Sentences with phrase «individual needs of every district»

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 fDistrict 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 fdistrict — 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.