Sentences with phrase «district curriculum program»

Not exact matches

Specific limits within the district's current sex education program, student exclusion, and delays in updating the curriculum, prompted the ACLUNV to create an opportunity for students to express themselves freely about their perspectives on sex education.

The Department of Education is required to provide technical assistance to districts in the form of professional development in wellness programs and curriculum.

Will first became an SNA member when he completed his dietetic internship through the Sarasota County School District, a program that requires membership as part of the curriculum.

The Arlington Heights Park District preschool program provides age - appropriate curriculum to develop a child's love of learning.

Developed in conjunction with Arlington Heights School District 25 to enhance the 5th - grade curriculum, the program teaches students the significance of history.

The center is home to the Naperville Park District's New Horizons Program for resident senior citizens as well as several early childhood programs and dance curriculum.

We are asking the community organizations and our school districts to fund programs and curriculum that will continue to shape this County through the next decade.

In her role as a monitor for the East Ramapo schools, George - Fields helped the district and school board in thinking through what programs were already in place and creating a plan for progress and change, particularly in terms of curriculum and instruction.

The phaseout of the MSP program would be a blow to university researchers, who use NSF funding to link up with educators from local school districts to train teachers, improve curriculum, and devise better ways to measure student progress in math and science.

In preparation for the program, the district hired about 800 new teachers, installed room dividers in hundreds of classrooms, and devised a new curriculum that focuses only on basic skills.

My experience includes teaching at the elementary and middle school levels, district level administration for curriculum, instruction, and after - school programs, and high school administration.

Through providing effective practices and resources for districts, this guide will allow you to plan for success, understand your digital and curriculum options, and implement your program with fidelity.

I explore three broad hypotheses for why African Americans might not have benefited as much as whites from the funding initiatives: 1) kindergarten funding disproportionately drew African Americans out of higher - quality education settings; 2) instead of raising additional revenue to fund local kindergarten programs fully, school districts offered lower - quality kindergarten programs to African Americans or moved funds from existing school programs from which African Americans may have disproportionately benefited; and 3) African Americans were more adversely affected by any subsequent «upgrading» of school curricula as more students entered elementary grades having attended kindergarten.

A range of initiatives from the New York State Education Department (SED) regarding standards, assessments, and graduation requirements has been very helpful in [forming] such important district strategies as aligning our curriculum, more effectively focusing our staff development, and instituting additional summer and afterschool programs.

A school's resources — everything from teacher salaries to curriculum to non-academic support programs — affect the quality of education it's able to deliver, but schools have no power to tax residents, and things like teacher salaries and teacher placement policies are determined at the district level.

The length of day, the hiring and compensation procedures, the employee training programs, and the curricula are substantially similar across all traditional district systems, from the 2,000 - student system with a 10 percent poverty rate to the 25,000 - student district with an 80 percent poverty rate.

School districts can enhance their vocational - education programs by placing caring and competent staff members in key positions, building in evaluations from the outset, and insuring that the curriculum covers four essential components — applied academics, vocational - technical education, job - search skills, and life - coping skills, according to a report released last month.

Adaptive assessment programs like MAP and SBAC are being used more and more often to help tailor school - and district - wide curricula.

The study ranked each state and the District of Columbia on 22 indicators in four areas: alignment of tests with the state's curriculum standards; test quality; the openness of the testing program to public scrutiny; and the extent to which test data are used to support better teaching and learning.

That's why Los Altos is betting the future on an online math program from Khan Academy, and why scores of other schools and districts are clamoring to include Khan Academy in their math curriculum.

The respondents were superintendents, principals, curriculum supervisors, and directors of federal programs, in mid - to large - size urban U.S. districts.

CCSSO's effort aims to «significantly increase» the percentage of school districts in targeted states in which curriculum and materials adoptions are of high quality and aligned to state standards; and to increase the percentage of professional - development and teacher - prep programs that include training on those curricula.

Montpelier High School's service learning program integrates across the curriculum, utilizing a school greenhouse and gardens to provide food for the school district's lunch program.

But perhaps the two initiatives Eisenhower is best known for are its multi-week exchange programs with sister schools in Mexico and France, and the Culture Box Program, a rich collection of artifacts from 46 countries (such as clothing, games, and musical instruments) that are available for use in the Eisenhower curriculum as well as any school in the district (or a non-school group for a $ 15 fee).

So in 2009 — 10, in cooperation with the district, Piney Branch launched a pilot program to bring the «Highly Gifted Center» curriculum into its classrooms.

Pedagogically, if states and districts don't write a curriculum, as CCSS recommends, they fail to provide students the necessary «training program» to achieve the goals the standards set.

