Sentences with phrase «models for other districts»

For three years, each district will publish its findings to the Signature District community and will serve as best - practice models for other districts interested in successful technology planning.

Whereas present choice systems that are viewed as models for other districts to emulate are designed to achieve the closest possible match between parental preference and school assignment, future choice systems might be redesigned to obtain greater diversity in school - level student populations.

Districts will then publish findings to the Signature District community for a period of three years and will become best - practice models for other districts.

We have developed a healthy menu program called Culinary Creations that has become a model for other districts in the state, and across the country.»

Do you see it as a model for other districts?

Transitioning into an all - ESA district would also put Washington, DC, at the forefront of education reform, serving as a model for other districts and states throughout the country.

Not exact matches

Guidance Materials: The State Board of Education and the Illinois Nutrition Education and Training Program provides districts with wellness policy resources, including a Local Wellness Policy Toolkit (2005) that includes an action plan checklist, a needs assessment and annual evaluation tool, a model policy developed under a USDA Team Nutrition grant, and other resources for developing local wellness policies.

«For us, this model does work in all types of schools and districts,» Rolls said of his company, which also serves preschools, Glencoe District 35 and Sacred Heart Schools on the Far North Side among others.

States like California and districts like Boston, Denver and Houston, among others, have been transitioning to a finance model that gives principals greater authority over their schools» budgets in exchange for being held accountable for student outcomes.

The decision has already influenced other California school districts, including San Francisco and Sacramento, to stop blindly laying off teachers — and the lawsuit could be a model for more ambitious legal action in other states.

James J. Kemple, the executive director of the Research Alliance for New York City Schools, who conducted a study comparing the city's school reform efforts to a «virtual» control group modeled from other urban districts in the state, including Buffalo, Yonkers, Syracuse, and Rochester, «found New York City students improved significantly faster than the control group on both the New York state assessments and the National Assessment of Educational Progress during the reform period, from 2002 to 2010.»

Anaheim, Calif. — The recommendations of a California panel that wants to reshape the state's classrooms for 4 - to 6 - year - olds have piqued the interest of school districts here and could serve as a model for other states, according to early - childhood specialists.

Using videos of model classrooms from other districts for PD purposes is common today.

Often cited in its early years as a model for such efforts in other cities, the plan has been a target of criticism recently for allegedly contributing to «white flight» from the district.

Tennessee and Louisiana will continue to support their Teacher Leader Networks; Tennessee will develop individualized teacher leadership models for implementation in districts across the state, and Louisiana will support its 5,000 Teacher Leaders and 80 Teacher Leader Advisors with an annual summit and monthly newsletter, webinars, among other supports.

New York City's progress in closing its achievement gap on those tests drew national attention as a possible model for other urban school districts.

Schools within the Sparta Area School District, similar to other PBIS schools across Wisconsin, have created a more positive environment for students and staff by establishing clear expectations for their students and taking active steps in teaching, modeling and reinforcing appropriate behaviors school wide.

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.

Our entire intention behind this school is not just to make a small impact for a small community, but to create a model for what could be done at other district schools.

The teachers can advocate for the change in their district, can model new strategies, and recruit other teachers.

In addition to initiating turnarounds in these schools, the Commissioner's Network is designed to serve as a vehicle for innovative initiatives, a platform for sharing effective practices, and a model for other schools and districts throughout the state.

She co-authored a range of publications on the topic, including school models and many practical tools for teachers, principals and districts; An Opportunity Culture for All; 3X for All: Extending the Reach of Education's Best; Opportunity at the Top; Seizing Opportunity at the Top; A Better Blend; Teachers in the Age of Digital Instruction; Teacher Tenure Reform; Measuring Teacher and Leader Performance; and Improving Teaching Through Pay for Contribution for the National Governor's Association; and many others.

Before we know which states will follow New Hampshire's Performance Assessment for Competency Education (PACE) pilot or develop other models, states, districts, and schools can begin to lay the groundwork needed.

For districts and departments facing the challenge of teachers working in isolation, this group serves as a model of how a commitment to collaborative learning can build a professional community in which teachers support each other to shift their instructional practices and actively support all students» success.

The district allowed several transferring principals to bring along their English Language Arts and math coaches, one or two high - performing teachers to serve as models for other teachers in their new schools, and an assistant principal in the case of middle and high schools.

Among other goals, it would increase high school course and credit requirements, raise student accountability and assessment standards, and include a model curricula for districts.

And parents don't know that our district will be the model for all others — because we do it best — we will collect SSP data in the form of social and emotional surveys, we will change our curriculum to socially engineer our children with social and emotional instruction without parents suspecting a thing, we will assess and survey up the wazoo about academics, school climate, cyberbullying, etc. while willing parents stand by, we will enhance our teacher evaluation program and refine it into a well - oiled teacher manipulation machine, and since our kids would do well no matter what because we have uber - involved parents, it will look like everything the Administrators are doing at the State's recommendation causes the success.

The military model «is not for everyone, and I would not impose it on anyone else,» he said, but other district schools could find aspects useful, such as its success in creating a school culture.

For other districts considering such a model — or for those struggling with it, as Rochester is — I offer my reflections on seven issues we have grappled wiFor other districts considering such a model — or for those struggling with it, as Rochester is — I offer my reflections on seven issues we have grappled wifor those struggling with it, as Rochester is — I offer my reflections on seven issues we have grappled with.

