Sentences with phrase «important school district in the state»

From my vantage point, vouchers will only divert much needed funds from the most important school district in the state.

Not exact matches

According to a 2009 study called Factors Influencing the Implementation of School Wellness Policies in the United States, it's important to have a school district wellness committee or other group to create, implement and oversee the school district wellness pSchool Wellness Policies in the United States, it's important to have a school district wellness committee or other group to create, implement and oversee the school district wellness pschool district wellness committee or other group to create, implement and oversee the school district wellness pschool district wellness policy.

It «certainly points to the fact that state aid has taken an increasingly important role in paying for the expenses that school districts are facing,» said Feller, who is superintendent in North Merrick.

«I am pleased the governor has signed this important legislation to provide full state aid to the Saranac Central School District although the school did not meet the required 180 days in session,» Assemblywoman Janet Duprey said in a statSchool District although the school did not meet the required 180 days in session,» Assemblywoman Janet Duprey said in a statschool did not meet the required 180 days in session,» Assemblywoman Janet Duprey said in a statement.

As Levinson recently told the Harvard EdCast, «These are not the six most important cases or the only cases we need, but they seem to traverse a lot of important ground in education ethics, moving from the classroom to the school to the district and even the state level.»

Information on how funds are allocated between different programs and expenses and how funds are distributed between states, districts, schools, and students could also influence public opinion in important ways.»

In response to large within - state differences in per - pupil spending across wealthy / high - income and poor districts, state supreme courts overturned school finance systems in 28 states between 1971 and 2010, and many states implemented legislative reforms that spawned important changes in public education fundinIn response to large within - state differences in per - pupil spending across wealthy / high - income and poor districts, state supreme courts overturned school finance systems in 28 states between 1971 and 2010, and many states implemented legislative reforms that spawned important changes in public education fundinin per - pupil spending across wealthy / high - income and poor districts, state supreme courts overturned school finance systems in 28 states between 1971 and 2010, and many states implemented legislative reforms that spawned important changes in public education fundinin 28 states between 1971 and 2010, and many states implemented legislative reforms that spawned important changes in public education fundinin public education funding.

In California, for example, which has the most charter schools of any state, the law stipulates that «admission to a charter school shall not be determined according to the place of residence of the pupil...» In Texas, another important charter state, the law prohibits «discrimination in admission policy on the basis of... the district the child would otherwise attend....&raquIn California, for example, which has the most charter schools of any state, the law stipulates that «admission to a charter school shall not be determined according to the place of residence of the pupil...» In Texas, another important charter state, the law prohibits «discrimination in admission policy on the basis of... the district the child would otherwise attend....&raquIn Texas, another important charter state, the law prohibits «discrimination in admission policy on the basis of... the district the child would otherwise attend....&raquin admission policy on the basis of... the district the child would otherwise attend....»

Across the board at the federal, state, and district level the role of partnerships between home and school is becoming a more important factor in education reform and student achievement, Mapp said.

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.

Foundations can continue to play an important role in enabling school districts and states around the country to understand how and why New Orleans has made better relative academic gains in such a short period of time, and to encourage them to adopt similar approaches.

Indeed, the most important (and uncertain) premise of Reading First was that it could catalyze and support meaningful change in the SEAs — could help them build agile expert systems that gave high - quality support to schools and districts — and thereby improve reading achievement among the poor, not just in isolated schools and districts as in the past but across entire states.

The bulk of this important book consists of 12 detailed studies of how the law's mandated remedies for schools identified for improvement are playing out in states and districts across the country.

All school districts in the United States employ occupational therapists who have the expertise to assist parents, teachers, and students in dealing with this important public health issue.

Ted Kolderie writes that the current arrangement of K - 12 public education is an obstacle to school and district improvement and that state leaders have an important role to play in shaping system - wide change.

States have an important role to play in ensuring that data systems exist that can measure and identify highly productive schools and districts.

Historically, state and local policies have tended to treat all teachers as if they were equally effective in promoting student learning, 1 but a good deal of evidence amassed over the past decade documents enormous variation in teacher effectiveness.2 The effectiveness of a teacher is indeed the most important school - based factor determining students» levels of academic achievement, yet few state and district policies reflect this finding.

September 13, 2013, Washington, DC — The Character Education Partnership (CEP) is pleased to announce the timely publication of an important new white paper that will help school districts nationwide to implement most effectively the new Common Core State Standards in K - 12 education.

When Nampa's school board approved TVLA and one other innovation school in mid-2016, then - superintendent David Peterson hailed the moment as important not only to the District but to the entire state of Idaho.

What to watch: As indicated by state stakeholders, Illinois plans to develop a competitive grant program in which a district, school, or portion of faculty can propose a problem of practice important to teacher leadership at the school and / or district; develop a plan in which the problem of practice is investigated; and report findings.

In «Part Five: Three Perspectives On Launching A Residency from California State University, Fresno» Drs. Paul Beare, Cathy Yun and Lisa Bennett write about the university's important partnerships with both rural and urban school districts, their focus on teacher professional development and the rewards and challenges of building three different residencies — each with a unique focus.

In many ways, the Ossining school district in New York might look like a school business administrator's worst nightmare: The state has frozen important funding to the district while capping taxes; the district is swelling with more low - income students; and voters have to approve its budget every yeaIn many ways, the Ossining school district in New York might look like a school business administrator's worst nightmare: The state has frozen important funding to the district while capping taxes; the district is swelling with more low - income students; and voters have to approve its budget every yeain New York might look like a school business administrator's worst nightmare: The state has frozen important funding to the district while capping taxes; the district is swelling with more low - income students; and voters have to approve its budget every year.

