Sentences with phrase «partnering school districts need»

They write that teacher - prep programs and partnering school districts need to be far more intentional in coordinating their programming, from curriculum right down to evaluation data and instructional culture.

Not exact matches

The Partners for BIC grant is targeted to help high - need schools and districts cover up - front costs commonly associated with implementing breakfast - in - the - classroom; funds can be used to purchase equipment and supplies, provided some staff support and training, or to procure marketing materials and other related costs.

Lunch Lessons offers a variety of services to assist school districts and their community partners in realizing their vision for school food service, including: educational programming through speaking engagements; workshops that address a variety of needs from fiscal to culinary training; focused analysis of various aspects of existing programs; as well as full assessments which analyze all aspects of the food service department and provide recommendations to assist in strategic planning and goal setting.

The Partners for BIC grant was designed to be flexible and customizable, to help high - need districts implement breakfast - in - the - classroom in one or more schools.

Pingback: Partners for Breakfast in the Classroom Shifts Focus to State - Level Action, Bringing School Breakfast to High - Need Districts

At schools, connect families in greater need to more intensive supports offered by district or community partners.

CoSN Executive Director Keith Krueger and Project Director Susan Bearden talk about what school districts and their community partners can do to ensure all students have access to the digital resources, including high - speed internet connections outside of school, they need to succeed.

At the same time, in order to help all students graduate high school ready for success in college and a career, states and districts need more than an enforcer — they need a partner.

When business leaders work with state and school district officials on K - 12 schooling, they need to keep in mind that they are negotiating not as claimants but as valued partners.

They also need to partner with school districts to meet their hiring needs.

Sanger Unified is partnering with Fresno State University to build a teacher residency program that will meet the school district's hiring needs and support the preparation of effective, committed teachers that will work with their students for years to come.

And how can districts partner with teacher - prep programs to address shortages, particularly in high - need subjects and schools?

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.

Explore opportunities (and eliminate barriers) for braided funding streams that would enable schools and districts to partner with community agencies to provide «wraparound» and «safety net» services that address a broad range of student needs.

We partner with educators and leaders in districts to develop strategies, processes, and tools that support personalized learning (PL) schools that tailor learning to address each student's strengths, needs, race, culture, and interests and give student's voice and choice in how, when, and where they learn in an effort to prepare every student to achieve academically and reach individual goals.

School districts should partner with community - based organizations to identify community resources, services, and supports to remove economic obstacles to family engagement in education by meeting families» needs.

This webinar was designed to inform LEAs (school districts, county offices of education, and charter schools) and partner organizations (institutions of higher education and nonprofits) about the latest research and promising practices in recruiting and retaining excellent educators, particularly in high - need fields and locations.

The Advancement Project and its partner organizations, Community Coalition, and Inner City Struggle, have developed an «aggregate student needs index,» a research - based ranking of the highest needs schools within the Los Angeles Unified School District (LAUSD).

Often districts find out they have community partners that are making good progress with students and families to reduce chronic absenteeism, but these partners may not always be in the schools with the greatest need.

For chronically absent students who need a level of intervention beyond what the school can provide, schools should tap into resources offered by the school district and community partners.

Groups representing teachers and administrators in Arizona, Kentucky, New York, and Washington State, as well as in the San Francisco and Albuquerque school districts, are partnering with each other and the National Board to dramatically boost their ranks of Board - certified teachers and match them to instructional leadership roles in high - need schools.

We have supported Partners» work in the highest - need schools and districts consistently over a twelve year period.

I also discussed the importance of education schools partnering with local districts to meet school needs and support innovation — especially in the STEM areas: science, technology, engineering and math.

In Miller's opening statement, he focused on the importance of federal support for school wraparound services, saying that states, districts, and schools «have lost their federal partner» in caring for disadvantaged students» needs.

We have partnered with a school district in Delaware County who is in need...

They partnered with Beaufort County School District to identify students in need of Internet at home, and then the library managed the checkout and training process.

«We're looking forward to partnering with Columbus Municipal School District to provide a clear pathway for personalized professional learning that meets the needs of their educators.»

Leading provider of district and school improvement to serve Illinois schools and drive higher student achievement Naperville, IL — The Illinois State Board of Education (ISBE) has selected American Institutes for Research (AIR) as an ISBE professional learning partner to build the educational capacity of schools identified as needing the most support.

Public schools across the country have chosen to partner with Catapult Learning on the basis of our high - caliber special education and alternative education programs and services that fully accommodate specific school district requirements and fulfill individualized student placement needs.

Partnering with the school districts that refer students to one of our stand - alone, independently staffed, whole - school sites, we offer full - day, comprehensive academic and behavioral education for students who need individualized programs, continual attention and support, and intensive interventions.

«We partnered with BloomBoard because of the platform's impressive set of features and high - quality content that support, motivate, and record progress on our teachers» unique personal learning needs and goals, as well as larger district initiatives,» said Dr. Philip W.V. Hickman, Superintendent at Columbus Municipal School Ddistrict initiatives,» said Dr. Philip W.V. Hickman, Superintendent at Columbus Municipal School DistrictDistrict.

We'll partner with your school or district to ensure you have the tools you need to leverage online learning toward success for South Carolina students.

Funding: Corporate partners would provide funding for the training of their selected school district; the HEF would provide consultants, materials, travel and accommodation needs, and all other expenses.