See two examples of effectively integrating literacy education: an elementary school district where integrated literacy programs are having real results across its 44 schools (two - thirds of which are Title 1) and a high school whose literacy coaching program is now a model for other programs nationwide.

This session will address the Board's guidance for «retirement suite» benefits (pension and other postemployment benefits («OPEB») that school districts provide to their employees) as well as the GASB's efforts to update the financial reporting model used by school districts.

This video shows two examples of effectively integrating literacy education: an elementary school district where integrated literacy programs are having real results across its 44 schools (two - thirds of which are Title 1) and a high school whose literacy coaching program is now a model for other programs nationwide.

It was the talk of veteran teachers in the building and a model for other schools in the district.

We estimate models that compare students with other students within the same school district, who are receiving special education services for the same disability, and have similar baseline measures of academic performance and other demographic information.

The model is being introduced to other schools in the Manor district through its Think Forward Institute for educators, launched in 2009.

These roles may include, for example: team leader, who takes responsibility for team and student growth; reach teacher, who takes responsibility for larger - than - average student loads with the help of paraprofessionals; master educator, who develops and leads professional development and learning; peer evaluator, an accomplished educator who coaches other teachers, assesses teachers» effectiveness, and helps his or her colleagues improve their skills; and demonstration teacher, who models excellent teaching for teachers in training.11 According to the Aspen Institute and Leading Educators — a nonprofit organization that partners with schools and districts to promote teacher leadership — teacher leaders can model best practices, observe and coach other teachers, lead teacher teams, and participate in the selection and induction of new teachers.12

But the current model, with two public school systems pushing each other to be better and cooperating whenever possible, is proving to be the right mix for the District's schoolchildren.

Among other things, the new legislation sets an adequacy target for each school district, and the new distribution model takes into account local resources and prioritizes funding for the state's neediest districts, a much needed move away from inequity in the funding system.

Reformers say its successes as an almost all - charter, state - controlled district make it a model for other failing urban school systems.

May 24, 2014 Oakland Unified School District's emphasis on adults modeling SEL behavior is a model for other school districst.

Our school model is consistently outperforming other public schools in academics: for example, on the 2016 - 2017 California state assessment, the CWC Los Angeles region scored in the top 6 % of district elementary schools in English Language Arts and in the top 7 % for Math.

Currently, districts are pursuing a range of promising strategies: For example, some require teachers to obtain an endorsement in English to Speakers of Other Languages; others require teachers to complete training in the Sheltered Instruction Observation Protocol; and others favor an instructional coaching model, assigning a cadre of teachers to provide districtwide support for effective ELL instructiFor example, some require teachers to obtain an endorsement in English to Speakers of Other Languages; others require teachers to complete training in the Sheltered Instruction Observation Protocol; and others favor an instructional coaching model, assigning a cadre of teachers to provide districtwide support for effective ELL instructifor effective ELL instruction.

The Long Beach Unified School District's use of student scores to assess the effectiveness of programs, instructional strategies and teachers is a rarity in California, and state Supt. of Public Instruction Jack O'Connell called it a model for other California school districts during a hastily arranged round - table discussion.

Tennessee's Achievement School District (ASD) was modeled on Louisiana's Recovery School District (RSD) but has forged its own path that offers useful insights for other states.

The board shall develop procedures and guidelines for revocation and renewal of a school's charter; provided, however, that a charter for a Horace Mann charter school shall not be renewed by the board without a majority vote of the school committee and local collective bargaining unit in the district where said charter school is located; provided, however, that a commonwealth charter shall not be renewed unless the board of trustees of the charter school has documented in a manner approved by the board that said commonwealth charter school has provided models for replication and best practices to the commissioner and to other public schools in the district where the charter school is located.

(b) The purposes of establishing charter schools are: (i) to stimulate the development of innovative programs within public education; (ii) to provide opportunities for innovative learning and assessments; (iii) to provide parents and students with greater options in selecting schools within and outside their school districts; (iv) to provide teachers with a vehicle for establishing schools with alternative, innovative methods of educational instruction and school structure and management; (v) to encourage performance - based educational programs; (vi) to hold teachers and school administrators accountable for students» educational outcomes; and (vii) to provide models for replication in other public schools.

According to a press release issued at the time, «The reorganization addresses Governor Dannel P. Malloy's six principles on education reform, including: (1) Enhancing families» access to high - quality early childhood; (2) Turning around Connecticut's lowest - performing schools and districts; (3) Expanding the availability of high - quality school models; (4) Removing red tape and other barriers to success; (5) Ensuring that our schools are home to the very best teachers and principals; and (6) Delivering more resources, targeted to districts with the greatest need - provided that they embrace key reforms that position our students for success.»

Torlakson said a more data - driven approach to chronic absenteeism by model SARBs provides examples for other districts in how they can reduce their chronic absenteeism rates.

Data Collections (Homeroom) Data Reports Dating Violence Model Policy and Educational Resources Department Overview Diabetes in the School Setting, Guidelines for the Care of Students with Discretionary Grants Directions Directory, NJ Schools Diseases, Communicable — Resources Distance Learning Depot District Evaluation Advisory Committee (DEAC) District Factor Groups (DFG) Drug Abuse, Alcohol, Tobacco, and Other Dyslexia and Other Reading Disabilities

We develop an approach for modeling EOC test performance that disentangles the influence of school and district policies regarding the timing of course taking from other factors.