Sentences with phrase «specific needs of the district»

CEC doesn't provide a «one size fits all» packaged approach, but rather selects from a broad menu of research - based practices to target the specific needs of districts and schools.

Professional development programs for teachers and other education workers can be customized according to the specific needs of the district.

We also offer customized in - service programs that are designed to meet the specific needs of your district.

In the plan, we'll build a tangible return through implementing high - yield professional learning and support initiatives that are aligned to the specific needs of your district or state's educators and that will help create a supportive and collaborative environment to improve student achievement and growth.

Not exact matches

The unique flexibility of our school breakfast grant means we can tailor the program to meet your specific needs — in one school, or in every school in your district.

In his latest ruling yesterday, U.S. District Court Judge James A. Redden concluded that the current biological opinion fails to identify specific habitat improvements after 2013 needed to ensure continued recovery of the fish runs.

One of the questions you need to ask yourself is, Can my district purchase scanners from a third - party at lower cost or is the equipment proprietary and specific to the company the district is purchasing the service from?

Instead, it focuses on three specific challenges that are often encountered when districts, especially small districts, grapple with the costs of their highest - need special - education students, and it makes three recommendations that districts and states could put into practice today, without waiting for reforms or help from Washington, as they seek ways to mitigate those problems:

Yet far too little is known about how districts go about identifying talent, enlisting the best candidates for the job, and matching their distinctive skills and capabilities to the needs of specific schools.

For example, many of these school districts are not relying on a single online learning provider but are selecting multiple providers who can best meet specific needs.

The goal of the school district needs to be supporting each teacher in his or her tech growth with training that is content specific and tiered to the levels of ability.

Beginning in the 2010 - 2011 school year, for each school identified for preliminary registration review pursuant to subparagraphs (ii) and (iii) of this paragraph, the local school district shall be given the opportunity to present to the commissioner additional assessment data, which may include, but need not be limited to, valid and reliable measures of: the performance of students in grades other than those in which the State tests are administered; the performance of limited English proficient students and / or other students with special needs; and the progress that specific grades have made or that cohorts of students in the school have made towards demonstrating higher student performance.

Equitable Services = Specific, Effective & Allowable The intent of the Elementary and Secondary Education Act is that districts use their federal grant dollars to design programs and services that meet the individual needs of teachers and students in non-public schools.

When they rate specific actions, however, they are even more discriminating: the district «s ability to Clarify the steps needed to improve the quality of instruction has a mean of 4.5, while the question of how frequently they Communicate about best practice in high - priority areas of instruction has a mean of 3.6, which falls between categories of occasionally and often on a five - point scale.

In these cases, school personnel were likely to make superficial use of state data — identifying broad areas of concern, but with little understanding of specific needs for improvement — unless the district were to provide special assistance with the task.

Other research has pointed to the possibility that top - down and bottom - up approaches need not be viewed as alternatives, but can be combined.235 Recent research on the district role in school - improvement activity has focused increasingly on the identification of specific district - level policies, actions, and conditions that are related to improvement in teachers «and students «performance.

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.

In addition to flexibility regarding compliance with these fiscal requirements, under this proposal, districts also would be permitted to transfer 100 percent of all ESEA formula funds — expanded from only Title I, Title II, and Title IV under current law — among those programs, with the exceptions that funds still could not be transferred out of Title I and districts would not need to comply with specific program requirements as long as they met the programs» intent and purposes.

Below is an example of school district packages and community packages, but services vary to meet specific needs.

In the second year of implementation, the district's curriculum team is delivering targeted training to schools to address their specific needs.

The principal introduces, • Professional development (both in terms of the theoretical knowledge of Second Language Acquisition and specific strategies for ELLs) • Teacher observations (understanding the classroom context and needs of ELL students) • Building Staff Knowledge (role of ESL teachers in instructional planning) • District support (aligning programs district wide and developing responsive pDistrict support (aligning programs district wide and developing responsive pdistrict wide and developing responsive programs)

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.

Safe & Civil Schools Explicit Instruction training can be designed to fit the specific needs of your school and district.

While districts, large ones in particular, are charged with serving the needs of a wide range of students, charters have the flexibility to design programs to serve a specific population, and decide how dollars are spent, Haft said.

