Sentences with phrase «resource needs of all school districts»

An education adequacy cost study would ensure that the resource needs of all school districts — successful, struggling, and those in between — as well as the resources needed by regular and special needs students are identified and quantified.

Not exact matches

Shauvon Simmons - Wright, the alliance's N.C. relationship manager, who helps support students» efforts, said she first made contact with school districts to find out which schools had a need for resources based on the socio - economic status of students.

However, instead of offering struggling school districts more resources like needed equipment, training and technical assistance, Congressional Republicans, prodded by the SNA and their cronies in the food and drink industry, decided to offer them a waiver.

LeBarre said the bond measure was approved because the school district worked with members of the community, discussing the need for resources to help boost their children's long - term success with improved nutrition and the plans for how the funds will be used to accomplish these goals.

The state should adopt the Executive Budget's formula improvements that better address poverty and district need, while also taking steps to ensure that students receive additional resources — especially in schools that serve low - income students and students of color.

Democrat Sandy Frankel also approved of the concept, saying that, «We need to see that our kids in the city school district in particular have that resource available to them, and people in the community need that.

«We worked closely with the sponsors, legislative leadership and the governor's office to ensure that school districts were provided the resources they need to safeguard the health and safety of their students and staff.»

«I've come here with organizers and public school parents and students from across the state to demand public schools in every district get the resources they need regardless of the students» zip code, regardless of the students» skin color.»

In comments ahead of the vote, Badger had called for Essex County to pair with school districts to provide resource officers and the need to grow the department without placing a burden on county taxpayers.

From its inception, the GEA has cost school districts all across my District, millions of dollars in badly needed state resources.

They also need to be reasonably confident that the available resources and institutional arrangements have a fighting chance of producing the desired outcomes — that salaries are high enough to draw talented applicants, that school districts can provide students with up - to - date textbooks and technology.

One early example of collaborative problem solving in the district was the creation of the Southside Schools Reading Collaborative, which targeted resources and support to six high needs schools that then showed the most growth on standardized assessments in the diSchools Reading Collaborative, which targeted resources and support to six high needs schools that then showed the most growth on standardized assessments in the dischools that then showed the most growth on standardized assessments in the district.

Sullivan came to gather information about how the opening of school went and what resources Parkville still needed and report back to the district's central office.

Although the Batesville School District is a member of the Arkansas 21C Network (an offshoot of Yale University's School of the 21st Century initiative), Huff maintains that her school still lacks the support and resources needed to move the instructional revolution from talk to aSchool District is a member of the Arkansas 21C Network (an offshoot of Yale University's School of the 21st Century initiative), Huff maintains that her school still lacks the support and resources needed to move the instructional revolution from talk to aSchool of the 21st Century initiative), Huff maintains that her school still lacks the support and resources needed to move the instructional revolution from talk to aschool still lacks the support and resources needed to move the instructional revolution from talk to action.

At Education Resource Strategies (ERS) we believe that districts need to make decisions about failing schools as part of a long - range, districtwide strategy that incorporates all resources: people, time, and money.

One district warned that schools with an opt - out rate in excess of 5 percent would risk being designated «In Need of Improvement,» at which point the state could require a «re-allocation of financial and educational resources... [that] could be significantly detrimental.»

Educators need indicators that tell them whether the basic design and operation of their high schools direct resources in ways that sustain and enhance the district's academic strategies and priorities.

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.

Schools, districts and states need adequate resources to address the needs of students, particularly as we ratchet up the momentum toward college and career readiness for all students.

For a high - poverty urban district like LAUSD, where declining birth rates, reduced immigration, gentrification and the expansion of charters have left neighborhood schools scrambling for resources, education researchers believe that community schooling offers the first meaningful bang for its buck in delivering equity for its highest - needs students.

More funding is needed in many districts to address the lack of resources, but given the recession, we will need to rely upon better coordination between schools, nonprofits, and local government to respond to student needs.

Collaboration allows schools and districts to address the needs of all students and best utilize community resources to effectively counter the devastating effects of poverty on student learning.

Academic Standards (PDF) Academic and Career Plan (PDF) ADA 504 Notice (PDF) Asbestos Management Plan (PDF) Assessment Information (PDF) ATOD (PDF) Attendance Policy (PDF) Bullying (PDF) Child Nutrition (PDF) Directory and Yearbook Information (PDF) District Wellness Policy (PDF) Education for Employment — Career Counseling (PDF) Education Options Available to Resident Children (PDF) Homeless Education Program (PDF) Human Growth and Development (webpage) Indoor Air Quality (PDF) Limited English Proficiency (PDF) Meal Charge Policy (PDF) Participation (PDF) Public Use of School Facilities (PDF) Possession or Use of Cell Phones (PDF) Program and Curriculum Modifications — Programs for Children At Risk (PDF) School Accountability Report (webpage) Special Education (PDF) Special Needs Scholarship Program (PDF) Student Locker Searches (PDF) Student Non-Discrimination and Complaint Procedures (PDF) Student Records (PDF) Suicide Prevention Resources (PDF) Student Privacy — Pupil Records (PDF) Student Privacy — Directory and Yearbook Information (PDF) Title I Family Engagement Policy (PDF) Title I Professional Qualifications — Teacher (PDF) Title I Professional Qualifications — Teacher Assistant Youth Options Courses (PDF)

But if Indianapolis is going to fully seize this moment and give dramatically more kids better educational opportunities, we need to invest more public resources in the most successful programs and schools, regardless of whether they are run by or part of a traditional school district.

