Sentences with phrase «from different school districts»

The LDC launch team attends a series of regional sessions to master the basics of the LDC CoreTools and collaborate in module design and analysis of student work with teachers in their discipline from different school districts.

The suit was filed April 20 in Marion County Superior Court on behalf of a group of students and their families from different school districts.

Not exact matches

Jessica currently works in many different school districts teaching the kitchen staff to improve their culinary skills and talking to the students about cooked - from - scratch foods.

I got this idea from a blog called French School Lunch Menus, where Karen Le Billon posts what kids are eating in different school districts in FSchool Lunch Menus, where Karen Le Billon posts what kids are eating in different school districts in Fschool districts in France.

Joint physical custody or parenting time can be difficult on a child when parents live far apart from each other or even just in different school districts.

Not only does this information varies from state to state and district - to district, it will be different for private versus public schools.

To make matters worse, the Park District learned in February 1999 that the school district was using a storm - water plan different from the one agreDistrict learned in February 1999 that the school district was using a storm - water plan different from the one agredistrict was using a storm - water plan different from the one agreed upon.

Another reason is that with our moves from New York to Colorado to France to Oakland, Olive would go to different grades depending on the school district and the enrollment cut - off dates.

Thanks for your input... I may try to expand and look at menus from other school districts in America and France, could be interesting to see what is served in different parts of each country.

Late last month, Dana looked at stigma from a slightly different angle, as it relates to candy - and - soda - filled food trucks being allowed to come close to school campuses in her district of San Francisco.

However, from my personal experience and from what I've heard from many parents in different school districts, it's not uncommon for food service to balk at changes of any kind.

Milk is one of the required components of a school meal, and milks with two different fat contents must be offered; our district pays less for chocolate milk than for white, so the industry here does not benefit from the sale of chocolate milk over plain milk.

I've tried out at least a dozen different places, from park districts to swim schools to gym pools to highschools [Read On]

They state, «This relative convergence of costing - out results derived from three different methods — the successful school district method used in the State's costing - out analysis, the professional judgment method used in plaintiffs» costing - out analysis, and the City's detailed planning method — provides comfort that our $ 5.63 billion costing - out recommendation to the Court is indeed sound.»

In fact, after sitting through an all - day board training session conducted by a representative from our state school board association and listening to the admonition not to micromanage in what must have been ten different languages, I blurted, «This district has followed your micromanagement advice for years and has let the educators run the show.

When we examined noncategorical per - pupil funding in the state's four largest school districts — Austin, Dallas, Fort Worth, and Houston — the levels of inequity were even higher and each district was remarkably different from the others.

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on education.

Worse, though, the school district contracted with an external provider that created different online platforms for each subject, so the online portal students accessed for math assignments, for example, looked completely different from the portal for science.

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.

The authors point out that the Cincinnati system of evaluation is different from the standard practice in place in most American school districts, where perfunctory evaluations assign the vast majority of teachers «satisfactory» ratings, leading many to «characterize classroom observation as a hopelessly flawed approach to assessing teacher effectiveness.»

To be sure, the population of public school children in New York City is different from that of many other school districts around the country.

This may reflect the fact that it is challenging in high - poverty schools to separate the effects of school circumstances from the quality of the principal, leading district administrators to give principals from high - poverty schools a chance at a different school.

One might vote for different school board members or demand that the superintendent be fired or that the state take schools away from the district.

The study, Resegregation in American Schools, analyzes the latest data from the National Center of Education Statistics» Common Core of Education Statistics, and examines changes in racial composition in American schools, national patterns of segregation, the relationship between segregation by race and schools experiencing concentrated poverty, the difference in segregation in different regions and types of school districts, and the extent and segregation of multiracial sSchools, analyzes the latest data from the National Center of Education Statistics» Common Core of Education Statistics, and examines changes in racial composition in American schools, national patterns of segregation, the relationship between segregation by race and schools experiencing concentrated poverty, the difference in segregation in different regions and types of school districts, and the extent and segregation of multiracial sschools, national patterns of segregation, the relationship between segregation by race and schools experiencing concentrated poverty, the difference in segregation in different regions and types of school districts, and the extent and segregation of multiracial sschools experiencing concentrated poverty, the difference in segregation in different regions and types of school districts, and the extent and segregation of multiracial schoolsschools.

They interviewed superintendents, school board members, a former mayor, and teachers from three different school districts: Ferguson - Florissant, Riverview Gardens (where the shooting occurred), and Jennings.

Using a complicated formula approved by the court, the state funds magnet schools that accept students from several different districts (at a minimum there must be two) at a per - pupil rate that increases as the number of districts sending students increases — an attempt to bring central - city minority students and white suburban students together in the same school.

