Sentences with phrase «larger school or district»

I'd never been supported in larger school or district ideas, but this past year was different.

Although principals may be able to train teachers, in larger schools or districts, it may be helpful to have human resources personnel do so.

Not exact matches

And proponents say they're already hitting such speed bumps, including municipalities that have confined marijuana companies to tiny industrial districts on the edge of town, or have implemented large buffers around schools and day cares that, drawn out on a map, cover nearly all of their territory.

«We should be focused on arming law enforcement,» said Mr. Scott, who has proposed helping school districts pay for an armed police officer or sheriff's deputy at every school, and for every 1,000 students in large high schools.

Large organizations such as school districts may wish to have a designated point person address all conditional clearances so that multiple coaches or other people in the organization don't render inconsistent or inappropriate interpretations of the recommendations on the conditional clearance.

The Los Angeles Unified School District is the second largest school district in the nation and and one where 80 % of the children qualify for free or reduced priced breakfast and School District is the second largest school district in the nation and and one where 80 % of the children qualify for free or reduced priced breakfast anDistrict is the second largest school district in the nation and and one where 80 % of the children qualify for free or reduced priced breakfast and school district in the nation and and one where 80 % of the children qualify for free or reduced priced breakfast andistrict in the nation and and one where 80 % of the children qualify for free or reduced priced breakfast and lunch.

From a district in which each school batch cooks for its own students to a central kitchen serving 14,000 meals using only a 400 gallon steam kettle to the nation's largest district in which many schools are self - op and without highly skilled staff members or adequate equipment, I have to understand their needs and provide solutions.

That lines me up to do something outside school nutrition, or maybe work with a larger school district.

I've come to recognize that «school food» is a behemoth of an issue, with longstanding, complex problems that are rooted primarily at a federal — not district or school — level, and which are compounded by much larger societal issues relating to food production and consumption.

Says Modzelewski, «Until Toni arranged those first two meetings, people from these large school districts — ones with 40,000 or more students — had never been in the same room together, able to share problems and solutions, and share successes and failures.»

Whether small or large districts, these professionals give it there all through effective oversight of all aspects of foodservice operations, including budgeting, staffing, training, marketing and community outreach, school nutrition directors ensure the overall success of school meal programs.

No matter how large or small the school district, procurement will flow best by developing Requests for Proposals (RFPs), and, remember to keep your money local when the season or availability allows for it.

We are a collaborative of some of the largest districts in the country — those who serve 40,000 children or more — that leverages their knowledge and procurement power to make school meals nationwide more healthful, regionally sourced, and sustainably produced.

I'm back from summer vacation in time to share some nice news: Houston ISD, the seventh largest district in the country, has announced that it's taking advantage of the Community Eligibility Provision (CEP) to provide universal (free) school breakfast and lunch to every student at 166 of its schools, regardless of economic status, and without the need for meal applications or other paperwork.

None of this is to say that a meal program which manages to serve better quality, scratch cooked food to students could never be replicated elsewhere, or scaled up to a larger school district.

One school or district may have a partnership with a large corporation, like Whole Foods, allowing them to source some healthier food items for a favorable price; if your school district can't get the same deal, then this will affect whether you can offer the same kind of meal for the same price as a district which does have a low cost source for better food.

The largest food vendor for the District's public school system has agreed to pay $ 19 million to settle a lawsuit alleging that the company overcharged the city and mismanaged the school meals programs, with food often arriving at schools late, spoiled or in short supply.

ALBANY — Several education groups are criticizing Gov. Andrew Cuomo's proposal that New York's largest school districts submit school - level funding plans for state approval or risk losing increases in aid.

Because county, metropolitan and borough councillors have no staff or office in their districts or wards (despite in some cases being paid more than MPs) by and large our constituents come to the MP first, not properly understanding that things like planning, lighting, schools» admissions or policing are not strictly our responsibility - and frankly nor do they care.

Phil Haberstro of the Wellness Institute of Greater Buffalo, a key volunteer leader of the policy writing team, noted that the work of policy implementation is the next phase of work that is currently being accomplished through the newly formed District Health Council, the Board and the community at large - The public may view the District wellness policy on the Board of Education Web Site or by contacting Sue Ventresca, the Buffalo School District's Director of Health Related Services.

Voters will cast their ballots Tuesday to decide who fills six seats on the Buffalo School Board, but it could be days before some of the races are settled.Elections officials expect a large number of write - in ballots for candidates in two districts who are running write - in campaigns after being disqualified from the ballot, and it could take an extra day or two to hand - co...

Community School District 28 covers a large part of central Queens, including all or part of the neighborhoods of Forest Hills, Rego Park, Kew Gardens and Jamaica.

Putting one in every elementary school in a large district, where most of them would be empty a lot of the time, makes no economic or professional sense.