For situations in which states are not progressively funding their districts and schools, these requirements are important safeguards to protect disadvantaged students.

Inviting your elected officials to visit your magnet school is a powerful way to inform them about the theme - based programs that are offered in their district, and to show them how important federal, state, and local support is for these programs.

From an experience perspective, I thought it was important to bring experience growing up in public schools on Vandenberg Air Force Base in Lompoc, serving as a senior leader in the central office of a large, complex public school system in Chicago — with over 600 schools serving almost 400,000 students — and as an executive at a nationwide nonprofit working through state agencies and local districts to support public education.

It is also important to note that even in states and districts where high - need schools are equitably funded, equal funding will not necessarily drive equitable opportunities.

Identifying whether Meaningful Student Involvement was a district / state / federal policy directive can be important, and considering whether it was a response to internal or external challenges facing students in schools.

While the State Education Department (SED), the Attorney General's Office, and the NYC Department of Education have taken a number of important steps, there is much more to do; recommendations include that SED reiterate that questions about national origin should not be asked during the student registration process; encourage school districts to adopt — and in some cases, strengthen — their protocols for how to respond to any request for access by ICE; and reinforce the importance of providing social - emotional support.

Each School Site Council that participates in state and federally funded programs and sends a representative to each DAC meeting to vote on funding priorities for this money and to relay important district information to the school'School Site Council that participates in state and federally funded programs and sends a representative to each DAC meeting to vote on funding priorities for this money and to relay important district information to the school'school's SSC.

While ESSA required states to add in a couple of additional outcome measures of students and schools, the overwhelming weight of accountability is still upon a single standardized test by which to make important and often high - stakes judgments about students, schools, and districts.

Understanding how various indicators are weighted in state plans is important because it ultimately defines which schools and districts will be identified for comprehensive or targeted support and improvement.

During this time of immense reform that directly impacts teachers» daily work lives, it's also important that leadership in states, districts, and schools utilize teachers» expertise.

As we learn more in the next few months about the review and approval of these ESSA state accountability plans, it's important to understand that districts and schools will see the impact of ESSA gradually over the next few years, as states begin to track the accountability data and report on school success.

«The Child Nutrition, Integrity and Access Act is an important and promising first step toward incorporating the local school district governance perspective in implementation of school meal programs, and ensuring a healthy and positive learning environment for children to achieve their full potential,» stated Thomas J. Gentzel, Executive Director, National School Boards Association, in the lschool district governance perspective in implementation of school meal programs, and ensuring a healthy and positive learning environment for children to achieve their full potential,» stated Thomas J. Gentzel, Executive Director, National School Boards Association, in the lschool meal programs, and ensuring a healthy and positive learning environment for children to achieve their full potential,» stated Thomas J. Gentzel, Executive Director, National School Boards Association, in the lSchool Boards Association, in the letter.

Given the important role that assessment plays in the classroom, at the school and district level, and at the state and federal level, it still amazes many how little educators really know about them.

«NSBA applauds lawmakers for restoring regular order in the legislative process and working with our school boards and education stakeholders to achieve this important step towards the passage of a final bill that will modernize ESEA and facilitate greater innovation in education for school districts and states,» said Gentzel.

This program is an example of how school districts across the state are opening doors to families and communities, and providing them the information that will enable them to engage in important decisions across the district.

State departments of education play an important role in defining expectations for students; how those expectations are measured; and how information is used to identify, intervene, and support schools and districts as part of a coherent and «reciprocal» system of accountability.

Title II Part A offers critically important supports for solving current teacher shortages that are reported as a «big challenge» in a majority of school districts and in more than 40 states.

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.

When a State includes these important indicators in their accountability plans, they must also consider how districts and schools can achieve the goals set forth in the State plans.

In schools, districts, and states that are heavily test - focused, it's important for leaders to show teachers that they have something within their power.

Since school districts are dependent primarily on local property taxes and often have a depressed economic base, this investment helped the Institute demonstrate how important it is for the legislature to increase funding to poor, rural schools in the state.

The revelation dramatically shifts the landscape for educators within states, districts, and schools, many of whom made or were making important budgetary and personnel decisions with the sequestration cuts in mind.

It is the intentional, proactive effort by schools, districts, and states to instill in their students important core, ethical values such as respect for self and others, responsibility, integrity, and self - discipline.

In September, the state board will take an important step forward by establishing a new way to measure progress and identify problems in our schools and districts, giving parents, teachers and community members a better idea of what is happening at their schoolIn September, the state board will take an important step forward by establishing a new way to measure progress and identify problems in our schools and districts, giving parents, teachers and community members a better idea of what is happening at their schoolin our schools and districts, giving parents, teachers and community members a better idea of what is happening at their schools.

First, and foremost, it's important to keep in mind that at every level of accountability — school, district, and state — the level of «Evidence» being sought is that of individual student growth.

«Basically, our agreement continues important measurements of the academic progress of students but restores to states, local school districts, teachers, and parents the responsibility for deciding what to do about improving student achievement,» Alexander said in a statement.

The Court stated that because teacher certification is unquestionably an important component of any preschool education program, preschool teachers working in community - based programs in the poorest school districts that lacked academic credentials would be given four years to obtain certification.

«On the other hand, large scale gains in Chicago and suburban Chicagoland, and more isolated gains in individual districts across the State, offer good evidence that school effectiveness is making a difference and that demographics are not the only important influence on student learning outcomes.»