Our team provides full coordination and support efforts prior to each session, during the sessions and between sessions to better understand
the individual needs of every district and school with whom we partner.
Our relationships with partner districts change over time based on
the individual needs of each district.
Using information compiled from school and district data, along with an array of resources and best practices, TKG instructional coaches customize an instructional support plan based on
the individual needs of each district, school, teacher, and student.
Not exact matches
Local school
districts must also provide schedules that address the
individual needs of pregnant and parenting students.
It reflects the changing community and the
needs of individuals we serve and provides information about the proposed course
of action the Park
District will take
InvestNOW is an online grant program that provides a wonderful opportunity for
individuals and organizations to help meet the educational
needs of students in the Park Hill School
District.
It reflects the changing community and the
needs of individuals we serve and provides information about the proposed course
of action the Park
District has established to meet the residents»
needs and wants.
«It could be something that New York's teachers and school
districts could really get their arms around and I think New York's parents would love because it differentiates instruction to the
needs of individual kids.»
Through that
district, officials would advance three different types
of wastewater projects depending on local
needs: sewage treatment in areas where connection to a sewer plant is an option; smaller cluster systems for
individual communities where feasible; and
individual active treatment systems, Mr. Bellone said.
Quinn's critics have regularly accused her
of using the process
of doling out member items to reward friends and supporters, while cutting back funds to her enemies, regardless
of overall
needs in
individual members»
districts.
The projects must meet State housing goals, including the creation
of mixed - income housing, proximity to public transportation, placement in strong school
districts, or the provision
of support services for formerly homeless
individuals or those with special
needs.
And we don't want
districts drawn to meet the
needs of particular
individuals or to punish others.
By serving an entire region or market's group
of charter schools, the real - estate trust would look familiar to state officials and to lenders: a single entity that grasps the intricacies
of real - estate finances and serves the
individual needs of multiple schools, as school
districts do.
Under current federal policy, funding for the extra costs associated with low - income and high -
need students is provided to
districts and states chiefly through Title I
of the Elementary and Secondary Education Act (ESEA) and the
Individuals with Disabilities Education Act (IDEA).
Recognizing this
need, some
districts have adopted a student - centered funding model, which adjusts the funding amount based on the demographics
of individual students and schools, and more closely aligns funding to their unique
needs.
They followed the protocol
of the
Individuals with Disabilities Education Act (IDEA) and sued Arlington Central School
District, requesting that the school district cover tuition at a private school that could meet their son'
District, requesting that the school
district cover tuition at a private school that could meet their son'
district cover tuition at a private school that could meet their son's
needs.
New Teacher Placement, Retention Can Exacerbate Achievement Gaps Education Week, July 18, 2012 «Marty West, an assistant professor at Harvard Graduate School
of Education, said the results point to the
need for
districts to take a closer look at who they keep and lose both in
individual schools and the
district as a whole.
Prior to the 1970s,
individual school
districts bore nearly all
of the responsibility for determining what the students within their purview
needed to know and be able to do to advance from grade to grade and graduate from high school.
«Given the crisis - level teacher shortage that many
districts are already experiencing, we
need to provide the support and opportunities necessary to keep this diverse group
of individuals in the classroom, teaching effectively.»
District performance - based assessments in reading, writing, spelling, and math are given, on average, three times each year, and numerous staff development hours are spent reviewing results and discussing ways in which the findings can be used to inform and change classroom instruction to meet the
needs of individual students.
Title I
of the ESEA and the
Individuals with Disabilities Education Act (IDEA) are designed to disburse funds to states and school
districts for the education
of high -
need students.
This goal drives every aspect
of the Boston Teacher Residency (BTR), a
district - based program for teacher training and certification that recruits highly qualified
individuals to take on the unique challenges
of teaching in a high -
need Boston school and then guides them through a specialized course
of preparation.
Encourage teachers and other
district personnel to stay motivated by keeping them updated on how todays technology makes available a multitude
of teaching resources and provides targeted information and tools to meet
individual student
needs.
Surveys from
district staff indicate a
need for exemplary models
of how to analyze student data to determine which practices work best for which students, adapt instructional practices to meet students»
individual needs, and develop curriculum - embedded formative assessments.
To that end, CZI is aspiring to foster «a collaborative community
of leading researchers, practitioners, advocates, and policymakers committed to: continuing to explore and advance the science, including by testing new research methodologies that surface the unique
needs of individual children; designing and providing the tools and systems
of support necessary to help educators and school leaders implement SoLD - aligned practice shifts; advancing science - informed national, state and
district policies; and working to limit practices and policies that the science makes clear are detrimental to children's learning and development.»
Equitable Services = Specific, Effective & Allowable The intent
of the Elementary and Secondary Education Act is that
districts use their federal grant dollars to design programs and services that meet the
individual needs of teachers and students in non-public schools.
The variety
of approaches will help inform Congress when it resumes debate over reauthorizing the NCLB law in 2009, and help it address complaints that the current law doesn't offer enough flexibility to decide what actions states and
districts may take in addressing
individual schools»
needs.
