Sentences with phrase «thing as a school district»

But if there's such a thing as a school district that's too small, is there also such a thing as a district that's too big?

Not exact matches

In my school district, and I know you've mentioned it before, things such as «slow churned dreyers» and «lays baked chips» are served to maintain the «healthy» image that my school is going for.

I know one thing, the school district is as rigid as can be and it might be the case that changing our school lunch issues might have to be something that is done indirectly in our community and not directly through the school district itself.

Around the same time, Chicago Public Schools students protested their school lunch menu, and district officials agreed to overhaul the menu for the next school year to reduce or eliminate things such as nachos, doughnuts and cookies.

As an example, there is a very large school district that I am aware does these things.

Another important factor to consider when comparing your school or district with another one is how many students are qualified for free and reduced price lunch in each, and what percentage of the cafeteria volume is represented by paying students; note that the percentage of students in any category eating in the cafeteria is not the same thing as the number of students who are classified as being in that particular category.

«He characterized sexual assault, grabbing women in the most private of areas, as a thing that all guys do and that all normal guys do,» said Drew Ludwig, a parent of students in the district and one of the dozens of protesters gathered outside the location of the latest school board meeting.

While I recognize that it is not the Board's nor the district's role or responsibility to take such things into consideration, I do believe that we have an obligation to utilize community resources whenever possible as that only serves to strengthen the community in which the children served by the Buffalo Public Schools live.

«I know that every city is asking for the same thing but one of the differences with the city of Rochester as compared to Buffalo and Syracuse, which are our sister cities, is the fact that we give $ 32 million more to our city school district than any of those other cities,» Warren said.

Actually, however, according to Hoover Lydell, special assistant to the interim superintendent of the San Francisco Unified School District, «there is no such thing as the status quo.

When the school district of Philadelphia teamed up with the Microsoft Corporation in 2006 to redesign the American high school, the result was the School of the Future, hailed by National Public Radio as «the next big thing»... While technology was a crucial element at the School of the Future, the redesign sought fundamentally to rethink the models for teaching and learning... Whatschool district of Philadelphia teamed up with the Microsoft Corporation in 2006 to redesign the American high school, the result was the School of the Future, hailed by National Public Radio as «the next big thing»... While technology was a crucial element at the School of the Future, the redesign sought fundamentally to rethink the models for teaching and learning... Whatschool, the result was the School of the Future, hailed by National Public Radio as «the next big thing»... While technology was a crucial element at the School of the Future, the redesign sought fundamentally to rethink the models for teaching and learning... WhatSchool of the Future, hailed by National Public Radio as «the next big thing»... While technology was a crucial element at the School of the Future, the redesign sought fundamentally to rethink the models for teaching and learning... WhatSchool of the Future, the redesign sought fundamentally to rethink the models for teaching and learning... What Next?

It reports, among other things, that without its 1,963 transfer students — who, Oak Park said, generate the same $ 5,537 in revenue as in - district kids — it would have to close an elementary school, limit Advanced Placement and honors programs, scale back arts programming, and increase class sizes.

We could spend an entire EdNext volume arguing over the CREDO results alone, but I think some things are clear: one, nationally, low - income kids gain faster in charters than in district schools; two, many of CREDO's state and city - specific studies show very strong comparative gains for low - income charter students; and three, the movement as a whole has made significant progress by doing exactly what the model calls for and closing low - performing schools.

It is indeed a good thing that we have those other measures because it's true that the Common Core era has failed to deliver on what many of us saw as one of its most valuable and important features: a platinum meter stick to be used to measure, monitor, and compare student achievement, not just between states but also among districts, individual schools, even individual classrooms and children.

As Dunn put it, OCR «would evaluate things like the provision of carpets and graphing calculators to investigate and punish school districts and states.

Giving students the opportunity to voice their opinion can be a «very positive thing» as long as the feedback is «not lip - service» and adults follow through, incorporating students» ideas into the school or district's mission, structure, and curriculum.

bsallamack - One thing the district has done has been to sacrifice smaller class sizes (now in the mid 20's and up) to keep as many counselors in the schools as possible.

Rising teacher retention rates is a good thing for the individual teachers as well as for their students, schools, and districts.

The other thing that we're really looking at, and this is coming from our state and local school district affiliates, as people have now started to see charter schools as: Wow, there are studies that say they are really no better, depending on which charter schools and how selective they are, and they're not really improving the public schools the way the original concept had hoped.

While the teachers, districts, and the folks in Sacramento all have the luxury of five years (as Michael Kirst likes to say) to figure things out with Common Core and the new wave of standardized tests, what about the 6 + million students in school right now?

Among the most compelling things you need to know from her review are that a short in - school suspension at a charter might be cataloged in the same way as a two - week out - of - school suspension at a district — and we don't believe these are comparable.

Hartford Public Schools should be used as an example to students, parents, school administrators, school boards, and communities of outside of Hartford as an example of how odious things get when a district's leadership and school board sells out to corporate school reform.

But, as things stand now, the teachers only contribute 2 percent, with the school district (taxpayer) picking up the remaining seven.

Commonly known as the «Anti-Affirmative Action Proposition,» among other things, it prohibited ``... the state, local governments, districts, public universities, colleges, and schools, and other government instrumentalities from discriminating against or giving preferential treatment to any individual or group in public employment, public education, or public contracting on the basis of race, sex, color, ethnicity, or national origin.»