In contrast to traditional teacher preparation programs, which often do not recruit and place candidates in specific districts to fulfill the districts» particular needs, residents are recruited to work for the partner district (or charter management organization) and fulfill its hiring needs (e.g., filling shortage subject areas and / or teaching in specific schools).

Special Education Teacher Position Needed Near Albuquerque, NM Soliant is partnering with a school district near Albuquerque, NM for a special education teacher.

Cooling Down Yourh Classroom Carla Tantillo, Founder, Mindful Practices - Cooling Down the Classroom Community Schools 101: The who, what, when, where, and WHY of community schools Anya Tanyavutti, Manager, Metropolitan Family Services Kevin Curtin, Principal, Peoria School District 150 - PowerPoint Presentation - Garfield Elementary - Garfield Elementary School Partners Meeting Parents Where They Are: One community's unique approach to ensuring parents have access to the information and services they need Julie Lonteen, Peoria School District 150 Tranforming the High School Culture to Breed Success for All Students Tony Majors, Assistant Superintendent of Student Services, Metro Nashville Public Schools Gini Pupo - Walker, Director of Family Involvement and Community Services, Metro Nashville Public Schools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools 101: The who, what, when, where, and WHY of community schools Anya Tanyavutti, Manager, Metropolitan Family Services Kevin Curtin, Principal, Peoria School District 150 - PowerPoint Presentation - Garfield Elementary - Garfield Elementary School Partners Meeting Parents Where They Are: One community's unique approach to ensuring parents have access to the information and services they need Julie Lonteen, Peoria School District 150 Tranforming the High School Culture to Breed Success for All Students Tony Majors, Assistant Superintendent of Student Services, Metro Nashville Public Schools Gini Pupo - Walker, Director of Family Involvement and Community Services, Metro Nashville Public Schools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They Wilschools Anya Tanyavutti, Manager, Metropolitan Family Services Kevin Curtin, Principal, Peoria School District 150 - PowerPoint Presentation - Garfield Elementary - Garfield Elementary School Partners Meeting Parents Where They Are: One community's unique approach to ensuring parents have access to the information and services they need Julie Lonteen, Peoria School District 150 Tranforming the High School Culture to Breed Success for All Students Tony Majors, Assistant Superintendent of Student Services, Metro Nashville Public Schools Gini Pupo - Walker, Director of Family Involvement and Community Services, Metro Nashville Public Schools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools Gini Pupo - Walker, Director of Family Involvement and Community Services, Metro Nashville Public Schools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They Wilschools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They Will Come?

This study identified six factors needed to successfully turn around chronically low - performing schools: recognition of the challenge; dramatic and fundamental change; urgency; supportive operating conditions; new - model, high - capacity partners; and new state and district structures.

We partner with schools and districts to understand their needs and establish goals to develop a professional learning plan for school improvement.

School districts and charter schools — all of public education — need to be partners with parents and policy makers in that endeavor.

The coaching model focuses first and foremost on the needs of students while partnering directly with teachers and school / district administration.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

A five - year evaluation provided much - needed documentation on how universities and partner school districts could better prepare and employ counselors.

We partner with districts through our Academic Services to provide online courses and certified teachers to expand course offerings, address teacher shortages, and build flexible virtual programs / schools to address a wide variety of student needs.

REAL School Gardens partners with school districts to give teachers the high - quality professional development and the immersive instructional environment they need to lead effective experiential outdoor lessons in key subSchool Gardens partners with school districts to give teachers the high - quality professional development and the immersive instructional environment they need to lead effective experiential outdoor lessons in key subschool districts to give teachers the high - quality professional development and the immersive instructional environment they need to lead effective experiential outdoor lessons in key subjects.

Clark County School District, the state's largest district and the 5th largest district in the country, has recently partnered with BloomBoard to prepare teachers with the tools and resources needed for the state's financial literacy standards in elementary, middle and high sSchool District, the state's largest district and the 5th largest district in the country, has recently partnered with BloomBoard to prepare teachers with the tools and resources needed for the state's financial literacy standards in elementary, middle and highDistrict, the state's largest district and the 5th largest district in the country, has recently partnered with BloomBoard to prepare teachers with the tools and resources needed for the state's financial literacy standards in elementary, middle and highdistrict and the 5th largest district in the country, has recently partnered with BloomBoard to prepare teachers with the tools and resources needed for the state's financial literacy standards in elementary, middle and highdistrict in the country, has recently partnered with BloomBoard to prepare teachers with the tools and resources needed for the state's financial literacy standards in elementary, middle and high schoolschool.

• Social Justice & Equity Orientation • A Year - long Apprenticeship and Co-teaching with a Mentor in a High - need School • Inquiry - based & Culturally Relevant Pedagogy • Master's degree in Integrated STEM Education • Teacher Leadership Experience • Networking & Support for Employment with our District Partners • $ 25,000 Living Stipend + STEM & urban education scholarships & grants

One finding from the report is that effective districts» central office staffs and school - level leaders see one another as partners in meeting students» needs.

For example, as a result of advocacy and collaboration between community partners and the District, George Washington Carver Middle School was selected as an «Innovation School» for the next three years, meaning we will receive additional dollars to support our students» vast needs.

Although the strategy is focused on school - level transformation, the lead partners recognize the need to draw in both district leaders and leaders of established CMOs, and are deliberate about communicating and engaging with them.

Residencies work from their partner school's vision for success early on by preparing candidates to fill district's human capital needs in pre-K, elementary, and secondary grade levels, or hard - to - fill areas like special education and STEM.