Sentences with phrase «implementation needs of states»

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Other: A White Paper on Health, Nutrition, and Physical Education produced by the Department of Education entitled, Healthy Children Ready to Learn (2005), highlights the need for local wellness policies and outlines steps the Department is taking to accelerate their adoption and implementation, including collaborative efforts, promoting a coordinated school health approach, and supporting state legislation supporting wellness policies.

A March 2013 review of current risk - reduction strategies in the British Journal of Sports Medicine [11] reminds state high school athletic associations and legislatures that, in enacting rules, such as limits on full - contact practices, they «need to carefully consider potential injury «trade - offs» associated with the implementation of injury - prevention strategies, because every change may have certain advantages and disadvantages.

Implementation of early voting needs to be adequately funded to be viable and must be included in the Executive budget,» said The Reverend Peter Cook, Executive Director of the New York State Council of Churches.

The suit mentions the Common Core curriculum, noting additional federal funds districts have received through Race to the Top have constituted less than one - third of the amount needed for proper implementation, and the state has so far not provided additional funds to cover that cost, or the additional costs of the new teacher performance evaluation requirements.

With this uneasy coalition's objectives, stated in their One Wales agreement document, of moving towards independence and the implementation of a socialist agenda, the need for a strong Conservative opposition has never been so great in Wales.

The two mayors issued a statement Monday calling for implementation of the Campaign for Fiscal Equity decision, a 2006 Court of Appeals ruling that state aid to school districts should be calibrated according to need and ability to pay.

Board of Regents chancellor Merryl Tisch and education commissioner John King have opposed delaying implementation of the standards, but King has said one change state officials are considering is pushing back when students would need to pass Common Core - aligned Regents exam for graduation.

«Among the 20 issues identified is the need to raise awareness of biosecurity across Europe and the implementation of European - wide legislation for this; the dedication of resources for the long - term management of invasive species; the development of new technology to detect new invasives, and early warning systems to alert EU states to their spread; new European - wide risk assessment methods; emergency powers to eradicate alien species once they become established; and effective communications to raise awareness of invasive species, so the public will know what to look for and how to report it.»

The need is more urgent now, with the implementation of the Common Core state standards.

Literacy needs of middle school readers are being targeted as achievement gaps and the pressure to address these gaps in struggling readers has increased since the implementation of a state - wide teacher evaluation rubric.

The basis of Mathews» curriculum implementation stemmed from her realisation that maths classes were usually centred on abstract thinking, but the basics of concrete numeracy processes needed further consolidation among students at Brisbane Bayside State College.

The report, conducted by the Center on Education Policy, a Washington - based research organization that tracks implementation of the federal law, found that schools and districts are better aligning instruction and state standards, that test scores are rising, and that the number of schools labeled «in need of improvement» is holding steady.

Survey respondents identified the types of support their districts need to put ESSA's requirements into practice and offered advice to state policymakers regarding implementation plans.

-- April 8, 2015 Planning a High - Poverty School Overhaul — January 29, 2015 Four Keys to Recruiting Excellent Teachers — January 15, 2015 Nashville's Student Teachers Earn, Learn, and Support Teacher - Leaders — December 16, 2014 Opportunity Culture Voices on Video: Nashville Educators — December 4, 2014 How the STEM Teacher Shortage Fails U.S. Kids — and How To Fix It — November 6, 2014 5 - Step Guide to Sustainable, High - Paid Teacher Career Paths — October 29, 2014 Public Impact Update: Policies States Need to Reach Every Student with Excellent Teaching — October 15, 2014 New Website on Teacher - Led Professional Learning — July 23, 2014 Getting the Best Principal: Solutions to Great - Principal Pipeline Woes Doing the Math on Opportunity Culture's Early Impact — June 24, 2014 N&O Editor Sees Solution to N.C. Education «Angst and Alarm»: Opportunity Culture Models — June 9, 2014 Large Pay, Learning, and Economic Gains Projected with Statewide Opportunity Culture Implementation — May 13, 2014 Cabarrus County Schools Join National Push to Extend Reach of Excellent Teachers — May 12, 2014 Public Impact Co-Directors» Op - Ed: Be Bold on Teacher Pay — May 5, 2014 New videos: Charlotte schools pay more to attract, leverage, keep best teachers — April 29, 2014 Case studies: Opening blended - learning charter schools — March 20, 2014 Syracuse, N.Y., schools join Opportunity Culture initiative — March 6, 2014 What do teachers say about an Opportunity Culture?

Additionally, ED may award grant funds to SEAs for: (1) implementation or expansion of effective STEM professional development programs; or (2) the development of state - wide STEM Master Teacher Corps to attract and retain outstanding STEM teachers, particularly in high - need and rural schools.

Achieve's «On the Road to Implementation: Achieving the Promise of the Common Core State Standards» seeks to identify the key areas that state policymakers will need to consider to implement the new standards with fideState Standards» seeks to identify the key areas that state policymakers will need to consider to implement the new standards with fidestate policymakers will need to consider to implement the new standards with fidelity.

From defining lists of approved industry - recognized credentials to developing rubrics to measure skills gained in work - based learning to establishing data quality mechanisms, states need to double down on quality through implementation of their ESSA plans.

Much work has been done to demonstrate the importance of building these skills in students, yet more work is needed to build collaboration and consensus around these constructs and develop state standards and implementation guidelines in schools.

State policy makers and education agencies need to be more responsive to legitimate district concerns about unforeseen inequities arising from the implementation of well - intended government policies.

Most teachers, principals, and superintendents do not believe that state and federal policymakers understand the purpose of different types of assessment, highlighting the need for dialogue around ESSA implementation.