A 22 - page letter from the OCR states that the district's bilingual education program is less demanding than the general curriculum; that many bilingual education teachers do not have appropriate Spanish - language abilities; and that some students receive services from paraprofessionals instead of certified teachers.

Three to four days each year should be set aside to release teachers from their classes while they gather in small groups of curriculum committees to plot the course of the districts programs.

The Beaverton School District did just that four years ago when it started Summa Options, a program of advanced curriculum for students who score in the 99 percentile on standardized reading and math tests or a test of cognitive ability.

Like Alabama, Arizona committed extra funds, including $ 1 million for training, to extend the program's approach to all its elementary schools, and has worked with districts to redeploy federal Title I and Title II funds to pay for reading coaches, training, and research - based curricula.

Leaders of the Recovery School District in New Orleans are crafting an overhaul of high schools that would offer career - oriented magnet programs at each campus, along with a districtwide college - preparatory curriculum of honors and Advanced Placement courses.

A nonprofit group's summer and after - school programs support a Georgia school district's curriculum.

At the district level, organizing campaigns have led to the development of new, small schools, «grow your own» teacher programs, and the adoption of college prep curricula as mandatory in all schools.

The Edge of Curriculum All around the country, schools and districts, as well as afterschool programs, are redefining what is taught and how it's assessed.

The district is creating a consolidated approach to behavior programs, tiered student support, and trauma - informed practices through the district's use of social - emotional learning curriculum and data.

In this webinar, Debbie Thompson, math curriculum and instructional design, Wichita Public Schools, shares a step - by - step framework for designing and implementing district - wide personalized intervention programs.

The Bay Shore Middle School staff in the Bay Shore (N.Y.) Union Free School District, developed a wellness program and wellness curriculum that has been featured at national conferences and won a Magna Award from the American School Board Journal.

Called Book Banter, administrators at Central Elementary School in Wilmette Public Schools District 39 started the program four years ago and have seen improvement in the amount and quality of teacher - parent dialogue, staff members at the K - 4 school told an audience at the 2007 Association for School Curriculum Development (ASCD) conference.

She served as an elementary teacher, the District Supervisor for Programs that Maximize Potential (G / T) and Special Assistant for the Department of Curriculum and Instruction.

After a «fast track» pilot program of three different math curricula at Bass Lake Elementary School District, teachers unanimously selected to...

guidelines and programs for in - service education programs for all district staff members to ensure effective implementation of school policy on school conduct and discipline, including but not limited to, guidelines on promoting a safe and supportive school climate while discouraging, among other things, harassment, bullying and discrimination against students by students and / or school employees; and including safe and supportive school climate concepts in the curriculum and classroom management; and

Haddad highlights the core components of St. Vrain — a district - wide 1:1 program, STEM studies that start at pre-K and run into higher education, curricula that push students to problem solve and employ critical thinking skills, a «design thinking» mindset from administrators, public — private partnerships, and effective professional learning that reinforces all these ideas.

The C3 Framework was developed to serve two audiences: for states to upgrade their state social studies standards and for practitioners — local school districts, schools, teachers and curriculum writers — to strengthen their social studies programs.

That partnership inspired the district to run three - week summer programs centered around maker curriculum.

Ben began his career as a social studies teacher in Morrison, IL where he initiated and lead the district's iPad pilot program and redesigned his own curriculum.

Where a school registered pursuant to this paragraph is in a district in which one or more schools have been designated as a school in improvement, corrective action or restructuring, the commissioner shall determine the accountability status of the newly registered school based upon his review of the proposed educational program, including but not limited to such factors as: school mission, school administration and staff, grade configurations and groupings of students, zoning patterns, curricula and instruction and facilities.

Among them are a focus within preschool programs on teaching pre-academic skills; the conceptualization of the role of the adults who provide center - based care as that of a teacher; a bias towards delivering pre-K services through school districts; a press towards common standards and curriculum across pre-K providers; accountability regimens that are tied to children's performance on measures that correlate with later school success; disproportionate spending on four - year - olds as opposed to younger children; and marginalization of the family's responsibility.

Districts often would spend Title I funds on pull - out programs unaligned to the regular curriculum because it was easier to show a program was supplemental if it was different.

Mitchell D. Chester, from chief of curriculum and instruction programs, Bureau of Research and Teacher Assessment, Connecticut Department of Education, to executive director, Office of Accountability and Assessment, Philadelphia public school district.

Even though the state of Pennsylvania designated Thinking Goes to School a model program, the curriculum never caught on outside the one district.