Sentences with phrase «most schools or districts»

Yet most schools or districts have nothing like it.

Most school or district technology plans call for the inclusion of all stakeholder groups as key to creating a sense of ownership and support that will lead to long - term success.

Not exact matches

Paying off all the delinquent accounts at a school is well beyond the means of most people, but I've seen several friends talk about calling their school districts to see if there's any way they can help by paying off the balances of one or two, or making contributions towards kids» account balances.

Many parents today also choose alternative options, such as academic redshirting, or the practice of postponing for a year school entry for kids whose birthdays are close to cut - off date (often in or around September for most districts).

In this series, the Partners for Breakfast in the Classroom take a look at some of the most powerful resources available to help school nutrition professionals make the case for breakfast - in - the - classroom in their school or district.

For Illinois schools, the ban's biggest impact would be the elimination of fried foods, said Vanover, who believes it would be too expensive for most districts to switch over to natural oils such as peanut or olive oil.

That the stupid cookie or candy included, or the extra bag of cheetos is going to make them banshees in the classroom where your and my child are trying to focus... I would say that even in most districts that the nutritional value on a reimbursable tray is probably better than the brown bag that is being brought to school by most!

I do not understand how USDA can make regulations around our programs when most of the people writing the regulations have never worked in or set foot in a School District.

We are told over and over that there's not enough money to fix school lunch, yet we live in a country where we consistently spend 2, 3, 4 or even 5 times more for our daily coffee than we do on food for our children's school lunch, which in most school districts amounts to less than a dollar.

Except for a small — but notable — group of outliers, local governments and school districts are not providing clear or comprehensive or even the most basic information on their websites.

For districts that get most of their funding from the state, it will mean, he said, some school officials will have to cut programs or staff because they will be forced to plan conservatively in what they might get from Albany if a state budget goes unresolved until May 31.

In a little over a month, voters in most school districts go to the polls to decide yes or know on that district's spending plan and five of them in Erie County have less state aid to work with in the recently approved state budget In Erie County, Sweet Home sees the biggest cut in overall state...

Sen. Tony Avella has introduced a bill that would make St. Patrick's Day a school holiday «in districts with a significant Irish population» — 7.5 percent or greater, according to the most current Census data.

But School districts face rising costs for employee health care, pensions and annual longevity, or «step» raises for teachers that are built into most union contracts.

The deal will force most educators accused of misdeeds to work for their earnings in district offices or in non-teaching roles in schools until their cases are resolved.

Tax experts said some charitable contributions to governments — most often school districts or for the purchase of land to protect the environment — are already deductible.

Most of the area school district are proposing budgets that come in at or under the state's 2 %... Continue reading →

Is this a case of a single failing school in the midst of a successful school district or is it a case where many or most of a district's schools are failing?

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.

Compared to the general Nevada funding formula or the formulas that govern most district and charter schools nationally, the Nevada ESA program looks positively progressive in giving more money to kids starting off with less.

The prediction comes from both proponents and opponents of the tuition - voucher measure, which, by providing parents with $ 900 for each student enrolled in a private or out - of - district public school, would be the most extensive choice program yet adopted by any state.

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.»

The next three most - common constructive responses, found in seven locations, are partnerships with successful nonprofit CMOs or for - profit charter school operators, education management organizations (EMOs), to operate schools; the replication of successful charter school practices; and an increase in active efforts to market district offerings to students and families (see Table 1).

The most common positive response, found in 8 of the 12 locations, is district cooperation or collaboration with charter schools.

Not enough districts offer mentoring or formal induction programs, and most districts throw teachers into the fire on the first day of school and expect them to sink or swim, rather than giving them lower - stakes practice time first.

Cleveland Metropolitan School District is one of the most economically disadvantaged school districts in the nation, with a free or reduced - price lunch rate of 100 peSchool District is one of the most economically disadvantaged school districts in the nation, with a free or reduced - price lunch rate of 100 peschool districts in the nation, with a free or reduced - price lunch rate of 100 percent.

