Sentences with phrase «identify schools in need of improvement»

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Partnering with Chancellor Carmen Fariña, my office and our consortia will continue to identify schools like this that are in need of upgrades, especially technology upgrades, and provide them with the necessary funding to make those improvements.

Now districts with schools identified as «in need of improvement» would have to offer supplemental educational services immediately, and could delay NCLB school choice until the next year.

It builds on school improvement provisions in its predecessor, the Improving America's Schools Act of 1994 (IASA), which first required states and school districts to identify schools in need of school improSchools Act of 1994 (IASA), which first required states and school districts to identify schools in need of school improschools in need of school improvement.

States that were granted a waiver usually allowed students who had already switched schools to continue their enrollment, but they eliminated school - choice options for other students in Title I schools previously identified as being in need of school improvement and for students in newly identified schools.

Of this amount, at least 95 percent must be directed at schools identified as in need of improvemenOf this amount, at least 95 percent must be directed at schools identified as in need of improvemenof improvement.

Of this year's OSP students, 87.4 percent would otherwise be enrolled at a school that the government has identified as in need of improvemenOf this year's OSP students, 87.4 percent would otherwise be enrolled at a school that the government has identified as in need of improvemenof improvement.

CORE's accountability system would replace the current system, with most schools in Program Improvement, facing NCLB sanctions, with a three - tiered system that rewards top Schools of Distinction and identifies the 15 percent of Title I schools needing improschools in Program Improvement, facing NCLB sanctions, with a three - tiered system that rewards top Schools of Distinction and identifies the 15 percent of Title I schools needing iImprovement, facing NCLB sanctions, with a three - tiered system that rewards top Schools of Distinction and identifies the 15 percent of Title I schools needing improSchools of Distinction and identifies the 15 percent of Title I schools needing improschools needing improvementimprovement.

As a result, they also vary widely in the percentage of schools identified as «needing improvement.»

Students aren't taking advantage of tutoring options under the No Child Left Behind Act, schools are faltering when it comes to notifying parents about school transfer options under the law, and the number of Title I schools identified as needing improvement has nearly doubled in recent years, according to a study released last week by the Department of Education.

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 needIn 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 needin student performance and followed up with district support tailored to each school «s needs.

Because of the contentious environment that surrounds evaluation and monitoring, respondents said, the effort to build trust is a key component of their more general effort to help schools and districts identify areas in need of improvement.

In these cases, school personnel were likely to make superficial use of state data — identifying broad areas of concern, but with little understanding of specific needs for improvement — unless the district were to provide special assistance with the task.

When British inspectors, who report directly to Parliament and provide their findings «without fear or favor,» identify a school needing improvement, they generate a letter to school administrators detailing strengths and weaknesses in key areas like leadership and classroom teaching, along with a list of high - priority recommendations for resolving problems.

Schools Identified as in Need of Improvement Under Title I (2002) examines levels of understanding of school improvement status by school principals; technical assistance received by these schools; whether schools have been subjected to corrective actions; schools» progress in meeting adequate yearly progress targets and moving out of school improvement Schools Identified as in Need of Improvement Under Title I (2002) examines levels of understanding of school improvement status by school principals; technical assistance received by these schools; whether schools have been subjected to corrective actions; schools» progress in meeting adequate yearly progress targets and moving out of school improvemImprovement Under Title I (2002) examines levels of understanding of school improvement status by school principals; technical assistance received by these schools; whether schools have been subjected to corrective actions; schools» progress in meeting adequate yearly progress targets and moving out of school improvemimprovement status by school principals; technical assistance received by these schools; whether schools have been subjected to corrective actions; schools» progress in meeting adequate yearly progress targets and moving out of school improvement schools; whether schools have been subjected to corrective actions; schools» progress in meeting adequate yearly progress targets and moving out of school improvement schools have been subjected to corrective actions; schools» progress in meeting adequate yearly progress targets and moving out of school improvement schools» progress in meeting adequate yearly progress targets and moving out of school improvementimprovement status.

