Sentences with phrase «districts need more support»

Not exact matches

State Rep. Alonzo Baldonado, who represents a district south of Albuquerque, said he would support Trump, and Trump will need more prominent supporters to step forward if he is to reach the 30 percent threshold with Hispanics that many experts say he will need to win in November.

The group was launched in December 2007 in response to a recognition by Totnes Children's Centre, working in partnership with Devon County Council Children's Services and South Hams District Council, of the need to support the needs of fathers and encourage them to become more actively involved in their children's learning.

School districts also need to provide more growth and support opportunities once principals are on the job, added Tim Messick.

Board positions need to be made more attractive and augmented with research and staff support, or districts need to move toward alternative forms of governance in which the costs of inefficiency and lagging achievement become intolerable.

At schools, connect families in greater need to more intensive supports offered by district or community partners.

Far more likely, I think, is the too - familiar routine in which promising boutique programs (which benefit from selection effects, enormous enthusiasm, philanthropic support, and a sharply honed sense of mission) become one more disappointing fad when adopted by a slew of district and university officials eager to sign on for the best practice of the moment but who don't ultimately have any stomach for the wrenching changes needed to do it right.

Now that the technological foundation for the use of robust systems of longitudinal education data has been laid in most states and school districts, experts say the focus needs to turn to making such data more useful for teachers, administrators, parents, and students, That will require a mix of strong leadership at the state and districts levels, greater collaboration across state agencies, and much better professional development and ongoing support for teachers and administrators.

More investments would need to be made in master teachers who, in turn, would have more say - so in the design of university - led teacher education and school districts» novice teacher - support progrMore investments would need to be made in master teachers who, in turn, would have more say - so in the design of university - led teacher education and school districts» novice teacher - support progrmore say - so in the design of university - led teacher education and school districts» novice teacher - support programs.

A State Information System to Support Improvements in Productivity In this essay Marguerite Roza discusses the data needed to support districts and schools as they seek new, more productive solSupport Improvements in Productivity In this essay Marguerite Roza discusses the data needed to support districts and schools as they seek new, more productive solsupport districts and schools as they seek new, more productive solutions.

Synder said he supported the new math standards, but that school districts needed more time to put them in place.

Despite clear research showing the impact that principals can have, more rigorous research and information to guide schools and districts on how to prepare, recruit, support, and retain the most effective school leaders is needed.

Do you wish you had more resources to support these needs in your school or district?

Russakoff: In a low - income district like Newark, there's a tremendous need for more support in the classroom.

Vargas says he's asking for flexibility with special education adding, the district is not receiving the support it needs from the federal government when it comes to resources, «We have some children that are have multiple challenges and therefore require year - round education, it requires more resources to be devoted to meeting their needs.»

Instead of providing the real support Connecticut's Alliance School Districts need, they are burdening districts with more paperwork; more data collection and absurd, even idiotic questions... like are you implementing your plan with Districts need, they are burdening districts with more paperwork; more data collection and absurd, even idiotic questions... like are you implementing your plan with districts with more paperwork; more data collection and absurd, even idiotic questions... like are you implementing your plan with fidelity?

«I think that basically it gives more power to the states and state education and districts across the state to really determine how they're going to support schools that need additional help.»

Its conclusion: «There may be room to lower reclassification standards in districts using more rigorous thresholds and still ensure» that reclassified students do well enough that they would not need further academic supports.

In this essay Marguerite Roza discusses the data needed to support districts and schools as they seek new, more productive solutions.

Rather, the information will be used to more precisely communicate the work of schools and to allow district and school leaders to better allocate energy and resources toward improvement, support teachers to advocate for the working conditions and resources they need to do their work well, and empower parents to make informed choices when selecting schools for their children.

More and more districts are able to generate individualized insights that they can act on to provide the needed support or response to a specific student More and more districts are able to generate individualized insights that they can act on to provide the needed support or response to a specific student more districts are able to generate individualized insights that they can act on to provide the needed support or response to a specific student too.

The Title IV, Part A Coalition is an alliance of more than 75 national organizations that believe the SSAEG program has the potential to support school districts in their central mission of providing our students with the skills, resources, and support they need to succeed.

A survey of California registered voters also shows strong support for school districts to devote more funds and resources to addressing the needs of the state's most vulnerable students.

And I think, on the basis of equity and the civil rights of these students, Congress and the State of California needs to dig deeper to find ways to support districts like Oakland so they can stabilize and build a more long term solution to the problems we face in retaining and developing strong teachers.

The intent of California's Local Control Funding Formula (LCFF) is to give districts more flexibility with their state funding but at the same time to create a new school finance system that recognizes that students with specific demographic factors need greater support to address their academic needs and improve educational outcomes: English Learners, low income students and foster youth.

If you'd like to help us offer more districts and more educators the resources and support they need, we have lots of ways to get involved.

The two organizations have worked with more than 600 public schools, districts and community colleges across the nation to support students who need additional help reaching their academic goals.

For those needing a more intensive level of support (Tier 3), you and your team should tap into the district office and community partnerships.

It is evident we are a unified team in support of the middle level philosophy researched and recommended by our own team of Park City School District professionals, and it comes down to this: we need more space and appropriate facilities not only to manage our current, excellent programs, but also to accommodate anticipated future growth.

