Sentences with phrase «need districts experienced»

Outside of the city, high - need districts experienced a test - refusal rate in the 20 percent range.

Not exact matches

The Ontario government and MaRS Discovery District are helping promising young leaders gain the knowledge, skills and experience they need to make positive social changes in their communities and across the province with an innovative new program.

This bond would allow the district to bring about a confluence of the old and the new as the main focus would be to respond to the voices of residents» today and to enhance the overall user experience and meet the needs of future generations for the next 25 - 40 years.

And, as my recent, dispiriting experience in Houston ISD well illustrated, even after requested reforms are implemented, parents may still need to act as watch dogs to make sure their district doesn't backslide on its promises.

That diversity of views and experiences created a particularly stimulating atmosphere and led to many productive discussions about how to improve school food while meeting the needs of school districts.

There was no need to abolish the rules altogether, particularly now that school districts have had a decade's worth of experience in administering them effectively.

The Arlington Heights Park District has made an investment in this facility to improve upon its guest experience and to respond to resident needs and input.

Clark's qualifications and experience, coupled with his enthusiasm, will move the Park District forward in implementing our master plan to serve the growing leisure needs of the community,» said Scott Luken, president of the Park District board.

Whether your child is a beginner or the most experienced baseball player, the Park District has great baseball program options throughout the year to fit your needs!

Park District of Highland Park strives to provide safe parks, recreation programs, events, and facilities which balance the need to minimize risk to its participants and yet preserve the fun of the recreation experience.

you do not need previous experience in politics to serve as a district leader or to run for office as a Citizens Party candidate.

His experience pushing to reform Albany and deliver results for those who need it most will make a big difference for the people and neighborhoods of the 26th Senate District.

The Republican candidates were falling short in Montauk districts, Mr. Cantwell explained, where experience has shown that they would need to win the vote by large margins to ultimately succeed townwide.

She said Suozzi has the experience needed to bring federal dollars back to the district to address local issues like transportation and air traffic noise.

: «Jose is a strong candidate with broad community support and the experience to best represent the values and needs of this district.

«Jose is a strong candidate with broad community support and the experience to best represent the values and needs of this district,» said Senate President Joe Negron.

-- Senate President Joe Negron: «Jose is a strong candidate with broad community support and the experience to best represent the values and needs of this district.

«This district needs a strong advocate with the right experience to deliver the right resources,» Shafran said of the redrawn 19th Council District, which includes Little Neck, Bayside, Douglaston, North Flushing, Whitestone, Auburndale and Collegdistrict needs a strong advocate with the right experience to deliver the right resources,» Shafran said of the redrawn 19th Council District, which includes Little Neck, Bayside, Douglaston, North Flushing, Whitestone, Auburndale and CollegDistrict, which includes Little Neck, Bayside, Douglaston, North Flushing, Whitestone, Auburndale and College Point.

Elia has appointed Kenneth Eastwood as «Distinguished Educator, «and she says he has the experience and skill needed to help children in the Rochester district's low performing schools.

This highlights the need for access to district - issued EAIs citywide, as children on the far south side may not have access to food allergy diagnosis and could experience their first allergic reaction at school.

Through his doctoral research at Columbia University and experience as a tech specialist at the Fieldston School in New York City, Kenny Graves has found that the partnerships among school leaders are also helping them think more strategically about how to use technology as a tool to address specific needs and goals in their districts.

The Linked Learning initiative is building a half - dozen or more career pathways in each of nine school districts, on the theory that students can get all the math, English, science, and social studies they need for a university, along with technical and job skills, but do it in a way that makes learning more fun and gives them real, relevant work experience.

For long - term success, schools and districts need to cultivate a pipeline of competent teacher leaders who are trained to share their on - the - ground experience and play an active role in peer - to - peer learning and support.

His experiences as a classroom teacher, instructional coach, school leader, district administrator and consultant have provided him with the foundation necessary to understand first - hand the needs of students and educators.