Provide adequate resources through appropriate federal policy and funding to states and school districts to address the literacy needs of all students from birth to grade 12 so that students graduate with the literacy skills necessary to be college and career ready.

While some districts may be able to identify new resources, including volunteers, from the school, neighborhood, or the business community, much can be accomplished by leveraging existing efforts to fulfill the needs of the program.

Objective measures of student learning help lawmakers send taxpayer dollars to the schools and districts in most need of additional support and resources.

Coordinate district support for school improvement across organizational units (e.g., supervision, curriculum and instruction, staff development, human resources) in relation to district priorities, expectations for professional practice, and a shared understanding of the goals and needs of specific schools.

[Bennett's] unproven experiment in school choice and privatization has strained local districts at the very time they've needed the support and resources of a strong Indiana Department of Education.

Bolandi told a group of parents at Plainfield High School that «the district needs to improve attendance, safety, communication, resources for English - language learners and financial management.»

We then build the capacity of teachers, school leaders and districts by providing the training, resources and on - the - ground support they need.

It is a highly recommended process for districts and schools in need of improvement who are using the TargetED and / or Propel resources.

In the session we heard from representatives of various community colleges, universities, and school districts that have been working collaboratively and strategically to leverage resources to address the state's educator workforce needs, particularly for rural communities and districts with diverse K — 12 student populations.

The Elementary and Secondary Education Act's original purpose was to improve the education of disadvantaged students and to ensure that the schools and districts that serve these students had additional resources to meet their needs.

This additional flexibility at the district level would encourage comprehensive and coordinated planning and reduce the compliance burden associated with all of the specific federal funding streams, while the state commitment to progressive funding would ensure that additional resources continue to be directed to the schools and students with the greatest need.

The NSBA letter requested them to allocate a high level of funding for Title I and IDEA grants to provide school districts and local communities with resources to best serve all students, especially those with the greatest need.

PBIS is a federally funded nonprofit that helps states, districts and schools organize their resources to support the emotional and behavioral needs of students.

Set the right goal for each student needing additional support and determine the correct allocation of school and district resources.

Rather, the information will be used to more precisely communicate the work of schools and to allow district and school leaders to better allocate energy and resources toward improvement, support teachers to advocate for the working conditions and resources they need to do their work well, and empower parents to make informed choices when selecting schools for their children.

Each regional professional development academy must meet the human resource development needs of professional educators, schools, and school districts and shall:

Finally, «Next Generation» accountability systems should adhere to the following five essentials: «(a) state, district, and school leaders must create a system - wide culture grounded in «learning to improve;» (b) learning to improve using [the aforementioned informational systems also] necessitates the [overall] development of [students»] strong pedagogical data - literacy skills; (c) resources in addition to funding — including time, access to expertise, and collaborative opportunities — should be prioritized for sustaining these ongoing improvement efforts; (d) there must be a coherent structure of state - level support for learning to improve, including the development of a strong Longitudinal Data System (LDS) infrastructure; and (e) educator labor market policy in some states may need adjustment to support the above elements» (p. x).

However, the structure, format, and rules of the competitions may vary depending on the educational goals, student needs, local resources, and personal preferences at various school sites, school districts, county libraries, or offices of education.

The Title IV, Part A Coalition is an alliance of more than 75 national organizations that believe the SSAEG program has the potential to support school districts in their central mission of providing our students with the skills, resources, and support they need to succeed.

A survey of California registered voters also shows strong support for school districts to devote more funds and resources to addressing the needs of the state's most vulnerable students.

The New ELL Toolkit — Potentially a Great Resource... but Beware of Misuse The U.S. Department of Education recently released a new, comprehensive English Learner Toolkit, which is a compilation of the latest research findings, current policy and resources or «tools,» such as sample surveys and assessments, for districts and schools to use in addressing the educational needs of their English learners.

This session will focus on resources to address these needs and an example of a school district's use of the resources.

Such early identification permits a prevention - oriented approach to service delivery by providing needs assessment data of an entire population of students (e.g., classroom, school, district) to determine how school - based resources can best be allocated to support at - risk students.

E4E has given me a place where I can say that it isn't okay that students in many districts don't have the same materials and resources that students in many other traditional public schools have and where I can advocate on behalf of students who need additional resources to access education.

Ford, as a school board member for 24 years, helped his 24,000 - student district develop innovative educational programming for students, create a landmark Healthy and Nutritious School Environment policy, raise academic standards, and work for a more equitable distribution of district resources to meet student school board member for 24 years, helped his 24,000 - student district develop innovative educational programming for students, create a landmark Healthy and Nutritious School Environment policy, raise academic standards, and work for a more equitable distribution of district resources to meet student School Environment policy, raise academic standards, and work for a more equitable distribution of district resources to meet student needs.

And so, a major fear with this second Report (and, in general) is that districts or schools might simply pick one or more actions from its menu of school improvement clusters... without linking them to the results of a systematic and effective needs and root cause assessment, resource and capacity analysis, and strategic planning process.