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

This includes the fact that the 100 percent proficiency provision isn't actually so (thanks to safe harbor provisions and other legalisms in place, it is actually 92 percent), as well as the fact that the school highlighted in the piece, Evergreen Elementary in the Seattle suburbs, wasn't identified as being in need of improvement in 2012 - 2013 because of better performance.

Our practice With the ARCS Framework for Sustainable School Improvement at the heart of its work, Communities for Learning invests in research that inspires schools to set challenging goals as they aspire to be the very best that they can be; enables them to ask difficult questions as they probe self - identified strengths, issues and needs; supports them with experiences and tools that develop both individual and organizational expertise; empowers them to innovate and take the actions necessary to achieve their vision.

States and districts should also prioritize placing research teams in schools identified as in need of improvement and in districts with demonstrable need and interest.

Moreover, under Title I, districts must conduct a comprehensive needs assessment of schools identified as in need of improvement.

But while most states Hyslop studied identified fewer schools in need of improvement under the waivers, Indiana actually designated more schools as «focus» and «priority» after appealing to the federal government for flexibility.

For example, Texas identifies only 1 percent of its Title I schools as «in need of improvement,» while Michigan identified 76 percent.

Under the law, any school failing to meet performance benchmarks in reading or math for two consecutive years was identified as «in need of improvement.»

State education agencies (SEAs) are required by federal policy to provide a statewide system of intensive and sustained support to Title I schools and districts identified as in need of improvement due to persistently low student performance.

The next major initiative is to develop a plan for comprehensive support and improvement for schools that have been identified in need of improvement.

Because what works in one district may not work in every district, professional learning should be aligned and adapted to address school and system goals.25 States and school districts should work with teachers to design ongoing cycles of learning and improvement that ensure all educators can identify areas for growth and learn evidence - based strategies that will address their needs, ultimately improving their performance and increasing student achievement.26

The Obama Administration has identified more than 5,000 schools in need of such improvement, and allocated nearly $ 17 billion dollars to fund the efforts by states and districts.

In this issue, we highlight how to identify the need and create a vision for your facilities planning efforts, recent groundbreaking ceremonies for school improvement projects, and an upcoming CEFPI tour of the Vantage Program at Minnetonka Public Schools.

In devising RHSC's Pupil Premium (PP) spending strategy, as well as the need to constantly support the improvement of general teaching standards throughout the school, we identified the areas in which our disadvantaged pupils need supporIn devising RHSC's Pupil Premium (PP) spending strategy, as well as the need to constantly support the improvement of general teaching standards throughout the school, we identified the areas in which our disadvantaged pupils need supporin which our disadvantaged pupils need support.

In keeping with these principles, next generation accountability systems must both provide schools with useful information for their own improvement decisions and address the need for states to identify and support schools in need of improvemenIn keeping with these principles, next generation accountability systems must both provide schools with useful information for their own improvement decisions and address the need for states to identify and support schools in need of improvemenin need of improvement.

ESSA also requires states to identify schools that are in need of comprehensive support and improvement; this includes any high school for which the graduation rate is under 67 percent.62 Those schools must implement evidence - based interventions and supports, which could incorporate some of the principles of high school redesign discussed throughout this brief.

Schools receiving federal funding that do not make AYP for two consecutive years are identified as «schools in need of improvement.Schools receiving federal funding that do not make AYP for two consecutive years are identified as «schools in need of improvement.schools in need of improvement.»

Most noteworthy is that the decrease in the number of schools needing improvement in waiver states nearly uniformly reflects a shift to the suggested 15 percent cap on identified schools, which does not reflect real change in school performance (Figure 10).

Functions The teacher leader: a) Collaborates with colleagues and school administrators to plan professional learning that is team - based, job - embedded, sustained over time, aligned with content standards, and linked to school / district improvement goals; b) Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.

Account for students transitioning out of subgroups by requiring «a 4 - year cohort high school graduation rate to identify schools in need of comprehensive support and improvement»

The agency will use the money to conduct statewide training on school accountability metrics that the State Board of Education will approve in September and a pilot program to work with districts that have identified areas needing improvement.

The state must decide what the exit criteria will be for schools identified as in need of comprehensive support and improvement.