Most schools have determined the grading of homework to be a teacher - level decision while some districts or principals offer guidelines.

Most districts have just a few magnet schools — roughly 40 percent of these school districts have 10 magnet schools or fewer.

Local school districts are the primary authorizer for most charters, but charter schools can also be approved by their county or the state board of education if rejected by their district.

[7] In terms of the proportion of students receiving free - or reduced - price lunch, both magnet and charter schools are less impoverished than traditional public schools in their same districts in most states (exceptions include Nevada for both magnets and charters and Florida and North Carolina for magnets only).

There is a wide range of different themes for the 504 California magnets, which are scattered across 87 school districts.8 Most people probably think of the «gifted» or «high achieving» version of magnet schools with selective admissions criteria, but these are less than 20 percent of California magnet schools (81 of the 504).

The groundswell of community support for the school helped create and maintain what is now the most ethnically and socioeconomically diverse school in the district, with consistently some of the highest test scores — and very little teacher or student attrition.

Student progress toward the skill and / or character development deemed most meaningful by your school can be tracked on individual, school, and district levels.

Accomplished teachers are most knowledgeable about how students in their school or district learn, and thus they are ideal candidates to lead professional - learning and curriculum development efforts (Vescio et al., 2008; Webster - Wright, 2009; Accomplished California Teachers, 2012).

Most notably, parents of charter - school students are more likely to be of minority background than are parents of either district - or private - school students (see Figure 1).

Do opt - outs tend to be concentrated among relatively affluent districts, or are they most common in schools that have historically performed poorly on state tests?

States would create «regional health - care alliances» — independent state agencies or nonprofit corporations whose members would include most businesses, school districts and other government agencies, the self - employed, and others.

Regardless of the reform strategy — whether new standards, or accountability, or small schools, or parental choice, or teacher effectiveness — there is an underlying weakness in the U.S. education system which has hampered every effort up to now: most consequential decisions are made by district and state leaders, yet these leaders lack the infrastructure to learn quickly what's working and what's not.

Most enroll in other districts through the state's School of Choice program, which allows parents to send kids to other schools either within their district or outside their district if space is open.

In addition, most of the charter schools in Newark signed a «compact» committing themselves to ensuring that «every child in Newark is enrolled in a great school, regardless of whether it is operated by the district or under a charter.»

One of the most significant local contests on the Nov. 5 ballot is in Cleveland, where citizens will decide whether to keep a 4 - year - old system of mayoral control of their district or return to an elected school board.

Administrative data from states or school - district report cards tend to reinforce these findings, even in those states that are said to have the most significant problems.

For the most part, big - city school districts do not use relaxed hiring rules in order to hire retired rocket scientists to teach math or gifted authors to teach high - school composition.

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.

School district insolvencies are rare and most often the result of administrative or school board mismanagement and malfeasance, rather than from the consequence of diminished revenues and systematic budgetSchool district insolvencies are rare and most often the result of administrative or school board mismanagement and malfeasance, rather than from the consequence of diminished revenues and systematic budgetschool board mismanagement and malfeasance, rather than from the consequence of diminished revenues and systematic budget cuts.

So far the UFT has not announced plans to sue in the event that the district chooses to close or restart any schools, the two most likely options for the schools previously slated for closure.

Developing systems that support teachers in sustained professional learning and refinement of teaching practice is perhaps the single most important way to promote student learning and educational opportunity in schools or districts.

Few jurisdictions have passed significant voucher and tax - credit legislation, and most have hedged charter laws with one or another of a multiplicity of provisos — that charters are limited in number, can only be authorized by school districts (their natural enemies), can not enroll more than a fixed number of students, get less money per pupil than district - run schools, and so on.

Of these three steps, this is the most important in shifting your district or school from textbooks toward OER.

District employees, those with the most direct interests in sustaining or elevating school spending, are frequently well organized politically.