A complete list of licensed child care providers in the District of Columbia that meet your specific criteria such as type of care, age of child, location, services needed and more can be found at My Child Care DC.

The specific objectives of a tailored portfolio are designed to meet the particular needs of the student as well as the broader goals of the teacher, school, school district, and state or territory where the student attends school.

The intent of California's Local Control Funding Formula (LCFF) is to give districts more flexibility with their state funding but at the same time to create a new school finance system that recognizes that students with specific demographic factors need greater support to address their academic needs and improve educational outcomes: English Learners, low income students and foster youth.

For many school districts, the development of their Local Control Accountability Plan (LCAP) and LCFF implementation is the first time they are explicitly considering the specific needs of students who are in foster care.

As districts face the recurring problem of ensuring every student has access to a high - quality teacher, a growing number have begun to proactively form deep, mutually beneficial partnerships with teacher preparation programs to produce teacher candidates who match their specific needs.

One of the strengths of SGP is that it can provide information at multiple levels, showing comparative performance of the student, school, and district, and predicting the amount of growth needed by the individual student, in terms of a specific scale score, to achieve proficiency by the target year.

Since its inception in 1984, MSBA has assisted hundreds of local boards in employing leaders who meet district - specific needs and who positively impact the education of all students.

Funding for the School Facilities Program is virtually gone and there is a backlog in applications for state assistance... while the state's growing debt service is of concern, it is unclear whether local districts have the capacity to generate sufficient revenue at the local level to meet their specific facility needs.

Safe & Civil Schools can tailor training to meet the specific needs of your school or district.

Each bases its work on the specific needs of their constituent school districts and community.

So now, instead of spending from a multitude of program - specific pots of money, districts can lump their dollars into one big pot to fund programs for all three high - need student groups.

The LCFF holds great promise for foster youth, but in order for that to become a reality, districts and counties need to develop strong goals and sets of actions specific to foster youth in their Local Control Accountability Plans (LCAP) to ensure foster youth receive the supports and services they need to succeed in school and thrive in life.

«IPS envisions creating more schools within the district with the conditions for success, which includes giving educators the freedom and flexibility to innovate in the classroom and fully meet the specific needs of their scholars,» said David Harris, The Mind Trust's founder & CEO.

In order to best serve the District's students and the community, middle school students should benefit by a dedicated middle school site that is tailored to the specific educational and physical needs of middle school students.

That would provide not only specific details of individual students» attendance, but would make it easier for districts to identify students in real need of intervention.

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.

Even while allowing for school - and district - specific customization, the turnaround practices provide a strong research based framework within which ESE structures an array of turnaround services and supports, which can be tailored to fit a wide variety of school and district needs.

Instead of implementing a one - size - fits - all program, we identify the needs specific to your district and school and guide you through modifying the existing programming or starting fresh.

When faced with complex issues, our partners are available to determine specific solutions which match districts» needs, regardless of size or demographics.

The CEIS program design form is to be used by districts using IDEA funds to support the unique needs of a specific group of students who are not eligible for special education programs and services and who are demonstrating low academic or behavior performance.

In addition to the general concerns that Common Core is not needed, harms students and takes control of curriculum and testing away from teachers and local school districts, there are many specific concerns that upset parents and teachers.

We hear Superintendent Hall talk about the crucial importance of the program in helping meet the district's specific leadership needs.

Or, ideally, a district or charter school can request the collaborative's help on its own when it needs assistance in specific areas, like improving the college - going rate of English learners.

The November / December 2010 edition of Leadership published by the Association of California School Administrators contains two wonderful article about the research and district efforts to address the language and academic needs specific to long term English learners.

I would argue that if the goal is to provide more instruction that taps into students» individual needs and personal interests, then school and district leaders should focus on doing specific things that might actually move the needle, such as making sure: 1) that teachers know their students well; 2) that they assess student learning carefully; 3) that they provide students with rich and diverse materials in a range of media, and 4) that student and teacher assignments are flexible.

Since the district does not control what specific professional development teachers need, we surveyed teachers to get a sense of what trainings they wanted.