Sentences with phrase «different schools under»

He or she is usually hired by a district's school board and is responsible for general management duties which may include hiring appropriate staff for different schools under his or her control.

Not exact matches

We find some affinity with some of the other Movements: like them we have grown and flourished though on a more modest scale and with a quite different style: we are much smaller, we are not international, we own no properties or schools, and our priests are all diocesan, working in parishes under the direction of their bishops.

It is likely that the coalition formed there failed to notice that their merger was never perfected, for they separately envisioned two very different foundations: «one fully under the control of the bishops and one committed, above all else, to theological education... [and] a church - sponsored university but otherwise one without religious tests or even theological schools, one open to the latest science and scholarship.»

We continued our different tasks under ever - worsening conditions; I went on teaching at my Jewish grade school.

He was thrilled to win best under 10 at his last gala and as a parent I'm just so pleased he's found something he enjoys that's also great exercise and allows him to mix with children of different ages from different schools.

Children who do poorly at school may be under a lot of stress and will develop different ways to cope with this stress.

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Bullying of the under 5's is not that dramatically different to what happens in school.

This should be calculated using the number of places in the provision which are used by pupils in the school (as opposed to pupils on the rolls of other schools) excluding places occupied by under 5s and pupils aged 16 to 19, although authorities can use a different basis if this is agreed by EFA.

Kate — yes, under the National School Lunch Program, there are different serving sizes depending on the grade level.

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You are no different than the Cheater School interests, the NY City Board of Realtors, the corrupt casino lobby, or the Fantasy Sports industry... we operate under the «Pay to Play» model here in NY.

School districts operate under the same cap, though the rates are set at different times than for local governments.

The point in all this, about which I am sure we agree, is that if Labour was serious about a one - nation education system it would be discussing these different legal routes to bringing all state funded schools under democratic control.

While unions have said they worry that teachers could be unfairly judged based on their students» test results, the scoring for students and teachers is quite different — students get an objective standardized test score, while teachers are evaluated under multipart programs that are developed by local teachers unions and school leaders.

President John Dramani Mahama has stated that over 54, 000 children from four different regions have been enrolled into various schools under the Compulsory Education program.

He added that, given the indications from the budget, «what the NPP has proposed in the budget is progressively free senior school under a different name.

WILLSBORO — Willsboro Central School will place two more plaques on the hallway outside the auditorium this summer, honoring a duo and a lady who have served their communities under very different circumstances.

«Under the microscope, eggs from reproductively young and old animals may look identical, but the environment in which they are growing is completely different,» said lead study author Francesca Duncan, executive director of the Center for Reproductive Science at Northwestern University Feinberg School of Medicine.

Dr Arnaud Wisman and Dr Nathan Heflick, of the University's School of Psychology, set out to establish in four separate studies whether people lose hope when thinking about death — known as Terror Management Theory — under a range of different conditions.

«We examined the global impacts of China's increasing milk production under different scenarios of domestic milk production and importation, addressing the questions using a Nexus Approach,» says Michael Lee, Head of Rothamsted's North Wyke Farm Platform and Professor of Sustainable Livestock Systems at Bristol Veterinary School.

«It is now well - documented that cancers that look the same under the microscope actually contain different genetic changes, or mutations, and respond differently to therapy,» said Clark Chen, MD, PhD, senior author and vice-chair of research and academic development in the Division of Neurosurgery at UC San Diego School of Medicine.

Although I spent the first 17 years of my life in a black world — the segregated communities and schools of Birmingham, Alabama — I've spent the past 38 years under very different circumstances.

We grew up in pretty drastically different places in Michigan and Arizona and as a result had pretty different high school experiences, but if we had gone to high school together we, like, for sure we would have made out under the bleachers.

I've been asked a lot about my morning routine, and let me tell you with 3 kids under 5 it revolves around getting 2 out the door to 2 different schools before 8:15 am.

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About Blog In the early 1970s a group of school psychologists from different parts of the world, under the leadership of the late Calvin D. Catterall, came together to form an International School Psychology Committee in order to promote worldwide cooperation amongst school and educational psycholoschool psychologists from different parts of the world, under the leadership of the late Calvin D. Catterall, came together to form an International School Psychology Committee in order to promote worldwide cooperation amongst school and educational psycholoSchool Psychology Committee in order to promote worldwide cooperation amongst school and educational psycholoschool and educational psychologists.

I use national school - level enrollment data by race / ethnicity to show how many students in different subgroups are covered under different pooling approaches.

States use subgroups for two purposes, with potentially two different minimum subgroup sizes, or n - sizes: reporting (school report cards available to the public online) and federal accountability (used in state calculations to determine which schools fall into particular categories under ESSA).

