Sentences with phrase «identified by each school district»

In October 2014, 94 percent of teachers in the State of New York were identified by school district officials as either effective or highly effective.

In Ohio alone, some 250,000 current pupils — about 15 percent of all children in public education there — have been identified by their school districts as «gifted» (using the several metrics that the Buckeye State employs for this purpose, including superior «visual or performing arts ability»).

However, the market will work much better if government regulates the providers more effectively and if preparation programs produce graduates whose readiness to teach can be clearly identified by the school districts that hire them.

We have prepared teachers in high - need areas that were identified by school districts, such as bilingual / ESL, special education, math, science and other subjects with an added supplemental certification in ESL and special education.

Not exact matches

Code 37-13-137 (2010) requires the Office of Healthy Schools of the State Department of Education to provide comprehensive training for food service directors food service managers of local school districts on marketing healthy foods, creating a healthy cafeteria environment, effective and efficient food service operations, the standards and expectations of food service staff, and other topics as identified by the department.

Established in 2009, the Stanford University / San Francisco Unified School District Partnership brings the most advanced education research to bear on major challenges identified by the school leaders in one of California's largest and most diverse distSchool District Partnership brings the most advanced education research to bear on major challenges identified by the school leaders in one of California's largest and most diverse distschool leaders in one of California's largest and most diverse districts.

Identifying trainers who understand the material, know how to train and motivate adults, and leave trainees feeling satisfied by the experience — and sharing this information with other school districts in the area.

The Team, chaired by Senior Advisor to the Governor Larry Schwartz, includes representatives from private industry, education, labor, and government and look for ways to reduce the costs of mandated programs, identify mandates that are ineffective and outdated, and determine how school districts and local governments can have greater ability to control expenses.

The Team, chaired by Senior Advisor to the Governor Larry Schwartz, will include representatives from private industry, education, labor, and government and look for ways to reduce the costs of mandated programs, identify mandates that are ineffective and outdated, and determine how school districts and local governments can have greater ability to control expenses.

Eastport - South Manor school officials, whose district is among four on Long Island identified by the state comptroller as fiscally stressed, have begun notifying residents that belt - tightening measures — including staff and program cuts — may lie ahead.

Jan. 28: The Hempstead district is identified as the most fiscally stressed school system in New York in a report by state Comptroller Thomas DiNapoli.

Buchwald chimed in with: «By identifying school districts that are getting too small a percentage of Foundation Aid we can go to our colleagues and advocate for raising the floor of Foundation Aid.

Eastport - South Manor school officials, whose district is among four on Long Island identified by the state comptroller Thursday as fiscally stressed, have begun notifying residents that belt - tightening measures — including staff and program cuts — may lie ahead.

Once the monitoring system has identified local governments and school districts experiencing fiscal stress, an array of services will be offered by DiNapoli's office.

BY MICHAEL RICONDA Ramapo — In an attempt to seek outside help from state lawmakers, activists with the group The Power of Ten travelled to Albany to submit a petition requesting an oversight monitor to identify and resolve problems in the East Ramapo Central School District.

Once a student is referred to the Center by his or her school district, an interdisciplinary team identifies issues and sets out to work directly with the youth, the family and school district to address their unique needs.

By ensuring that teachers have 21st century knowledge, providing science and math curriculum in elementary school, having school districts identify gaps in availability of high quality math and science courses, and providing those courses to all students, we will be able to improve the outcomes of our students in the critical areas of math, science, technology and engineering.

The district's diploma guarantee will be based on job skills identified by the U.S. Labor Secretary's Commission on Achieving Necessary Skills, or SCANs, which last summer released a set of job competencies that it urged school districts to adopt.

Using census data to sort districts within each state by the federal poverty rate among school - age children, the group identified the poorest and richest districts - those with the highest and lowest poverty rates, respectively, whose enrollments compose 25 percent of the state's total enrollment - and matched that information with education revenues from state and local (but not federal) sources.

We can not adjust for more local differences, such as by catchment area, so it is possible that some of the differences identified in Table 2 are due to differences in the geographic placement of these schools within districts.

By focusing on large districts, we are more confident that we are identifying the full extent of inequality that exists between schools.

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.

We use the Common Core of Data to identify teachers in urban areas, the grade level of each teacher's school, and the per - pupil expenditure on instruction by each teacher's district.

In previous research using the 2003 principal survey data (see «When Principals Rate Teachers,» research, Spring 2006), we found that principals in the district are usually able to identify the most and least effective teachers in their schools, as measured by their students» academic progress.

In this view, school districts should support standards - based reform by identifying effective methods of instruction and ensuring that all schools are delivering the material covered by the standards using the techniques approved by the district.

To create such programs, states and districts must identify the most important elements of student performance (usually academic achievement), measure them (usually with state tests), calculate change in performance on a school - by - school basis, and provide rewards to schools that meet or beat performance improvement targets — all of which must be backed by system supports that enable all schools to boost results.

Our analysis considers only local school districts and parts of local supervisory unions with at least 100 students, as identified by the CCD.

In order to avoid identifying individual school districts, we present the ten school districts in the order of their average high - low - SES gap in the relevant graph (denoted by the orange circles); the school districts are consequently in different orders in each graph.

