local initiatives, rather than coordinated services.17 Most described programmes primarily target parents, with a focus often on specific conditions, such as substance misuse.18 Other family or child centred programmes have been developed in deprived communities, targeting school exclusion, 19 conduct disorders, 20 or parenting difficulties.21, 22

Dr. Mapp is the author and co-author of several articles and books about the role of families and community members in the work of student achievement and school improvement including: A New Wave Of Evidence: The Impact of School, Family and Community Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School Reforcommunity members in the work of student achievement and school improvement including: A New Wave Of Evidence: The Impact of School, Family and Community Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School Reform (school improvement including: A New Wave Of Evidence: The Impact of School, Family and Community Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School Reform (School, Family and Community Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School ReforCommunity Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School Reform (School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School ReforCommunity Organizing as a Catalyst for School Reform (School Reform (2011).