Sentences with phrase «identify as community schools»

Many teacher - powered schools identify as community schools, and vice versa.

Not exact matches

A program designed to keep troubled students in school and out of jail kept police from identifying Nikolas Cruz as a threat to the community when they had the chance, according to the attorney for one of Cruz's victims.

Cuomo said school teachers are not equipped to deal with gang violence, which reinforces the need for a police presence that can work with educators to identify early warning signs of gang activity, interact with students, instructors and the community, and serve as a needed resource.

«We are going to try to identify those young people working with the school district, working with Peacemakers, working with Say Yes to identify those young people who will be determined as some of the most at - risk young people in this community.

«The research community has been committed to identifying core mediators of fibrosis as potential drug targets,» said David A. Brenner, MD, vice chancellor for health sciences, dean of UC San Diego School of Medicine and senior author of the paper.

In addition, one of the organization's core values is identifying new talent and nurturing young filmmakers by awarding promising talent with «Directorial Debut» and «Breakthrough Actor» awards as well as grants to rising film students and by facilitating community outreach through the support of organizations such as The Ghetto Film School, Reel Works Teen Filmmaking, and Educational Video Center.

Each participant was identified by their school community as either a technology innovator or as someone disposed towards learning about innovating with technology.

According to the 2007 Phi Delta Kappa / Gallup poll, for example, 22 percent of U.S. adults identified a lack of financial support as the biggest problem facing the schools in their community.

Community groups such as the Detroit Parent Network, Excellent Schools Detroit, and the Skillman Foundation are leading efforts to inform parents about their options and how to identify a high - quality school.

Armed with data looking at some 20,000 high school students in urban, rural, and suburban communities, he first examined a survey question asking teachers to identify students in their class that they perceived as having disabilities.

In the fall of 2003, our school community had identified ensuring a positive school climate as a top priority.

These 12 areas, identified as social mobility «coldspots» — areas with both poor social mobility and schools that face challenges - will receive a share of # 72 million to boost opportunities for young people in these communities.

Students aren't the only ones at Birmingham Covington improving their collaboration skills — teachers also identify as a «community of learners» who use planned, peer - to - peer feedback to help each other raise student outcomes throughout the school.

The polls by the American Federation of Teachers (AFT) and Phi Delta Kappa International (PDK) found a perceived lack of funding to be the biggest problem facing schools in respondents» communities, with AFT also identifying local and federal education budget cuts as the most worrisome trend in education.

At Birmingham Covington School, a 3 — 8 public magnet school in Bloomfield Hills, Michigan, teachers identify as a community of learners who use planned, peer - to - peer feedback to help raise student outcomes throughout the sSchool, a 3 — 8 public magnet school in Bloomfield Hills, Michigan, teachers identify as a community of learners who use planned, peer - to - peer feedback to help raise student outcomes throughout the sschool in Bloomfield Hills, Michigan, teachers identify as a community of learners who use planned, peer - to - peer feedback to help raise student outcomes throughout the schoolschool.

Schools that focus on the attributes and characteristics of successful schools, as identified in This We Believe are successful at reaching every student, helping them succeed as learners and make positive contributions to their communities and to theSchools that focus on the attributes and characteristics of successful schools, as identified in This We Believe are successful at reaching every student, helping them succeed as learners and make positive contributions to their communities and to theschools, as identified in This We Believe are successful at reaching every student, helping them succeed as learners and make positive contributions to their communities and to the world.

A school, group of schools, or an entire local educational agency (LEA or school district) may offer community eligibility if the number of children enrolled for free school meals without a paper application, referred to as «Identified Students,» is at least 40 percent of the total enrollment.

Alternatively, LEAs may use the number of Identified Students multiplied by 1.6 as the share of the school's enrollment that are from low - income families for all schools, whether or not they participate in the Community Eligibility Provision, assuring comparable treatment of all schools.

If school districts wish to monitor the progress of the very lowest - income and most vulnerable students, focusing on Identified Students works well, as these data are available for all schools regardless of whether they have adopted community eligibility.

We are particularly interested in including young people who are not typically identified as leaders in their schools, those who may be socially marginalized, and those who represent minority groups within their school community.

As with parental education, family income may have a direct impact on a child's academic outcomes, or variations in achievement could simply be a function of the school the child attends: parents with greater financial resources can identify communities with higher - quality schools and choose more - expensive neighborhoods — the very places where good schools are likely to be.

States must make their exit criteria for identified schools transparent and publicly available, just as districts must ensure that school improvement plans are publicly posted to build awareness and understanding among the local community.

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.

In this study, we interviewed the coordinators in community schools identified as having comparatively higher student attendance and more positive school climate than peer community schools.

Students consistently identify school - focused issues as important, even as their interests in community - based issues wax and wane.

Yet, schools consistently identify family and community engagement as one of their areas in need of improvement.

Several of the schools are familiar names — including Michaela Community School and London Academy of Excellence — and Lenon identifies success as a blend of academic achievement and co-curricular participation for all children.

Students took part in the data collection and analysis that led the learning community to identify differentiation as a focus for the 2007 — 08 school year.