If you add a cap, say the $ 20 billion figure that President Trump has said he wants to devote to school choice, then you have to figure out how to allocate the available dollars under that cap to different states, and you have to figure out a way to do it that is predictable from one year to the next, such that there aren't huge fluctuations that would cause the programs to ebb and flow dramatically.

Such a system would entail allowing parents to choose the schools their children will attend, because the many different kinds of schools established under such an arrangement would correspond to the values and needs of educators, students, and parents.

In management consulting, the crucial assumptions are that 1) each organization possesses a unique culture and set of goals; therefore, the same intervention is likely to elicit different results depending on a school's history, organization, personnel, and politics; and 2) suggestions for change should creatively blend knowledge from many different sources — from general organizational theories, from deep insight into the district or schools under study, and from «craft» knowledge of what is likely to improve schools or districts with particular characteristics.

In many of the recent experiments, schools have dropped out of the experiment in different proportions, often because a new principal wanted to change what his predecessor had recently done, including eliminating the reform under study.

In simplest terms, we compare average student achievement gains in the same school under different principals.

It also re-creates a pretty inequitable system, given that each school will have different groups of students that meet minimum n - size that will be held accountable under each component.

Our analysis focuses on new school options — traditional public, charter, and private — that families might gain access to under different kinds of choice policies.

Simple common sense would dictate that the effectiveness of different teachers or schools should have as least as much to do with differences in what is being taught as who is doing the teaching, or under whose roof and which assessment regime.

In this report, we use nationwide data on the locations of public and private elementary schools to calculate the percent of American families that could potentially gain access to new school options under different national school choice policies.

In this report, we begin to fill this gap by using nationwide data on the locations of public and private elementary schools to calculate the percent of American families that could potentially gain access to new school options under different national school choice policies.

Though the program falls under the law's choice provisions, the federal government still considers magnets an important aspect of desegregation policy, defining a magnet school as one that «offers a special curriculum capable of attracting substantial numbers of students of different racial backgrounds.»

This is very different from the MCT - based accountability systems of the 1970s, under which students were held accountable, for example, for passing a high school exit exam if they were to receive a regular high school diploma.

Writing about Illinois» newly approved NCLB waiver, it breathlessly reported that, «Under a dramatic new approach to rating public schools, Illinois students of different backgrounds no longer will be held to the same standards — with Latinos and blacks, low - income children and other groups having lower targets than whites for passing state exams, the Tribune has found.»

«We look at a range of different models — project - based, no excuses, Advanced Placement, International Baccalaureate, and spaces within schools; not only core disciplinary class but also electives and extracurriculars — to identify the conditions under which powerful learning does emerge, and to understand what kinds of systems might make this kind of learning more the exception than the rule,» he says.

«Single draft, single authored compositions created at school desks with pen and paper, under restricted time and in response to imposed topics and text types are quite different from writing for authentic purposes,» the authors write, but add that's exactly what happens in a lot of classrooms and how it is tested in Australia's NAPLAN Writing Test at Years 3, 5, 7 and 9.

The programs also provided them with opportunities to work in schools and communities — often under the guidance of experienced professionals — where they were able to gain valuable communication and interpersonal skills, especially when dealing with families with very different backgrounds from their own.

We don't know a lot about what kind of school will work for which kids under which circumstances — there are all these different kinds of community schools out there — so these research challenges are very important as well.

Petitioners, an organization of Seattle parents (Parents Involved) and the mother of a Jefferson County student (Joshua), whose children were or could be assigned under the foregoing plans, filed these suits contending, inter alia, that allocating children to different public schools based solely on their race violates the Fourteenth Amendment's equal protection guarantee.

The six states that now have federal approval to change the way they hold schools accountable under the No Child Left Behind Act will use six different ways to distinguish between schools with minor problems and those that need total overhauls.

Parents of students denied assignment to particular schools under these plans solely because of their race brought suit, contending that allocating children to different public schools on the basis of race violated the Fourteenth Amendment guarantee of equal protection.

They show that 1) Different academic indicators measure very different aspects of school performance, suggesting that states should be allowed and encouraged to make full use of multiple measures to identify schools in the way they see fit instead of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting of the non-academic «School Quality and Student Success» indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federaDifferent academic indicators measure very different aspects of school performance, suggesting that states should be allowed and encouraged to make full use of multiple measures to identify schools in the way they see fit instead of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting of the non-academic «School Quality and Student Success» indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federadifferent aspects of school performance, suggesting that states should be allowed and encouraged to make full use of multiple measures to identify schools in the way they see fit instead of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting of the non-academic «School Quality and Student Success» indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federal pschool performance, suggesting that states should be allowed and encouraged to make full use of multiple measures to identify schools in the way they see fit instead of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting of the non-academic «School Quality and Student Success» indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federal pSchool Quality and Student Success» indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federal policy.