Sentences with phrase «understand about a district»

Urban schools cope with complex issues, so the more the staff, the press, and the public understand about a district, the easier it can be to build support.

Not exact matches

Other west suburban museums to receive operating grants include: the Aurora Public Art Commission Gallery in Aurora, $ 9,640 for the creation of a brochure about the commission and the Aurora Outdoor Art and Science Walk; the Aurora Regional Fire Museum, $ 9,640 for a guide to help 3rd - and 4th - grade pupils better understand the exhibits; and the Bloomingdale Park District Museum, $ 9,640 for a series of adult and youth workshops to complement six major exhibitions on the museum's 2001 schedule.

There is so much that Americans don't understand about their OWN school systems and local school districts.

«I really try to be very understanding because I really want to get a nutritious lunch or breakfast in these kids,» said Osborn, adding that about 16 percent of her district's 3,500 students qualify for subsidized meals.

The key to comprehending the 23rd CD is to understand that about 50 % of the district's voters live in garden apartment co-ops, which are middle - income housing units mostly owned by the occupants.

Baez has always had an explanation for her attendance... what you fail to realize is that even with the attendence record she has brought so much resources to her district... do your your homework... cabrera knows the system cause he worked in it... ha what a joke what about maria understand her district cause she was one of us... a single mom struggling to raise her daughter... 1199... working families... Bronx Democratic County Committee... all those organization & company based their decision on political moves not on her track record... cabrera is an outsider... Mujers For Baez!

«We visited all the 22 districts and 26 constituencies where we made them understand that peace will bring about progress because without peace, there can't be stability and without stability there can't be development,» Rev. Kwoffie told Connect FM in Takoradi.

In a Republican - leaning district, he understands, talking about college being «tuition - free» can lead to scoffing that `'» nothing is free.»

We don't understand how the current Town Board could approve a 30 - year PILOT agreement (twice) when this project did not have a public hearing for the PILOT, does not have Planning Board approval, and the Town Board did not consult with school district administrators or our school board about the school tax implications of the PILOT.

Induction, at its core, should be about helping the new teachers understand what the school district really thinks teaching and learning should look like.

This table makes it easy to understand why there's been so much recent buzz about the District of Columbia and Tennessee.

High - quality implementation data will be collected in all three phases to ensure fidelity of implementation, understand how key stakeholders use data in making decisions about expansion, and understand how a non-profit organization like CIS can successfully facilitate scale - up of READS across districts.

Research by the School Improvement Network found that within states, there's a lack of understanding about the degree of flexibility afforded to districts.

«We used to have a more coordinated program to help kids understand about drugs,» said Armentha Russell, the assistant superintendent of the Wellston, Mo., school district on the outskirts of St. Louis.

The answer to this question would help us to understand more about where to shine the light regarding whether school district - level policies and practices or school - level policies and practices are likely to be more influential in serving as relative elevators for high - SES or low - SES students.

Noah Bookman, the chief accountability officer for the districts, said he understood the concerns about testing.

We need to understand much more about the interactive processes involved in research use, or what Tseng (2007) has called «the demand side» of research use before we can improve district and school leaders» research use.

This page provides valuable information about State growth measures, including resources for understanding and interpreting growth scores by teachers, school and district administrators, BOCES district superintendents, network teams and NTEs, as well as the general public.

The Common Core standards being adopted in the District, Maryland and most other states grew in part from the work of E.D. Hirsch Jr., a University of Virginia scholar who persuaded many advocates like Petrilli that children often don't learn to read very well because they have not been taught enough facts about their world to understand what they are reading.

Education leaders working to integrate ed - tech strategies to drive student achievement in their districts need to know about and understand the research behind proven approaches for success.

It's hard to understand why districts don't spend more time asking parents how they feel about their schools and teachers and what programs and services they want and need.

But while she says the Greene County school districts have made an effort to talk to parents about the new standards, she says she's not sure if the public understands the changes happening in Indiana schools.

Join the thousands of teachers and school districts throughout the U.S. and internationally who are using these innovative resources to engage students in thinking about important fundamental ideas in science and mathematics that make up the building blocks of enduring understanding.

What is student data and how do we go about protecting our students: A better understanding of student data will help schools and districts better protect our students.

CEC will work to keep member districts informed about this important information as it can be difficult to sift through the information and understand the impact.

The purposes of the observations were to gain an understanding of the instructional activities in the schools, which should assist us to better place the student achievement outcomes within a context; provide some corroboration for the claims made by the various district and building interviewees about the teaching and learning conditions in the school; and provide a basis for discussion during the teacher interviews that would follow the observations.

