Sentences with phrase «helping high need districts»
«The Governor is right to prioritize helping high need districts, but we would like see more of the increase for all districts targeted to general operating aid.»
http://www.nystateofpolitics.com/ Not exact matches
The Partners for BIC grant is targeted to help high - need schools and districts cover up - front costs commonly associated with implementing breakfast - in - the - classroom; funds can be used to purchase equipment and supplies, provided some staff support and training, or to procure marketing materials and other related costs.
Our grant is designed to help high - need schools and districts implement breakfast - in - the - classroom, at no charge to students, in one or more schools.
The Partners for BIC grant was designed to be flexible and customizable, to help high - need districts implement breakfast - in - the - classroom in one or more schools.
«This is a high - needs district and, with our thousands of supporters, we are going to help John Sampson utter his second on - the - record word this year in Albany: «Goodbye,»» said Smitherman campaign adviser Nathan Smith.
The speaker said he wants to create a timetable to «fully» phase in foundation aid, the current funding formula that most helps high - needs school districts such as New York City.
Elia delivered her speech to a number of area college presidents and members of higher education where she encouraged them to seek partnerships and work with districts, like Buffalo, to help make needed changes.
The business officials agreed that enrollment is down overall, but «high need» districts with lots of kids in poverty or those who don't speak English are seeing an increase, which also helps push up overall costs.
Instead, it focuses on three specific challenges that are often encountered when districts, especially small districts, grapple with the costs of their highest - need special - education students, and it makes three recommendations that districts and states could put into practice today, without waiting for reforms or help from Washington, as they seek ways to mitigate those problems:
98, an eighth - grade counselor at Melrose Veterans Memorial Middle School in Massachusetts (Jacob's district), says that in the past few years, her district has put a lot of effort into helping educators at all levels — elementary through high school — get the training they need.
Judith Johnson, then superintendent of the Mount Vernon public schools, testified to the New York State Senate that rapid and unfunded reforms were not helping high - need districts.
The program is a hybrid: it gives formula grants to states, but to receive their share of funds (fixed amounts calculated by a formula tied to the states» levels of need) states had to submit applications specifying in detail how they would set up competitive grant programs for their districts aimed at helping low - performing, high - poverty schools improve reading instruction in grades K — 3.
«Today's investments will help these districts and school networks — and in time, all districts — develop better systems to identify and reward great teachers, make sure the highest - need students have access to the most effective teachers every year, and give all teachers the support they need to improve.»
In 2010, Wallace launched the Principal Pipeline Initiative, a six - year investment to help six urban school districts develop a much larger corps of effective school principals and to determine whether this boosts student achievement districtwide, especially in the highest needs schools.
At the same time, in order to help all students graduate high school ready for success in college and a career, states and districts need more than an enforcer — they need a partner.
With increasing teacher - turnover rates in high - poverty and urban districts, school and district leaders need to make sure that the job is satisfying and rewarding — and quality collaboration time can help lower turnover rates.
Districts should consider creating pilot programs to transform the culture at high - need schools to help them become trauma sensitive, potentially utilizing the whole - school, inquiry - based process and related tools contained in the resource, Creating and Advocating for Trauma - Sensitive Schools.
CPS faces the challenges of high student poverty and dismal test scores — though its selective - enrollment schools have posted some of the highest test scores in Illinois — and the district believes it needs more money to help its low - income population.
Interestingly, in this case and in others where district - wide differentiated instruction initiatives were underway, the explicit rationale provided by district personnel was to help teachers ensure that the needs of «high - ability learners» were not being ignored, given the predominant state emphasis on interventions to close the achievement gap between low - and high - achieving students.
«Among them: partnerships between school districts and colleges to help communities grow their own teachers and align recruitment to high - need fields; competitive salaries as well as incentives, financial and otherwise, for hard - to - fill positions; the creation of strong mentoring programs and professional learning communities that make schools places teachers want to be; and effective leadership at the school level to maintain a supportive, collaborative school environment.»
That will be critical in districts like the Modesto City High School District, which decides which freshmen from eight to 10 feeder districts will take an honors Integrated Math I course, a standard Math I course or a support class for students needing extra help.
Foundation aid would provide funding for these higher - need districts to help them compete.
A coalition of education advocates and community groups has developed a new tool, a «student needs index,» and offering it to LA Unified to help identify high - need schools as the district refines its next annual budget.
We work with all kinds of public schools — from district - based schools to charter public schools — to help them establish high - quality learning environments that meet the needs of the students in their communities.
A four - tier formula would use state and local funds to provide the foundation for a high quality education for every student, state funds to help districts with students whose educational needs are truly greater than the norm, and local funds to provide additional programs and services communities want for their schools.
Well, after so many promises about differentiation, a full year's growth, Multi-Tier Systems of Support for high ability students, curriculum that would challenge all students, and other help for gifted learners, we knew that our school district would never provide what our gifted daughters needed.
The report highlights the fact that while state policy decisions over the past 25 years have sought to help poorer districts meet the needs of its students, differences in funding levels still persist and those born into wealthier areas are afforded higher levels of investment in their education.