The Commission will examine factors that impact spending in education, including: school funding and distribution of State Aid; efficiency and utilization of education spending at the district level; the percentage of per - pupil funding that goes to the classroom as compared to administrative overhead and benefits; approaches to improving special education programs and outcomes while also reducing costs; identifying ways to reduce transportation costs; identifying strategies to create significant savings and long - term efficiencies; and analysis of district - by - district returns on educational investment and educational productivity to identify districts that have higher student outcomes per dollar spent, and those that do not.

NCRPP aims to change that by focusing on three areas: studying current research use in districts and schools, identifying what conditions affect when research is used, and determining ways that research could be made more meaningful for educational leaders through long - term partnerships between researchers and practitioners.

When LEAs and schools implement CEP, these data are no longer collected, and school districts must identify alternative methods for assessing the income level of students served by a school.

The 165 schools identified by Finn and Hockett are located in thirty states, plus the District of Columbia.

TNTP identified professional development as efforts carried out by districts, schools, and teachers themselves.

Using the innovative measurement system developed by the CORE Districts in California, the authors explore how schools can be identified for support and improvement using a multiple measures framework.

Topics to be discussed include: Court Procedure: An understanding of the civil litigation process in New Jersey as it pertains to negligence claims; Damages: Understanding the standards for, and the differences between Compensatory and Punitive Damages; Facility Maintenance: Identifying potential safety hazards related to facilities and grounds, and taking reasonable steps to address common problems; Indemnification: Identifying when the school district is responsible for the actions of its employees, and when it may disclaim coverage; Insurance Coverage Issues: Understanding what is, and is not covered under a school district's insurance policy, and understanding whether your district will be allowed to choose its attorney or be required to utilize the attorney assigned by the Insurance Company; Negligent Supervision: Examples of school district negligence liability lie within the school, on the athletic field, in the locker room, and on school trips; Sovereign Immunity: Understanding the effect of the New Jersey Torts Claims Act on negligence claims against school districts.

how the school districts or BOCES provide all teachers they employ substantial professional development opportunities directly related to student learning needs as identified in the school district or BOCES report card and other sources as determined by the school district or BOCES.

Parents must be informed in some timely manner by their district if their child attends a school that has been identified for comprehensive or targeted support, enabling parents to become involved in school improvement efforts and to exercise school choice, if applicable.

Of the 15 lowest - performing «districts» recently identified by the Michigan Senate, for example, 11 were charter schools.

The number of school districts identified as having some form of merit pay is based upon information provided by the National Center on Performance Incentives (NCPI), which is located at Vanderbilt University's Peabody College and funded by a 5 - year, $ 10 million grant from the U.S. Department of Education's Institute of Education Sciences.

In her Nov. 22 letter (starts on page 6), Assistant Secretary of Education Deborah Delisle wrote, «The requirements to determine whether schools have made adequate yearly progress (AYP) and to identify schools for improvement, corrective action and restructuring have not been waived, and any State laws or regulations, including those related to AYP or school improvement status, are not affected by the waivers granted to your district.»

The School Leadership Initiative is equipping four school districts to find, support, and retain effective principals through a three year district cohort project to help them implement best practices on principal talent management strategies that have been identified in research by our exSchool Leadership Initiative is equipping four school districts to find, support, and retain effective principals through a three year district cohort project to help them implement best practices on principal talent management strategies that have been identified in research by our exschool districts to find, support, and retain effective principals through a three year district cohort project to help them implement best practices on principal talent management strategies that have been identified in research by our experts.

The Agency meets annually with the Superintendent of each constituent school district to review the service consolidation recommendations identified by that district.

The five schools were not identified by name under an agreement with the school districts.

In addition to taking advantage of additional funding from the state, and attending mandatory workshops offered by the state for all schools identified as not meeting AYP, district leaders (curriculum superintendent, curriculum directors, school improvement director) conducted their own investigations of the problems in student performance and followed up with district support tailored to each school «s needs.

While some districts may be able to identify new resources, including volunteers, from the school, neighborhood, or the business community, much can be accomplished by leveraging existing efforts to fulfill the needs of the program.

Yet, most major problems facing the schools identified by the public are under the control of states and school districts and so could be solved by them.

Built around the use of an embedded set of connected, web - based data tools, the OIP is being used by well over half of the 612 traditional public school districts and 100 + charter schools in the state to enact essential leadership practices as identified by the Ohio Leadership Advisory Council (OLAC), a broad - based stakeholder group jointly sponsored by the Ohio Department of Education and the Buckeye Association of School Administrators.1 It is also a key component of the state's Race to the Top (RttT) strschool districts and 100 + charter schools in the state to enact essential leadership practices as identified by the Ohio Leadership Advisory Council (OLAC), a broad - based stakeholder group jointly sponsored by the Ohio Department of Education and the Buckeye Association of School Administrators.1 It is also a key component of the state's Race to the Top (RttT) strSchool Administrators.1 It is also a key component of the state's Race to the Top (RttT) strategy.

As part of this initiative, information from Galileo K - 12 Online collected by ASU identified partner school districts in Arizona is exported to ASU for use in the ASU Data Dashboard.

And almost all of the schools identified in the ACLU report were actually implementing the enrollment procedures that had been approved by their local school districts.

The Network provides site - based coaches and regional coordinators — recruited, trained, and placed by Education Northwest — to help schools and districts identify evidence - based practices that can support their turnaround efforts.