This program is designed to help educational leaders identify the supports needed for their staff, students and community as they begin implementation of blended learning in their school or district.

Unsatisfactory or «failure» principals were those with attributes opposite to stars: their schools had declining achievement; they were not regarded as instructional leaders by their faculties; they were identified by central office administrators as «in trouble»; and they were not supported by their parents and communities.

To respond to this need for actionable knowledge at the local level, IDRA has developed a web - based portal that can be used by community - school partners as they craft a shared vision; assess local needs and assets; identify proven practices that strengthen school holding power; develop ways to implement, monitor and evaluate local actions plans; and build inclusive enduring partnerships to sustain momentum and action.

Requests should be as specific as possible, so that Webberville Community Schools can identify and search for the requested document (s).

Star principals were invited to participate using the following criteria: achievement scores had risen in their schools for a three year period; they were rated by their faculties as effective instructional leaders; central office personnel identified them as accountable fiscal managers; and parents described them as effective in developing community support for their schools.

As school leaders identified community resources to help bring health services into the school, I concentrated on forging two school / business partnerships.

To find a site for a free school, the Education Funding Agency (EFA) currently searches an area with an identified need and then pulls together an application, leaving many communities feeling as if they have been presented with a fait accompli.

The Virginia Department of Health, Office of Drinking Water (VDH - ODW) indicates that school facilities that are served by a public water system are not required by state law or regulation to test water at an individual school, unless the school is served by a community waterworks that has identified the school as one of their test sites, or the school is served by its own independent water system (typically a well water system) that is regulated by the state as a waterworks.

The New York City Community Schools Initiative strategic plan requires partner organizations to develop strategies to support students who identify as LGBTQ.

The organization's goal: to identify which schools are succeeding and which are struggling as a way to encourage parents, teachers, and the community at large to discuss ways to improve public education.

IPAC's work will help identify opportunities, engage the community, and guide decisions in areas such as program needs and priorities, school facilities, and partnerships.

Known as the LCAP, the plan describes how districts assess their needs, engage with community members, identify goals in eight state priority areas (which include student engagement, school climate and achievement), specify programs for achieving the goals, outline spending for each program and coordinate their plan with district budgets.

Researchers interviewed the coordinators in community schools identified as having comparatively higher student attendance and more positive school climate than peer community schools.

Their goal: to identify which schools are succeeding and which are struggling as a way to encourage parents, teachers and the community at large to discuss ways to improve public education.

On occasion, we'll ask you to TAKE ACTION on the bills we've identified as most important through our Phone2Action campaigns, trips to Springfield, and «slipping» in opposition or support of the bills that affect the charter school community.

Canadian School Boards Association in its priorities for 2011 — 12 identifies the integration of emerging technologies into teaching and learning in Canadian classrooms, the creation of policy to promote classroom and community / industry connections, sustainability and partnerships and the promotion of research - based practices in Canadian classrooms that develop 21st century learning skills in areas such as literacy, communication, collaboration, critical - thinking and problem solving.

Education programs for children identified as gifted and talented take many forms pull - out programs offering educational enrichment, honors classes, after school and summer programs featuring special course work, and mentor programs in which children are matched with professionals in the community for special learning experiences.

As part of its effort to share best practices with the special education community, The National Center for Special Education in Charter Schools (NCSECS) identified several public charter schools across the country as «Centers for Excellence» and is communicating how each school uniquely leverages its autonomy to benefit students with disabilitieAs part of its effort to share best practices with the special education community, The National Center for Special Education in Charter Schools (NCSECS) identified several public charter schools across the country as «Centers for Excellence» and is communicating how each school uniquely leverages its autonomy to benefit students with disabiSchools (NCSECS) identified several public charter schools across the country as «Centers for Excellence» and is communicating how each school uniquely leverages its autonomy to benefit students with disabischools across the country as «Centers for Excellence» and is communicating how each school uniquely leverages its autonomy to benefit students with disabilitieas «Centers for Excellence» and is communicating how each school uniquely leverages its autonomy to benefit students with disabilities.

The proposal provides $ 100 million to implement community school initiatives such as health services and summer learning opportunities in districts with schools identified by the state as «failing» or «persistently failing» as well as in some targeted high - need districts.

As schools and districts across the country struggled to find high - quality, well - prepared leadership capable of improving learning, a need emerged to identify and support home - grown, innovative ideas generated by local nonprofit and community organizations, and to create new learning networks through which knowledge about improving leadership could spread to others in the field.

The report recommends that schools, communities and families monitor and promote attendance, as well as to identify and address barriers to good attendance.

• Community schools: The proposal provides $ 100 million to implement community school initiatives such as health services and summer learning opportunities in districts with schools identified by the state as «failing» or «persistently failing» as well as in some targeted high - need dCommunity schools: The proposal provides $ 100 million to implement community school initiatives such as health services and summer learning opportunities in districts with schools identified by the state as «failing» or «persistently failing» as well as in some targeted high - need dcommunity school initiatives such as health services and summer learning opportunities in districts with schools identified by the state as «failing» or «persistently failing» as well as in some targeted high - need districts.