The premise of Rethinking School Finance is that the financial issues raised by today's broad - scale education - reform strategies represent a school - finance agenda that is «dramatically different from the traditional concern with fiscal disparities across school districts within states.&School Finance is that the financial issues raised by today's broad - scale education - reform strategies represent a school - finance agenda that is «dramatically different from the traditional concern with fiscal disparities across school districts within states.&school - finance agenda that is «dramatically different from the traditional concern with fiscal disparities across school districts within states.&school districts within states.»

That path is a limited replication of No Excuses schools that rely on a very unusual labor pool (young, often work 60 + hours per week, often from top universities); the creation of many more charters that, on average, aren't different in performance from district schools; districts adopting «lite» versions of No Excuses models while pruning small numbers of very low performing teachers; and some amount of shift to online learning.

The move toward hiring leaders who have not come up through the education ranks is «recognition that [running a school district] requires a real team of people with very different skills, including management skills of a scope and scale that might be found in individuals from outside education,» Seltz commented.

Sacramento, Calif — A single, more difficult proficiency test should replace the 377 different district - developed tests that now determine who graduates and who doesn't from California's high schools.

The following case study, compiled from information provided by educators and social - service professionals in one school district, illustrates the educational dilemma of a student whose journey through the foster - care system took him back and forth through several different counties and school districts.

During our analysis period, roughly 15 percent of teachers in our data switched to a different grade within the same school from one year to the next, 6 percent of teachers moved to a different school within the same district, and another 6 percent left the district entirely.

«What a principal would wish for in my daughter's school in our nice suburb would be so different from what a principal in the urban district where I work would wish for,» said Lyn McCarty, a special education administrator in an urban California public school district.

Like college ratings, they would provide feedback to preparation programs, help prospective teachers choose among programs, and help schools and districts evaluate job applicants from different programs.

Children in the district after - school program participated in a 60 - min program in which teachers were able to select from 16 different enrichment activities that were designed to improve student attendance.

School district of current location means the public school district within the State of New York in which the hotel, motel, shelter or other temporary housing arrangement of a homeless child, or the residential program for runaway and homeless youth, is located, which is different from the school district of oSchool district of current location means the public school district within the State of New York in which the hotel, motel, shelter or other temporary housing arrangement of a homeless child, or the residential program for runaway and homeless youth, is located, which is different from the school district of oschool district within the State of New York in which the hotel, motel, shelter or other temporary housing arrangement of a homeless child, or the residential program for runaway and homeless youth, is located, which is different from the school district of oschool district of origin.

School district of origin means the school district within the State of New York in which the homeless child was attending a public school on a tuition - free basis or was entitled to attend when circumstances arose which caused such child to become homeless, which is different from the school district of current locSchool district of origin means the school district within the State of New York in which the homeless child was attending a public school on a tuition - free basis or was entitled to attend when circumstances arose which caused such child to become homeless, which is different from the school district of current locschool district within the State of New York in which the homeless child was attending a public school on a tuition - free basis or was entitled to attend when circumstances arose which caused such child to become homeless, which is different from the school district of current locschool on a tuition - free basis or was entitled to attend when circumstances arose which caused such child to become homeless, which is different from the school district of current locschool district of current location.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

That reform would mandate the most ambitious kind of integration: with students of different classes and races, from cities and adjacent suburbs, transported across district lines to go to school together.

The decision today should not prevent school districts from continuing the important work of bringing together students of different racial, ethnic, and economic backgrounds.

According to a nationwide survey to be released soon by the National Education Association (nea), more than one in three of the 1,326 elementary - and secondary - school teachers chosen randomly from different - sized school districts across the country said they «certainly» or «probably» would not become teachers again if they were given the choice.

The teachers were drawn from six different school districts: New York City (NY), Charlotte Mecklenburg (NC), Hillsborough County (FL), Memphis (TN), Dallas (TX), and Denver (CO).

The mayor's team is to choose three high schools from among the district's lowest - performing, and from different geographic regions, for him to run.

State, district, and school leaders must link arms to create a different model for turning around the worst - performing schools, including a «protected space» free from many traditional rules, a new report contends.

Lake Washington School District has 11 choice schools, each designed around a different philosophy or theme, from the relationship between the environment and people to classical literature and historical themes.

The confidential responses from districts indicate how schools are likely to be different next year as a result of these cuts, which are expected to include teacher layoffs.

In other words, most students in the district attend schools with students of similar income backgrounds, or most of the district's schools look very different from the district as a whole in terms of poverty levels.

The pain and frustration they describe are hard to take — but in some school districts, what the students are experiencing is very different from what their teachers and principals think is going on.

Similar problems (e.g., declining test scores, weak follow - through with a district professional learning communities initiative) might result from different contributing conditions in different schools.

• Teaching in a «20 in 10» school is different from teaching in a district public school, and it's simply not a fit for everyone, leading to teacher attrition.