The data by grade can help you determine if your district should focus on particular grades, while the data by school can reveal if a particular cluster of schools within the district might need more support in addressing chronic absence.

State and District leaders can help more turnaround - attempt schools succeed by selecting the right principals, training them, helping them transition to school models supported by teacher - leadership, tracking leading indicators of performance, and coaching principals to make needed changes fast.

The districts» response to many of these policies has been to hire more teaching and non-teaching staff (including aides to assist in the classroom, but also support staff such as speech pathologists, psychologists, and nurses) to accommodate students» needs.

And last week when touting higher test scores, King noted that the district is providing more teachers at high - needs middle schools and high schools to help support the achievement levels.

While state support teams have proven to be effective in improving district and school leadership, they need to work more closely with teachers to impact student learning.

Using three key components (early identification and recruitment, pre-service training for certification and placement, and sustained in - service training / professional development and support) these projects are impacting seven colleges and universities and more than 11 high - need school districts.

More than half of rural districts and a third of high - need districts report not having enough teachers or staff, despite years of investments in teacher induction and support programs (Legislative Analyst's Office 2016).10 In the long run, the state should continue and expand its current programs to prepare, recruit, and retain high quality math teachers, particularly in hard - to - staff areas.

More follow - up days can be provided based on larger number of in - district trainers and support needs.

To promote cultures of continuous growth, schools and school districts should encourage and support feedback loops, honest coaching conversations, and collaboration toward improved student outcomes.59 A recent report found that when teachers are more open to feedback, their evaluation scores are more likely to increase over time.60 Furthermore, the introduction of new teacher evaluation systems in recent years has created an opportunity to provide teachers with much more effective feedback and to more intentionally target professional learning to individual teachers» needs.61 When professional learning is rooted in collaboration and meaningful opportunities to apply new skills, these systems can become essential components of evaluation systems that support teacher growth.62

While we will need to be more prescriptive in identifying, assisting, and allocating fund to the lowest performing schools and schools with less than 67 % graduation rate, it remains the intent to provide support and assistance to all schools and districts by leveraging the expertise and knowledge at the national, state, and local levels.

Research shows that career pathways can improve teacher evaluation procedures and improve student achievement.13 For example, research from the Emerging Leaders Program — a job - embedded teacher leadership development program — shows that with high - quality training, teacher leaders can quickly improve achievement among students in high - need school districts in places such as New York City, the District of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter scDistrict of Columbia, and Shelby County, Tennessee.14 Likewise, student achievement growth in schools implementing Teach Plus» T3 Initiative — a teacher - designed turnaround model that trains and supports teacher leaders to improve school outcomes and transform schools — is consistently more than double that of area district and charter scdistrict and charter schools.15

The training will also explore ways to communicate the power of coaching and why the district office needs to support... Read More

According to the draft regulations, districts in this competition will have to «provide the information, tools, and supports that enable teachers to truly differentiate instruction and meet the needs of each child,» as well as, «allow students significantly more freedom to study and advance at their own pace — both in and out of school.»

More concerning, sugar - coating these schools» performance could prevent educators from receiving the additional supports available to low - performing districts — supports they likely need to accelerate progress for historically underserved students.

Over half of the state's unfilled teacher positions are in bilingual and Special Education, meaning English learners and students with special needs are less likely to have the supports they need, especially if they live in under - resourced districts with more low - income students or more students of color.

Teachers indicated that over the past 6 years, more technology resources and technology PD support had become available in their school districts, so more teachers are willing to try to use technology and know what they need in terms of support.

To probe these questions, The Wallace Foundation in 2011 launched a five - year, $ 75 million initiative to help six large districts build stronger principal pipelines by (1) creating clear job requirements detailing what principals and assistant principals must know and do, (2) ensuring high - quality training for aspiring leaders, (3) developing more selective hiring procedures, and (4) using well - crafted evaluations to identify the needs of principals and ongoing support to address them.79 Over the life of the initiative, it is expected that participating districts will have filled at least two - thirds of their principal slots with graduates of high - quality training programs - enough to enable independent researchers to gather meaningful evidence on whether and how better leadership can transform the academic fortunes of children.

To give schools and districts access to the talent management data they need to effectively support the K - 12 mission, TalentEd's talent management solutions include prebuilt reporting templates that analyze applicant demographics, employee record summaries, performance evaluation results, absenteeism trends, substitute usage costs, and more.

The measures that states collect should do more than help them identify the lowest - performing schools — they should help states identify areas of need in all schools as well as assist districts and schools in making informed decisions about resources and supports.

As a result, states are now required both to identify schools needing the most support and to produce annual report cards that include more holistic data, allowing for strategic deployment of state - and district - level resources to improve student performance.

2 Title IV, Part F, Subpart 2 — Community Support for School Success Full Service Community Schools program The bill also contains provisions that advance the community schools strategy, including the requirement for indicators beyond academics in state and district accountability systems; supportive programs including Promise Neighborhoods and 21st Century Community Learning Centers; and a new set of tools and resources to boost results - focused school - community partnerships for young people's success, including integrated student supports, needs assessments, and professional development for educators to work more effectively with families and communities.

In a statement, Texas Education Commissioner Mike Morath promised to improve «foundational reading and math skills» by focusing on districts that need additional support and giving math and reading teachers more opportunities for professional development.