Sentences with phrase «school districts reported using»

Not exact matches

In the spring of 2016, schools in these eight districts began using a new assessment system that includes a measurement, based on student self - reports, of students» growth mindset, self - efficacy, self - management, and social awareness.

The written report generated upon conclusion of the site assessment can be used by the district to support funding proposals to foundations for the kitchen equipment and staff training necessary to run a self - operated, cooked - from - scratch school meal program.

Last week, the Washington Post reported that the Urban School Food Alliance (USFA), a forward - thinking group of six large urban school districts, is using its considerable joint purchasing power to replace the spork with compostable forks, spoons and knives, a change that reportedly will affect 2.8 million children in 4,500 scSchool Food Alliance (USFA), a forward - thinking group of six large urban school districts, is using its considerable joint purchasing power to replace the spork with compostable forks, spoons and knives, a change that reportedly will affect 2.8 million children in 4,500 scschool districts, is using its considerable joint purchasing power to replace the spork with compostable forks, spoons and knives, a change that reportedly will affect 2.8 million children in 4,500 schools.

A BMI - report - card initiative that started in Arkansas is now used in many states and school districts.

According to the report, which contains data that school districts are now required to submit to the Department of Public Instruction, more than one in every five uses of corporal punishment in North Carolina was applied to a student with disabilities during the 2010 - 2011 school year.

And the intrepid reporter who originally broke this story, David Knowles of The Daily, had a new report today on the degree to which school districts do or do not use pink slime.

To see which districts do qualify and how much they get, go here http://tinyurl.com/34hn4hf and use the drop down menu to choose «2009 - 10» for «period», then, for «entity», chose «school district» then, for «program», choose «meals for needy pupils» then for «county» choose San Francisco (or Alameda if you want to ultimately find Berkeley's funding) finally you will choose the school district (for SF, choose SF Unified) and that will bring you to the button called «preview report»; click and see the funding report for 2009 - 10 You will see that SF received $ 0 from Meals for Needy Pupils, while Berkeley is shown as receiving over $ 900,000.

On Sunday, a top Cuomo aide cited a Newsday report as evidence that most Long Island school districts used union - endorsed scoring to «skew» results and «ensure that their teachers are rated only «effective» and «highly effective.»»

Two days after Schools Superintendent Richard Organisciak attempted to quell anger on the New Rochelle Board of Education over reports of district employees making personal use of district vehicles, a Bonanno employee is still taking a district vehicle home every night and weekends.

The plan could have applied to West's legal work for the Dallas Independent School District if his firm used a document called a «change order» to amend its contract, the news website Texas Watchdog reported.

The new document, a 2 - year effort by the council, is intended to build upon a 2000 report, Principles and Standards for School Mathematics, that states and local school districts use as a benchmark to develop their currSchool Mathematics, that states and local school districts use as a benchmark to develop their currschool districts use as a benchmark to develop their curricula.

The Harvard Project on School Desegregation report examines both these findings and the assumptions upon which they rest using court documents, district and state - level data, and interviews.

State education officials in Idaho say they hope their pledge to report on how districts use a proposed $ 20 - million school - improvement fund will help boost total education funding during the next legislative session.

Agreement between school boards and superintendents over achievement goals, an emphasis on the lowest - performing students, and the adoption of districtwide curricula are among the most successful strategies being used in four urban school districts, concludes a report released last week.

Table 2 uses these data to report measures of the distribution of FRPL eligibility rates across Title I and non-Title I elementary schools in each district in Maryland.

This week, educator Kathleen Housley reflects on here search for an electronic grade book that would support the report card her school district uses.

To offset such misperceptions, we need to require that all schools in all districts report student performance — and calculate achievement gaps — using the same, internationally benchmarked standards.

Requiring «highly qualified early educators,» dedicating existing federal funds for an early - education matching - grant program, and giving districts more flexibility to use Title I money for pre-K-3 programs are some of the major recommendations in a report on revamping the federal No Child Left Behind Act to improve schooling for younger children.

Also interesting is that 66 percent of district schools report using blended learning, whereas only 42 percent of charters do — something that confirms my observations but is counter to the narrative many in the education reform space hold.

For our second report, the Educational Testing Service (ETS) scored 7,500 lesson videos for 1,333 teachers in six school districts using five different classroom - observation instruments.

And teachers report using books and materials from myriad sources, including those selected by their schools and districts.

Many school districts are forced to report on that data due to No Child Left Behind (NCLB) funds they use in their district.

Three separate reports using three separate methodologies all reached the same conclusion: Detroit's charter schools outperform the city's district schools.