Transforming education in the
District of Columbia into an all - ESA district — establishing a truly universal policy to create education savings accounts for every DC student — would transform the existing school finance system from one that is based on student enrollment counts in boundary - defined regular public schools to one that is student - centered and responsive to the needs of individual f
District of Columbia into an all - ESA
district — establishing a truly universal policy to create education savings accounts for every DC student — would transform the existing school finance system from one that is based on student enrollment counts in boundary - defined regular public schools to one that is student - centered and responsive to the needs of individual f
district — establishing a truly universal policy to create education savings accounts for every DC student — would transform the existing school finance system from one that is based on student enrollment counts in boundary - defined regular public schools to one that is student - centered and responsive to the
needs of individual families.
Specifically, the state now requires
districts to create local policies that ensure that they are «meeting the instructional
needs of each
individual student» and to show that they provide alternative means
of demonstrating achievement such as extended learning opportunities, career and technical education courses, and distance education.
The regulations place renewed emphasis on
districts» targeting
of individual students»
needs.
District leaders should combine a common core of support for efforts to implement district expectations with differentiated support aligned to the needs of individual
District leaders should combine a common core
of support for efforts to implement
district expectations with differentiated support aligned to the needs of individual
district expectations with differentiated support aligned to the
needs of individual schools.
Most
districts supplemented state test data with other kinds
of student assessments — norm - referenced tests, e.g., and diagnostic and formative assessments
of individual student
needs.
TalentEd's solutions are designed to offer the functionality K - 12 schools and
districts need to overcome talent management challenges, and built with dozens
of customization options so each
individual school or
district can meet its unique
needs.
While a whole child community education strategy should be designed to meet the
individual needs of each community, Vallejo California Unified School
District (VCUSD) is one example
of full - service community schools that have demonstrated that the power
of possibilities are limitless.
The LEAs were also asked to estimate the amount
of time they would
need to complete the survey and to indicate who else in their
district might be involved in responding to
individual items on the final survey.
To ensure that all children develop the necessary cognitive, social, emotional and physical skills that build the foundation for life - long learning and early literacy; this is accomplished by providing a high quality, safe and nurturing environment, responsive to the culturally diverse and unique
needs of each child, through
individual and interactive learning opportunities, supported by excellence in teaching and research - based instructional practices aligned with the NYS Learning Standards and the
District's curricula, in partnership with parents, staff, policy makers and community organizations.
And we
need to stop comparing
district - wide averages
of students with disabilities to
individual charter schools — the averages hide extreme variation among schools and we should do school - to - school comparisons whenever necessary.
Microcredentials can create ways for teachers to lead their own learning — built from research evidence and tailored to balance the learning
needs of individual practitioners, teacher teams, schools, and
districts.
The
Individuals with Disabilities Education Act (IDEA), first enacted in 1975, provides the primary source
of federal funding to help school
districts fund educational services to students with special
needs.
The intent
of this paper is to provide a context for understanding the role that IAL can play in raising the achievement
of all students by meeting the
individual learning
needs of each student in PreK — 12 schools — and the research base required if school
districts are to invest wisely in IAL systems.
In response to the
need for qualified math teachers and the difficulty
of directly recruiting
individuals who have already completed the math content required for qualification, some
districts, including Baltimore, Philadelphia, Washington, D.C., and New York City, have developed alternative certification programs with a math immersion component to recruit otherwise well - qualified candidates who do not have undergraduate majors in math.
Charlotte N.C. (Aug. 10, 2017)-- Social - emotional learning (SEL) assessments can provide valuable information to help school
districts improve their SEL programs and address the social - emotional strengths and
needs of individual students.
Using the Success Highways Resiliency Assessments, administrators can identify the social and emotional
needs of individual students, grades 3 - 10, and determine at the
district, school and classroom levels which resiliency areas are in
need of the most attention.
Assessment data not only guides instruction and identifies
individual student
needs, but it can also be used to identify areas
of need within the class, school or
district.
We provide a wide array
of services and professional development activities designed to strengthen the capacity
of school
districts to meet the diverse
needs of individual students within their educational programming.
One
of the strengths
of SGP is that it can provide information at multiple levels, showing comparative performance
of the student, school, and
district, and predicting the amount
of growth
needed by the
individual student, in terms
of a specific scale score, to achieve proficiency by the target year.
Roberta Gerold, the superintendent
of Middle Country Central School
District, described the Common Core - aligned assessments as a «one - sizes - fits - all program without a real recognition
of the
need to be attentive to
individual needs.»
The educators leading these academies are some
of Idaho's finest, and their
district leadership has given them flexibility to target their efforts to the
individual needs of their students.
These areas are based on the
needs of the
district and
individual buildings, and are also directly linked to the Charlotte Danielson Clusters.
Beyond the one - day workshops, ASCD Professional Learning Services has a variety
of online, on - site, and blended professional development offerings that can be customized and aligned with
individual state,
district, or school
needs.