If school districts — most of which are experiencing what promises to be only the beginning of a serious teacher shortage — are going to attract and keep quality people, they do need to offer competitive salaries and performance - based incentives.

However, in my experience, low - performing districts need all the micromanaging they can get.

More recently, we drew heavily on those experiences to create Opportunity by Design, an initiative of Carnegie Corporation of New York that is enabling a select group of urban districts to design new secondary schools that serve all students, particularly those who are underprepared and need to accelerate and recuperate their learning.

«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.»

After hearing about the district's short - term response and knowing just how much this contradicts what the research says, I realized I needed to help schools be better prepared to provide long - term support for students who experience chronic trauma.

If one examines the context more specifically, one finds that the districts» plans reflect efforts to overcome a history of segregation, embody the results of broad experience and community consultation, seek to expand student choice while reducing the need for mandatory busing, and use race - conscious criteria in highly limited ways that diminish the use of race compared to preceding integration efforts.

The databurst includes a snapshot of all 50 states» and the District of Columbia's teacher compensation policies as they relate to providing additional compensation for effective teacher performance, teaching in high - need schools and subjects, and relevant, prior non-teaching work experience.

When the district's human resources director went to the island last spring to recruit teachers, she returned with nine, a valuable addition for a district increasingly in need of experienced, bilingual teachers.

I particularly worry about our poverty babies who really need to experience success and they never seem to reach the district benchmarks.

We communicate to our subs during training that subs who have experience working with students with special needs are in a better position to obtain a full - time paraprofessional position with our district.

The initiative to improve school enrollment is being driven by families» needs — especially families who historically have not had any opportunity to share their enrollment experiences with the District.

As a leader of the effort, you can provide the foundation your district's needs to experience technology - empowered learning.

Investments Must Count Urban School districts are forced to spend millions every year on teacher recruitment - often affecting those students who need experienced teachers.

Dr. Moody's experiences as a classroom teacher, instructional coach, school leader, district administrator and consultant have provided him with the foundation necessary to understand first - hand the needs of students and educators.

Our process has been refined with the benefit of two decades» experience, and we will customize the search to meet the needs of your school board and district.

Finally, school districts need the capacity to communicate with parents and community members with content tools and language that meets parents and other stakeholders where they are with analogies and metaphors that connect with their experience as parents.

Through partnership with iLearn Collaborative, they have (a) assessed teachers» learning needs as they pertain to their experience in the blended and personalized learning space, (b) developed a certified train - the - trainer model of professional development, creating a cohort of teachers capable of leading district - wide implementation, and (c) provided micro-credentialing to acknowledge achievement and qualifications.

Since 2004 Wisconsin has experienced a significant economic recession, seen alarming increases in student poverty rates, and an increasing burden of higher bilingual and special needs rates in many districts.

A low - performing California school district experienced a dramatic turnaround when faculty members began studying student assessment data and working together to ensure students had the support they needed.

Amelia Harper reports on a new District Administration brief, noting that school leaders «need to be aware of how the experiences of military families create special challenges in the way students connect to the world, the social and emotional challenges they face, and the educational...

School districts and aspiring school leaders that embark on such a challenge need more than just their own experience and existing research to guide them.

Connecticut experts with decades of educational experience working with Connecticut educators were replaced by five out - of - state consultants with virtually no experience working with the biggest issues facing poorer school districts; poverty, language barriers and the large number of students who need special education services.

But with experience, the district has determined that only about 1.5 percent of teachers are unsatisfactory, and another two or three percent receive a rating of «needs improvement.»

For Rebecca Sellers, who used to teach in the Shelby County Schools but decided to return to Memphis because she believed her skills were needed in the district's high - poverty schools, the experience has led her to consider leaving the profession.

For this reason, schools and school districts that are interested in value - added modeling need to collaborate with professional organizations experienced with the challenges of this method.

I doubt that it was intended that gifted students be included in these special needs, but we found this to be a coincidental and happy outcome of our school district experience.