Sentences with phrase «small schools or districts»

Teaching and leading can be isolating, whether you're an educator in a large or small school or district.

Not exact matches

If I managed a single school or small district, it would be a much different ballgame and the resources available to me would be greatly lessened.

The Arlington Heights Park District's employee driven volunteer group, ENVIROGROUP, recently announced that it is gathering new or gently used backpacks, duffels, and small suitcases in preparation for the 2017 - 2018 school year.

Just to give you an idea of what we do — the core of our customers are small and medium sized public and private schools (or districts) that typically do not have the adequate infrastructure to cook from scratch or the economies of scale in their buying power to source our level of ingredients.

Whether small or large districts, these professionals give it there all through effective oversight of all aspects of foodservice operations, including budgeting, staffing, training, marketing and community outreach, school nutrition directors ensure the overall success of school meal programs.

That's no small task anywhere, let alone in Baltimore, where the school district has long been in the red and almost 74 percent of the 83,000 students receive free or reduced - price meals.

BUSD management team, including the accountant, has extensive training covering school food service, private restaurant food service, culinary school (food service budget management, food safety and sanitation, catering, etc.) You can not compare cooking at home or in a small restaurant with cooking for a school district.

No matter how large or small the school district, procurement will flow best by developing Requests for Proposals (RFPs), and, remember to keep your money local when the season or availability allows for it.

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.

NYSUT, meanwhile, backed a study to determine whether any changes to the funding formula is necessary, which would also take into consideration the impact on a small school district when a resident receives a windfall through inheritance or winning the lottery — a factor that throw aid formulations out of whack in areas with few wealthy people.

I can sell this house and buy one that (literally) costs 50 % more money for the same house (or slightly smaller), in a much worse location, but in a better school district.

If the district is a small one, or you are applying to private schools, you might only have one interview instead of several.

Small school districts may think they don't qualify for the funds because of their size, or because their community is not impoverished.

That's why districts throughout the country are working to personalize learning by creating small schools or reorganizing large schools into small learning communities, as part of their strategy for reducing the dropout rate.

Ben Merrill, principal of southwestern Idaho's small, rural Notus Junior / Senior High School and superintendent for the Notus School District, says, «Out here, when I have an opening for a teacher in advanced science or math, I may get two to three applicants, all right out of college — no one with a master's degree.

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.

The constant reversion to calls for ever - smaller class sizes never seems to lose its appeal for the teacher unions or for school districts arguing for more funds.

The amount of funding provided by esea was small at first — around 2 or 3 percent of a district's budget, according to education historian and former Ed School dean Patricia Albjerg Graham — but too large for states to pass up.

In Pathways programs, school districts and colleges allow paras to teach in smaller chunks or on a part - time basis.»

Just by cutting one to two hours out of my office day to spend a few minutes in each classroom and hallway of my small school district, I've learned more about the little (but often very important) things going on than I would have learned from email, phone calls or hearsay.

These are usually «freemium» models where teachers pay nothing for basic access and a small amount for additional features such as classroom dashboards and reports; school - or district - wide packages come with a licensing fee.

The foundation encouraged urban school districts to close large, dysfunctional high schools and replace them with smaller ones, either in alternative spaces or by placing several schools within the building that once housed the large one.

A «lean» district office will focus on policymaking instead of top - down operational decisions, including a small «strategy group» that will set learning standards and ensure the equitable allocation of resources, but will not mandate teaching methods or control school spending.

They might offer a car or a house as part of the deal, but North Dakota school boards are still having trouble attracting superintendents to their small - town districts.

Across the country, a small number of schools and districts are modifying or extending the academic year.

«Several schools in each district are assigned as model schools and given a small amount of money from the district or the city to do some action research - style work.

If, as has been the case in a number of places, the comparison group is all the teachers in a given grade in the school district — with, say, the top 15 percent of the 4th grade teachers receiving an award — what is the significance of a big or small school?

An increased share of disadvantaged students could affect overall district test scores, but with a gradual demographic shift, changes might be small or imperceptible from year to year and don't necessarily indicate changes in school quality, said Michael Hansen, director of the Brown Center on Education Policy at the Brookings Institution.

Nevada state policy requires the board of trustees of each school district to develop policies to ensure that all high schools with 1,200 students or more provide small learning communities within the school.

As a former superintendent, Vander Ark knew that the big - school habit was deeply ingrained; he was not sure whether districts would support or disrupt attempts to create small schools.

Future research should more fully explore these mechanisms, in particular, the finding of increased per - pupil spending, to determine whether these might be explained by smaller class sizes or changes in the composition of the teaching force at district schools.