Furthermore, state leaders believed their states needed additional assistance with several aspects of ESSA implementation.

These include the development of a clear vision and plan of action when transitioning to a personalized learning model by district leaders, the need for rural leaders to collaborate with other Future Ready Schools, and provision of funds by state governments and departments of education to support the implementation.

None, however, reported significant professional guidance or support from state education departments or regional service units for the implementation of programs targeted to locally defined needs and goals, even within the scope of state priorities and initiatives.

Federal law in postsecondary education must also be a robust source of support for local innovation, research, and implementation of strategies designed to improve teacher and principal effectiveness and include: Evidence - based preparation and professional development; Evidence - based evaluation systems that include, in part, student performance; Alternative certification programs that meet workforce needs; State and school district flexibility regarding credentials for small and / or rural schools, special education programs, English learners and specialized programs such as science, technology, engineering, arts, and mathematics; and Locally - determined compensation and teacher and principal assignment policies.

They're urging the Regents to recommend an increase in financial support to high needs schools and to re-evaluate and make changes to the implementation of the Common Core standards in state schools.

To receive the support, states will need to submit a state implementation plan to the Dept. of Education that is compliant with federal «education laws, administrative...

As a first step, you will need to gauge your basic knowledge of the standards — asking yourself if you are informed about the standards themselves, your state / district's approach to implementation, recommendation from experts, models from other states, and national updates and trends.

In addition to halting the implementation of the CCSS and renaming the Common Core, the proposed legislation also establishes a commission, which would be under the Department of Administration, to review English and math standards and recommend alternatives that are more in line with North Carolina's needs to the State Board of Education.

United Teachers Los Angeles and unions throughout the state should advocate on behalf of high - quality implementation of the Common Core at both the negotiating table and in the public discourse, taking into account the needs of both its members and students.

The bill is the product of a task force commissioned last year to evaluate technology needs in classrooms throughout the state and develop a comprehensive implementation plan.

Each state needs to consolidate in its state department of education the policymaking and implementation authority that now resides in a welter of state - level commissions, agencies, and other independent bodies.

Based on insight from school districts, state education agencies, policymakers and education organizations, this policy framework guides states and districts in working together to create flexibility to support scaling personalized learning, including explorations of defining areas of flexibility at the state and federal policy level, the supports needed for district implementation of personalized, competency - based education and the roles of states and districts in this work.

There needs to be a serious effort and commitment from federal, state, and local governments, as well as coalitions of school personnel with community groups to ensure implementation, evaluation, and continued success of intercultural / multicultural education in schools in the United States and across cultures.

To make sure no California child is left off - line, all teachers must be specially trained to deliver technology instruction and the state also needs a dedicated leader to oversee implementation of big picture strategies, says a panel of experts convened to help transition K - 12 classrooms into true 21st century learning environments.

Regional Head Start T / TA Specialists and a new Child Care State Capacity Building Center will support implementation of research - based practices to address specific grantee needs.

Ensure compliance with state law and policy for granting available funds to districts for implementation of HQIM, track expenditures of funds and develop any needed reports on those expenditures.

The proposal states that «knowledge and materials related to the implementation of its Teacher Career Pathway, including lessons learned around sequencing, communication, stakeholder investment, and staff capacity and training needs» will be shared between Achievement First and the Hartford Public Schools.

In addition to detailing their plan to assist states in implementation, the Foundation for Excellence in Education has a list of resources including what states need to know, implications for standards and assessments, and key provisions policymakers should know about.

In March 2016, 24 states and the District of Columbia were awarded $ 100,000 grants for planning and early implementation of long - term career readiness education programs that align with the needs of area employers.

The Mission of the NCII is to build capacity of state and local education agencies, universities, practitioners, and other stakeholders to support implementation of intensive intervention in reading, mathematics, and behavior for students with severe and persistent learning and / or behavioral needs.

Aída Walqui, Director of the Teacher Professional Development Program at WestEd, delivered a keynote speech at two recent symposia about the needs of English Learners (ELs) in the implementation of the Common Core State Standards (CCSS).

Board member Brigitte Blom Ramsey, who later was voted the board's vice chair, said the state has raised expectations with the implementation of Senate Bill 1 (2009), but «we are not funding what we need to for students to meet higher expectations, and that is a recipe for failure.»

In addition to considering individual actions, Murphy said, her organization will keep an eye on the implementation of the special needs voucher program created in the 2015 - 17 state budget.

At the same time, the fact that both Ferguson - Florissant and St. Louis struggle to provide all kids with college - preparatory curricula they need and deserve exposes the shamefulness of the decision of state legislators and Nixon to halt Common Core implementation.

State and federal policy, however well - intended, can go awry in implementation or become out of balance with the real needs and challenges faced by public schools and valued by citizens.

The most obvious example of this is through states» adoption and implementation of academic standards and assessments that align with the knowledge and skills students need to enter credit - bearing coursework in college.

This integral focus on English learners will help us to identify the challenges that states, districts, and schools are confronting in meeting the needs of this student population as well as provide us with insights into how to effectively include English learners in standards implementation.

At the center of these actions that SDEs may take in the wake of ESSA passage is the question, for coherent implementation of state reforms to occur, does every stakeholder need to change their fundamental beliefs, values, and approaches to education, and is the SDE responsible for the creation of these new state educational paradigms?

PCG Education works with states, districts, and schools to address a wide spectrum of needs such as curriculum development and implementation; design and facilitation of professional development and professional learning communities; school improvement services; and program reviews.

Specifically, the state will support the co-construction and implementation of context - specific, residency - based preparation programs for principals in high - need districts (partnership districts).