«It's about finding your weaknesses and trying to identify things that you can do in your school or as an individual to get better.34» Indeed, the assessment calls for documentation that a principal has undergone at least 20 hours of professional development during the review year.35 Along with addressing weaknesses, the Gwinnett County evaluation process rewards excellence: The district gives top performing schools a cash incentive that principals can spend as they wish.

As you read the Atlanta Citywide Education Progress Report remember the three things that school districts and stakeholders can to do ensure that schools make progress so that students can succeed.

As far as measuring effective teaching, the best thing to do is start with a strong language or model of instruction that everybody in the district, ideally, or in a school, at least, agrees witAs far as measuring effective teaching, the best thing to do is start with a strong language or model of instruction that everybody in the district, ideally, or in a school, at least, agrees witas measuring effective teaching, the best thing to do is start with a strong language or model of instruction that everybody in the district, ideally, or in a school, at least, agrees with.

Districts may design school choice programs in a way that achieves diversity or avoids racial isolation using race - neutral factors (such as socioeconomic status) or generalized race - based factors that look at things like the overall racial composition of neighborhoods but do not involve decision - making on the basis of any individual student's race.

It does, however, make several changes to the existing program by requiring, among other things, that as a condition of receiving funding school districts commit to upkeep of their buildings by developing a long - range facilities master plan and that they conduct an inventory of existing facilities.

«What we're looking for is solutions to end the cycle that's going on in these schools, and if that means an innovative solution happens to be from one of these superintendents and these districts, as long as it's not the same thing over again and just injecting more money,... we are interested,» said Diaz, a Hialeah Republican.

Even if districts aren't as far along as hers, she can find individual teachers and schools doing interesting things to learn from.

And some school boards — including those overseeing the Los Angeles and San Diego unified school districts — are passing measures like a «school climate bill of rights,» which, among other things, mandates that schools employ restorative justice as an alternative to traditional discipline when students get into fights or cause other trouble.

Philadelphia, like most urban school districts, spends a significant amount of money on things most suburban districts do not, such as increased security measures, school police, metal detectors, non-teaching hallway patrols, health services, detention centers, discipline schools, teen parenting centers, daycare, nurseries, and non-English-speaking classes.

He acknowledges that leaving districts to handle those costs alone as charters expand might make things more difficult for traditional school districts.

For example, the district's central office manages things such as delivering an effective curriculum to schools and handling operational and logistical functions so that principals can focus on what's most important — teaching and learning.

At the DLC's national convention in May of 1991, Bill Clinton and DLC delegates would endorse an education agenda that included, among other things, school choice, accountability, and Kolderie's idea, which the DLC explained as «giving entities other than school districts» the chance to operate public schools.

«Research shows the best thing you can do to overcome bad parents or no parents or stressed out overworked parents who often come in these generational poverty school districts is four years in a row of an empathetic, well - trained, dedicated teacher,» said longtime education advocate Andy Mullins, who now works as chief of staff to the chancellor at the University of Mississippi.

The first thing Roughton did when he joined the Val Verde Unified School District was look at the attendance and absence data — as well as the districts» attendance policies and practices — to identify areas for improvements.

While all the things that go bump in the night tell us that tests and standards and accountability are responsible for the complete and utter fall of western civilization as we once knew it, a large and impressive group of superintendents (present and former) representing some of the nation's largest school districts have a different view.

She also served as the Deputy Commissioner of Innovation for the state of New Jersey, where she oversaw all things school choice for the Department of Education: charter schools, interdistrict public school choice, non-public schools, portfolio districts, and all related practices and policies.

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.

As SAISD Board President Patti Radle (D5) put it, the school provides a chance for the district to «listen to what the students tell us» and ask questions like, «What are those things that feed into boredom that we need to avoid?»

«As we get closer to this deadline of [100 % proficiency under NCLB by] 2014, it's not surprising that there are schools and districts where these things happen again and again.»

And this... lets us move on as a school community, as a school district, to things that are much more important than one transfer — things like school reform, getting along with the mayor, accreditation, and all of that.»

To illustrate the concept, SI&A created a pyramid (pictured) that shows as its foundation the need to enlist the organization — the school site or district's employees and the parents — and then, as one ascends the structure, the need to communicate, support the effort, measure the right things and, ultimately, to provide oversight.

The bill would also make several changes to the existing School Facility Program by requiring, among other things, that as a condition of receiving funding school districts commit to upkeep of their buildings by developing long - range facilities master plans and that they conduct an inventory of existing facilSchool Facility Program by requiring, among other things, that as a condition of receiving funding school districts commit to upkeep of their buildings by developing long - range facilities master plans and that they conduct an inventory of existing facilschool districts commit to upkeep of their buildings by developing long - range facilities master plans and that they conduct an inventory of existing facilities.

School districts are spending more money on things such as technology and transportation, while NHA can get away with not spending the money because they are a for - profit company that is often not beholden to anyone.

Just because schools do not completely do «the right thing» in every case and tragedy unfortunately on occasion is the result does not mean, as a constitutional matter, that the district and its officials will be liable as the result of litigation.

It's interesting to see that the graduates of a particular program are more likely to teach in what the Department of Education refers to as highest - need schools, or that the teachers from a particular program are more likely to leave the district than those from other programs, but what do such things mean?

Consider things such as proximity to work, school districts and the safety of potential neighborhoods.