Several large districts, including Buffalo, N.Y.; Pittsburgh; Portland, Ore.; and San Francisco, have already acted, or will act, to close schools before the fall.

Mike Antonucci, whose Education Intelligence Agency bird - dogs union doings, wrote in June that almost a third of the nation's largest school districts, the 82 with enrollment of 50,000 or more, had fewer students in 2006 than in 2001.

«An ideal situation in five years may be in a leadership role at a large urban school district, charter school network, or nonprofit organization that serves underrepresented students, especially those living in poverty,» she says.

Some students whose teachers were absent never got a teacher — school aides stayed with them; some students joined other classes, doubling their already large size; and others spent the day with school administrators, taking them away from their duties at the school or district office.

He argues that the choice programs in Edgewood and Cleveland never grew large enough for the local school districts to really notice any loss of students or funding.

In previous work, one of us found that Washington State's 2004 compensatory allocation formula ensured that affluent Bellevue School District, in which only 18 percent of students qualify for free or reduced - price lunch, receives $ 1,371 per poor student in state compensatory funds, while large urban districts received less than half of that for each of their impoverished students (see Figure 2).

We then see if, within districts predicted to experience larger reform - induced spending increases, «exposed» cohorts (children young enough to have been in school when or after the reforms were passed) have better outcomes than «unexposed» cohorts (children who were too old at the time of passage to be affected by the reforms).

Recently released by Education Resource Strategies (ERS), a nonprofit that works with large, urban school districts to rethink how best to use resources, Budget Hold»em can be played online for free or with a special deck of paper cards.

A recent investigation of achievement in one large Tennessee school district (in which I am collaborating with Sanders and Paul Wright of the SAS Institute) has found that 20 percent of math teachers are recognizably better or worse than average by a conventional statistical criterion.

He also points out, correctly, that all that many districts offer these students is a chance to muddle through four years (or more) in a large, comprehensive high school, in hopes of earning a diploma that by no means signals readiness for college or a career.

It combines classes in education, business, and public policy that train students to lead large school districts, head government education agencies, or work for nonprofits like Teach for America....

My fear is that the competency - based movement, which is fueling innovative school designs, will come to a halt because of these challenges, or never reach larger district schools.

«Going online» or «holding classes online» seems deceptively simple, but it is quite involved, especially for large systems like school districts or universities — and it is something that can't happen spontaneously.

That's why districts throughout the country are working to personalize learning by creating small schools or reorganizing large schools into small learning communities, as part of their strategy for reducing the dropout rate.

It's also possible that with extra money available in the stimulus package for innovation, states or large school districts will figure out better ways to evaluate teachers that fairly reflects what they do in the classroom.

If a single - salary schedule for a school district yields a large surplus of qualified applicants for elementary education, social studies, and physical education, but no qualified applicants in physics or speech pathology, is teachers» pay in this district adequate?

With or without Camden, Uncommon is on track to be larger than 97 percent of all public school districts in the country.

Thus, even if school districts did succeed in reducing the gap in access to effective teaching with their own personnel policies, they would inevitably have to reduce other services to pay for them, e.g., larger class sizes, or lower base salaries.

The amount of funding provided by esea was small at first — around 2 or 3 percent of a district's budget, according to education historian and former Ed School dean Patricia Albjerg Graham — but too large for states to pass up.

In the paper, Frederick M. Hess and Coby Loup examine the contracts — forged with unions or set mainly through school board policies — in the 50 largest districts, rating them on a scale that ranges from «highly flexible» to «highly restrictive.»

Budgetary shortfalls, school district bankruptcies, teacher and administrator layoffs, hiring and salary freezes, pension system defaults, shorter school years, ever - larger classes, faculty furloughs, fewer course electives, reduced field trips, foregone or curtailed athletics, outdated textbooks, teachers having to make do with fewer supplies, cuts in school maintenance, and other tales of fiscal woe inevitably captivate the news media, particularly during the late - spring and summer budget and appropriations seasons.

ESSA's existence — and legislative history — makes it extremely unlikely that Congress will agree to launch any large new school - choice program or to make portable the funds that flow through existing programs to states and districts.

By contrast, large public school districts receive a substantial portion of their revenues in the form of categorical or restricted funds.

Like it or not, the world of education accountability is headed in a normative direction — 42 states, the District of Columbia, and eight large school districts in California are all making normative decisions now — and this should change how we look at all sorts of issues.

Will they replicate the same dysfunctions as large school districts, or will they be able to avoid this fate?

These findings make clear that while we can learn a tremendous amount by comparing school districts in terms of their racial, ethnic, or socioeconomic gaps in test scores, there is a large degree of variation within school districts in their outcome gaps as well.

The foundation encouraged urban school districts to close large, dysfunctional high schools and replace them with smaller ones, either in alternative spaces or by placing several schools within the building that once housed the large one.