Commenting on the small differences in satisfaction levels among parents with children in the charter and chosen district sectors, Paul E. Peterson, professor of government and director of the Program on Education Policy and Governance at Harvard Kennedy School, notes that «chosen district schools serve a smaller percentage of students of color than charters do, and they are more likely to use examinations as entry requirements, while most charter schools must accept all applicants or use a lottery to select among them.»

When faced with charter competition, closing or consolidating small district schools with successful and popular programs can be counterproductive.

The opening of a charter school leads to small reductions in enrollment at nearby district schools, but does not change the percentage of students from underrepresented minority groups, special education students, or LEP students.

But when Washington Post education columnist Jay Mathews took a close look at the study to see which school district had the smallest black - white achievement gap, he was surprised to find that it was Detroit, which he calls «our nation's worst school district, or close to it.

Putting aside the fact that NCLB requires assessments to be given to all students and even dings schools in its accountability requirements if they have low participation rates (after all, the law could change), sampling would make it more difficult to produce usable achievement data for individual districts and schools, especially in small schools or rural areas.

Ark knew that the big - school habit was deeply ingrained; he was not sure whether districts would support or disrupt attempts to create small schools.

As long as choice plans are small and the financial pinch on districts is modest, it is unlikely that public school educators or policymakers will feel compelled to respond to competition.

PLCs are small units within schools, typically consisting of only four or five classrooms, four or five teachers (who are district employees paid the same as other district teachers), and under 100 students, who apply for admission.

Most school districts are either too small or too large — too small to afford the kind of administrative supports they need, or too large for a public bureaucracy to remain easily governable and accountable.

The number of schools failing to meet AYP targets was nil or small in many of these districts (e.g., 2 of 60 schools in one large district), although in one state an entire district was designated as «in need of improvement.»

In fact, a growing number of Federal agencies (U.S. Departments of Education and Justice, CDC, SAMHSA and IES), state departments of education (Connecticut, Georgia, Minnesota and Massachusetts) and large and small districts (from Chicago to Westbrook, Connecticut) are developing school climate policies and / or laws that support students, parents / guardians, school personnel and even community members learning and working together to create safer, more supportive, engaging and flourishing K - 12 schools.

We'd be remiss if we didn't mention that WNYC recently did its own dive into the data to find out if charters or districts are better at retaining their students — and they found that in NYC, across all grades, a smaller percentage of charter students transferred out of their schools than did students at district schools.

Success at Williams and at other new small schools that Mr. Duncan has started or strengthened, which include some 20 charter schools, emboldened him to draft Chicago's sweeping new plans for the 100 new schools, which are to open by 2010 and include 30 additional charters and another 30 new contract schools, created by private groups that sign five - year, renewable contracts with the district.

Federal law in postsecondary education must also be a robust source of support for local innovation, research, and implementation of strategies designed to improve teacher and principal effectiveness and include: Evidence - based preparation and professional development; Evidence - based evaluation systems that include, in part, student performance; Alternative certification programs that meet workforce needs; State and school district flexibility regarding credentials for small and / or rural schools, special education programs, English learners and specialized programs such as science, technology, engineering, arts, and mathematics; and Locally - determined compensation and teacher and principal assignment policies.

Teachers band together at any time to create small schools, typically three to twelve teachers each, that are licensed (or chartered) by the school district and rent space from the district.

In 2014, parents of students at Horace Mann Elementary School in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income famiSchool in Northwest Washington, D.C., spent over $ 470,000 of their own money to support the school's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income famischool's programs.1 With just under 290 students enrolled for the 2013 - 14 school year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income famischool year, this means that, in addition to public funding, Horace Mann spent about an extra $ 1,600 for each student.2 Those dollars — equivalent to 9 percent of the District of Columbia's average per - pupil spending3 — paid for new art and music teachers and classroom aides to allow for small group instruction.4 During the same school year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income famischool year, the parent - teacher association, or PTA, raised another $ 100,000 in parent donations and collected over $ 200,000 in membership dues, which it used for similar initiatives in future years.5 Not surprisingly, Horace Mann is one of the most affluent schools in the city, with only 6 percent of students coming from low - income families.6

We hope that they won't pooh - pooh small innovations like a one - off charter school with a unique design, a teacher evaluation tool that a school district has worked hard to create and implement, or a set of standards that a community has created to reflect its values.

Only Queen Anne's County, one of the smallest districts represented by Harris, experienced something of a decline in out - of - school suspensions; one or more suspensions were meted out to 2.2 percent of its students in 2013 - 2014, only a slight drop over the 2.4 percent rate in 2011 - 2012.

In Connecticut, which has significant suburban areas bordering New York City and small towns in the western part of the state, 82 percent of school districts are sparse or average.