In September 2005, approximately 18 months after the School Funding Task Force report was released, the Association of Metropolitan School Districts, the Minnesota Rural Education Association, and Schools for Equity in Education contracted the services of APA to «examine the Task Force results and, using widely accepted methodologies, determine the costs necessary to ensure that each public school student is educated to meet the state's academic standards.&School Funding Task Force report was released, the Association of Metropolitan School Districts, the Minnesota Rural Education Association, and Schools for Equity in Education contracted the services of APA to «examine the Task Force results and, using widely accepted methodologies, determine the costs necessary to ensure that each public school student is educated to meet the state's academic standards.&School Districts, the Minnesota Rural Education Association, and Schools for Equity in Education contracted the services of APA to «examine the Task Force results and, using widely accepted methodologies, determine the costs necessary to ensure that each public school student is educated to meet the state's academic standards.&school student is educated to meet the state's academic standards.»

The report ignores the judgments of parents and students, uses bizarre definitions of such terms as innovation and accountability, compares charter schools with the ideal school rather than with traditional district schools, and presents confusing and out - of - context discussions of such admittedly complex matters as school finance and student achievement.

A report examining whether students are using the school choice mandates of the No Child Left Behind Act highlights these districts, where it says choice is helping to integrate schools by race and income.

The report, last in a three - part series about states» testing policies for ells, urges states to provide comprehensive guidelines for school districts on how to use accommodations with ELLs.

Studies of participation in special education typically rely on school district records, either used at the student - level through administrative data or aggregated and reported up to the federal level as required by Individuals with Disabilities Education Act (IDEA).

A report by Citizen Action of New York in 2015 found that after the district reformed its code of conduct to limit suspensions for nonviolent and minor misbehavior, the use of short - term suspensions decreased in 60 percent of Buffalo's public schools, and long - term suspensions dropped in half of them.

RAND recently released a report that determined that Playworks meets the highest standards for evidence under the Every Student Succeeds Act, so some schools and districts are using those federal funds.

The district files on record in the department on the dates specified by the commissioner shall be used for all public reporting, including that pursuant to subdivision (m) of this section and for determining school / district accountability pursuant to subdivision (p) of this section.

State and federal law require each public school district and each approved private school to report to OSPI all known incidents involving the possession of weapons on school premises, transportation systems, or in areas of facilities while being used exclusively by public or private schools.

For a deeper look into your school or district's strengths and weaknesses, use the Lead & Transform Diagnostic Tool to generate a free custom report that will help guide your tech integration planning based on the Essential Conditions.

The former teacher, Kenneth Williams, also reported to school district authorities that the school's staff sometimes used personal vehicles to drive students to school on days when the state was counting attendance to increase enrollment numbers, and therefore, payments from the district.

More than 80 percent of students use the scholarships to attend religious schools, with most coming from large, urban districts, a recent state report shows.

In every school district and supervisory district, the trustee, trustees, board of education or board of cooperative educational services, shall submit a written semiannual report to the Commissioner of Education, by January 15th and July 15th of each year, commencing July 1, 1985, setting forth the substance of each complaint about the use of corporal punishment received by the local school authorities during the reporting period, the results of each investigation, and the action, if any, taken by the school authorities in each case.

On an evaluation of the federal Race to the Top and School Improvement Grant initiatives, she was a content area expert advising on development of protocols, data collection instruments, and reports, examining how states and districts use grant funds to improve teacher quality.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

California has launched a new accountability system to provide educators, parents, and the public with important information they can use to evaluate their schools and school districts in an easy - to - understand report card format.

School districts and nonpublic schools shall report the use of alternative testing procedures to the department on a form and at a time prescribed by the commissioner.

The study, by Policy Analysis for California Education (PACE), examines the potential effects of using single measures in California's CORE districts, where multiple measures of school performance are included in annual accountability reports.

In the Hechinger Report, Eleanor Chute visits a school district in western Pennsylvania that is using virtual reality as a learning tool.

A report from the Chicago public school system alleges that state Rep. Monique Davis owes the district nearly $ 500,000 in rent, back taxes, and fines for a building she has been using as a legislative office for seven years.

Instead of funding a national network of 10 regional education labs, suppose those funds were made available on a competitive basis to individual state agencies willing to help districts track the impacts of their own efforts, to identify matched comparison groups for their initiatives (using other students and schools in a state) and to generate reports on impacts.

Currently, school districts in the state can use such penalties when students damage property, but not when it is reported lost or when the students simply fail to return it.

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)

It is our sincere hope that district and school leaders contemplating similar comprehensive reforms will use this report as a resource to avoid obstacles as they seek to successfully navigate the implementation process and set the structure to improve underperforming schools under ESSA.

Weber also uses the editorial to hype a new report he wrote with Rutgers Professor Bruce Baker (his dissertation advisor), published by the National Education Policy Center (NEPC) called «School District Reform in Newark and Impact of the Newark Education Reforms.

The report notes that statewide, the use of out - of - school suspensions, expulsions and referrals to law enforcement is trending downward, yet there continue to be substantial racial inequities in discipline in some districts.

In some settings district leaders reported a shift: initially, an emphasis on developing principals «expertise in data use; next, an emphasis on training selected teachers in each school as resident experts; and, more recently, an emphasis on encouraging and supporting data use by classroom teachers, working in teams.