Sentences with phrase «district curriculum document»

Choose a subject area and grade level, and then review the related district curriculum document.

Schools must also give teachers time to analyze and discuss state and district curriculum documents.

The artifacts reviewed for this study included written plans and agendas for professional development meetings, questionnaires completed by the teachers at the outset of the project, materials used during professional development activities, district curriculum documents, teacher and student writings, conference presentations, and scholarly publications.

Two categories of data were examined for this study: (1) artifacts and documents generated throughout the project's 4 - year history (e.g., materials from professional development meetings, teacher questionnaires, district curriculum documents, teacher and student writings, conference papers, and scholarly publications); and (2) individual and focus group interviews conducted with MELAF participants from the four districts at the project's completion.

Not exact matches

The new document, a 2 - year effort by the council, is intended to build upon a 2000 report, Principles and Standards for School Mathematics, that states and local school districts use as a benchmark to develop their curricula.

«We are thrilled that the Ed School has selected us for the work that we have done over many decades — work that has included the creation of curriculum for classroom use, national surveys to document the extent of the problem, development of teaching training materials, and, when necessary, serving as expert witnesses in federal lawsuits when school districts have been reluctant to grant civil rights to their students,» Stein says.

David Osborne, senior fellow at the Progressive Policy Institute, completed an analysis of D.C.'s two sectors, documenting how competition led the district sector to emulate charters in many ways, including more diverse curriculum offerings; new choices of different school models; and reconstituting schools to operate with building level autonomy, especially giving principals freedom to hire all or mostly new staff.

Whether the district buys or develops their own learning expectations, the second critical step in this process is implementing that intended curriculum and ensuring it is faithfully implemented and put through the continuous improvement loop to ensure it is a living, breathing document and not condemned to waste away on a shelf somewhere.

The reality that choice remains illusory for four - fifths of all children in this country and especially for the kids who need strong, comprehensive college - preparatory curricula the most (and, as Dropout Nation has documented ad nauseam, are the least likely to get it in traditional districts) is more than enough reason to adopt Common Core (alongside expanding the array of choice options that can allow for a variety of curricula choices).

CEC offers a process that specifically examines current district documents, practices, and support in the areas of curriculum, instruction, and assessment.

All that being said, it is the district's responsibility to design a process (system) to ensure the district designs its own curriculum process and documents to ensure universal understanding and use of the agreed - upon standards in the development of the district learning expectations.

In an effort to digitize their curriculum from paper documents to alleviate these pain points the district used Google documents.

The reason the document can't be used as a menu for zone schools is because when zone schools are opting out of a service such as elementary math curriculum, the district divides the cost by the number of elementary students — not all district students — and gives that money back to the zone schools, said Mark Ferrandino, the district's chief financial officer.

The documents produced in this process form the foundation of the core subject curriculums at each grade level and establish district - wide expectations for what teachers should teach and what students should learn and be able to do in relation to a specific standard.

Upon state adoption in 2010, East Hartford Public Schools began immediate work on translating these standards into the fabric of the documents that guide practice on a classroom level throughout the district — our curriculum.

focused on developing district expertise regarding the state standards and how our curriculum can become a document that breaks the adage of «if you continue to do what you've always done... you will continue to get what you have always gotten...» As I speak here today, I am humbled by the number of high quality teachers, principals, department heads and specialists behind

Consortia leaders believe the documents can guide district development of curricula aligned with the common core, as well as teacher planning and collaboration on specific units of study.

Mr. Cleveland holds membership in the National Council of Teachers of English (NCTE), the Association for Supervision and Curriculum Development (ASCD), and the Education Technology Industry Network (ETIN), and has created and revised curriculum documents for school districts and educational organizations across the southeCurriculum Development (ASCD), and the Education Technology Industry Network (ETIN), and has created and revised curriculum documents for school districts and educational organizations across the southecurriculum documents for school districts and educational organizations across the southern region.

The focus in Year 2 was on developing district - level curriculum and documenting student performance and growth.

Still, District C's curriculum revision coordinated all subjects through key principles underlying the state language arts standards; the resulting curriculum documents were the most thorough and thoughtful to emerge from the demonstration project sites.