We have talked with administrators about the latest research - based strategies from the most successful districts, and have helped districts and schools understand how to use spaced trials, games and quizzes, peer tutoring, technology, and student motivation and self - assessment.

District administrators and other leaders of initiatives external to the school, need to develop principals» understanding about the kinds of support teacher leadership work requires and work with them to get that support in place.

In a letter to parents from the Oregon Department of Education, near where the parent would sign to opt a student out, was the line: «I understand that by signing this form I may lose valuable information about how well my child is progressing... (and) may impact my school and district's efforts to equitably distribute resources and support student learning.»

Chiefs should fully understand their own advantages and think hard about how to bargain effectively with others in the state capital and in school districts.

While research can inform the use of value - added measures, most decisions about how to use these measures require personal judgment, as well as a greater understanding of school and district factors than research can provide.

They have now been able to talk together about the observation process, discuss the best way to see how students are mastering the material, and have conversations about the rubric to come to a common district understanding of their evaluation plan.

Resistance may be based on district - community tensions, failed past school improvement efforts, or a lack of understanding about what is possible in schools.

As we learn more in the next few months about the review and approval of these ESSA state accountability plans, it's important to understand that districts and schools will see the impact of ESSA gradually over the next few years, as states begin to track the accountability data and report on school success.

Attendees will leave the academy with an understanding of how to incorporate the strategies and lesson design principles they learned about and how to implement an action plan for enhancing instructional know - how in their classrooms, schools, or districts.

Matrices were used to compare understandings about data use and about computer data systems within each district by job role (i.e., central office member, campus administrator, and teacher), as well as across districts.

While we understand the District has voiced concerns about how the ruling may create compliance challenges, our goal is to ensure that all public school students in Los Angeles, including those who attend charter schools, have equitable access to safe and adequate facilities.

PTOs can play an important role in helping parents understand the school district report cards, which vary widely but may include data about teacher quality, funding, attendance, and discipline referrals in addition to student achievement.

As a previous teacher and student at a public district, I was unfamiliar and uneasy about charter schools; however, my experience at CCSA this summer helped me understand and realize that charter schools are created in response to a need.

By engaging in a discussion about research and building and district practices, participants will better understand how students perceive racism within the learning environment and learn how to begin conversations within their own school communities about race and racial equity.

Contact your Pearson representative to learn more about using Understand Scoring in your state or district.

NYC District 4 Assistant Superintendent Gary Knight, discusses his new understanding of the National Board process, the research and impact of the body of knowledge about accomplished practice, and how it may translate into improvement for the students in his dDistrict 4 Assistant Superintendent Gary Knight, discusses his new understanding of the National Board process, the research and impact of the body of knowledge about accomplished practice, and how it may translate into improvement for the students in his districtdistrict.

As the parents of a 2e daughter who was emotionally abused by her school and the district, we fully understand that there are many misconceptions out there about our special kids.

Not long ago during a visit to one of our partner school districts we had a lengthy conversation about creativity and a common understanding for schools.

District and campus leaders and teachers interested in getting started in STEM will have opportunites to define and refine their understanding of STEM and learn about current programs and practices at the elementary level.

While special education dollars (about $ 50 billion nationally) can do good things for students where placements are appropriate and service models are well thought out, state legislatures and departments of education need to understand that allowing districts to place more and more students into special education programs does not actually improve education outcomes, not even for the students placed therein.

«Parents were reporting to districts that they either were not receiving information about SES opportunities for their children, or when they received information, they found it difficult to understand,» says SEDL program associate Mary Lou Meadows.

«It's also no surprise that Americans have very little knowledge or understanding about the Common Core State Standards, as states and districts, aided by the Race to the Top grants, have defined it through the lens of testing rather than using this transition period to provide the supports and investments needed to help teachers, parents and students make the Common Core real.

CAST Professional Learning has partnered with BCSC to host an event on September 19 to 20 onsite for educators, administrators, district leaders, coaches, curriculum designers, technology specialists, and education specialists to deepen understanding about UDL and to see environments where educators have proactively and purposefully integrated UDL.

«Because rapid adoption of the common core standards has outstripped both professional and public understanding of the standards and their potential for changing the learning and teaching paradigm, it is essential that district and school leaders have the opportunity to learn about the standards and raise questions that will help guide their transition, implementation, and communication strategies.