To have those kinds of teachers we need to prepare them, universities and districts need to take teacher preparation seriously, State Departments of Higher Education and of Elementary and Secondary Education need to see teacher preparation and support as one of the most important strategic options to improve education, holding teacher preparation institutions and districts accountable so they provide the best preparation and support to teachers, we have to figure out ways to help teachers learn what so many of them say they need to learn, like how to personalize instruction, how to manage discipline in their classrooms, how to integrate technology into their teaching, how to implement culturally responsive instruction.
Residency programs can help to bridge this divide, developing «home grown» teachers who are committed to working in high - need districts.
In the 2013 - 14 school year, RSN Directors will help lead the effort to reach out to the highest - need districts within their CESA and coordinate grant efforts in a comprehensive system of support for these districts.
Many school districts have disproportionately high numbers of children who need additional help such as children with disabilities, children from backgrounds of poverty or children of limited English proficiency.
These include: · Use of instructional programs and curricula that support state and district standards and of high quality testing systems that accurately measure achievement of the standards through a variety of measurement techniques · Professional development to prepare all teachers to teach to the standards · Commitment to providing remedial help to children who need it and sufficient resources for schools to meet the standards · Better communication to school staff, students, parents and the community about the content, purposes and consequences of standards · Alignment of standards, assessment and curricula, coupled with appropriate incentives for students and schools that meet the standards In the unlikely event that all of these efforts, including a change in school leadership, fail over a 3 - year period to «turn the school around,» drastic action is required.
This law will also help many high - need areas of the state where the small size of many of the school districts, such as in the Delta, has made the creation of a charter school virtually impossible.
High stakes tests may be a part of the world now, but Rains hopes with the right data, the district might be able to get help to the students who most need it.
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.
Districts could request the collaborative's help, or a county office and the state superintendent might assign the collaborative based on a district's failure to show improvement in priority areas, especially for high - needs students receiving extra money under the formula.
US Grant Funds $ 20,000 Teacher Bonuses at «High - Need» LA Schools Los Angeles Unified Schools Superintendent John Deasy said that a $ 49 million federal grant awarded to the district this week to improve teacher effectiveness will help pay for a new multiple - measure teacher evaluation system and more professional development programs, including a bonus for certain teachers at high - need schoHigh - Need» LA Schools Los Angeles Unified Schools Superintendent John Deasy said that a $ 49 million federal grant awarded to the district this week to improve teacher effectiveness will help pay for a new multiple - measure teacher evaluation system and more professional development programs, including a bonus for certain teachers at high - need schoNeed» LA Schools Los Angeles Unified Schools Superintendent John Deasy said that a $ 49 million federal grant awarded to the district this week to improve teacher effectiveness will help pay for a new multiple - measure teacher evaluation system and more professional development programs, including a bonus for certain teachers at high - need schohigh - need schoneed schools.
And they expressed a need for help with students who don't meet the district graduation requirements but are promoted to high school, anyway.
Future research could help low - performing high - need districts understand how other districts with similar shares of high - need students managed to exceed expectations.
Manar's reform would deliver additional resources to high - need districts, but it would not address intradistrict inequality, and may actually benefit the schools that are least in need of help.
This transparency, in turn, can help reformers and their allies in state houses set high proficiency targets, and in turn, leverage an important tool for holding districts and schools accountable for providing all children with comprehensive college - preparatory content, for evaluating how well teachers and school leaders are doing in helping all students in their care succeed, and for providing all children with the high expectations they need to thrive in an increasingly knowledge - based economy.
How many district - operated schools in Muscogee County have ever been closed because they were not meeting the needs of students and helping them reach high student achievement?
One of the major goals of the Local Control Funding Formula (LCFF) is to help districts address a long - standing achievement gap between high - need students — economically disadvantaged students and English Learners (ELs)-- and other students.
Through their partnership with CSU, PSD ensures that CSU's preparation program is training teachers to meet PSD's unique district needs — CSU prepares teachers for the necessary subject and grade level positions.34 The partnership has helped place one - third of the faculty at Fort Collins High School, all of whom graduated from CSU's teacher preparation program.35
This report can help districts assess student performance — overall and for high - need students in particular — compared to other districts with similar demographics.
Over the next year and beyond, states and districts need to make sure that teachers have the support and resources they need to help students continue to make progress and meet these higher standards.
Digital learning materials, high capacity broadband, data use, and related professional learning are unevenly distributed across the country — falling especially short of needed levels in rural and poor communities — and greater federal funding is needed to help states and districts address this inequity.
Because if parents really want to know if their local school is helping kids learn — instead of empty reassurance that their artificially inflated test scores means they moved to the right school district and their property values will hold — then they need to start demanding one high bar for proficiency across the country.
In the plan, we'll build a tangible return through implementing high - yield professional learning and support initiatives that are aligned to the specific needs of your district or state's educators and that will help create a supportive and collaborative environment to improve student achievement and growth.
States should offer incentives to help school districts attract and retain the most effective principals and teachers in the schools with the highest need.