Sentences with phrase «with different school districts»

Not exact matches

Rick Tarulis, the Park District attorney, said another office of Chicago Title & Trust Co. «came up with different answers,» questioning whether the school district owns every parcel of the 11.District attorney, said another office of Chicago Title & Trust Co. «came up with different answers,» questioning whether the school district owns every parcel of the 11.district owns every parcel of the 11.5 acres.

How would going into another receptive school district yield a different takeaway, if all he did was replace bad food with better food?

Another reason is that with our moves from New York to Colorado to France to Oakland, Olive would go to different grades depending on the school district and the enrollment cut - off dates.

Milk is one of the required components of a school meal, and milks with two different fat contents must be offered; our district pays less for chocolate milk than for white, so the industry here does not benefit from the sale of chocolate milk over plain milk.

Kay Brown, who produced the GAO study of eight districts, says they visited a range of schools across the country with differing levels of participation in free and reduced lunch and with widely different characteristics.

The Regents also plan to work with local school districts to cut down on unnecessary tests and develop a different curriculum for mentally disabled children, instead of holding them to the standards of non-disabled students.

The researchers chose two high schools in two different school districts, focusing on five students that were in 10th or 11th grade, who were identified with a specific learning disability and required modifications and accommodations in their classrooms.

Two other studies — one involving 79 pairs of teachers in Los Angeles (which I wrote with Douglas Staiger) and the Measures of Effective Teaching study involving 1,591 teachers in six different school districts (which I wrote with Dan McCaffrey, Trey Miller and Douglas Staiger)-- randomly assigned teachers to different groups of students within a grade and subject in a school.

A decade ago, the Cleveland Heights - University Heights City School District in Ohio set out on a daunting task of taking a large urban high school with 2,000 students and breaking it up into five smaller units housed in different parts of the buiSchool District in Ohio set out on a daunting task of taking a large urban high school with 2,000 students and breaking it up into five smaller units housed in different parts of the buischool with 2,000 students and breaking it up into five smaller units housed in different parts of the building.

The lab set up four different models in four cities with low - performing urban school districts — Chicago, Dallas, New York City, and Washington, D.C. — and over two school years, handed out a total of $ 6.3 million to 38,000 students.

In hundreds of schools in the District and elsewhere, these conferences look drastically different as educators seek to build stronger relationships with parents and equip families with tools to reinforce classroom concepts at home.

Along with panelists Associate Professor John Diamond, Professor Fernando Reimers, Lecturer Rick Weissbourd, Assistant Professors Marty West and Meira Levinson, and the Honorable Nancy Gertner, U.S. District Court Judge for the District of Massachusetts, Minow addressed questions about the use of integration in equality, different contexts of inequality, and pressing issues facing equality in schools.

There is a wide range of different themes for the 504 California magnets, which are scattered across 87 school districts.8 Most people probably think of the «gifted» or «high achieving» version of magnet schools with selective admissions criteria, but these are less than 20 percent of California magnet schools (81 of the 504).

School start times vary considerably, both across the nation and within individual communities, with some schools beginning earlier than 7:30 a.m. and others after 9:00 a.m. Districts often stagger the start times of different schools in order to reduce transportation costs by using fewer buses.

This year the list is topped by four major research pieces: an analysis of how U.S. students from highly educated families perform compare with similarly advantaged students from other countries; a study investigating what students gain when they are taken on field trips to see high - quality theater performances; a study of teacher evaluation systems in four urban school districts that identifies strengths and weaknesses of different evaluation systems; and the results of Education Next's annual survey of public opinion on education.

Worse, though, the school district contracted with an external provider that created different online platforms for each subject, so the online portal students accessed for math assignments, for example, looked completely different from the portal for science.

In management consulting, the crucial assumptions are that 1) each organization possesses a unique culture and set of goals; therefore, the same intervention is likely to elicit different results depending on a school's history, organization, personnel, and politics; and 2) suggestions for change should creatively blend knowledge from many different sources — from general organizational theories, from deep insight into the district or schools under study, and from «craft» knowledge of what is likely to improve schools or districts with particular characteristics.

In the first version of its «Public School Choice: Non-Regulatory Guidance,» published in December 2002, the department built on these basic statutory requirements to encourage districts to provide helpful information to parents: «The [local educational agency] should work together with parents to ensure that parents have ample information, time, and opportunity to take advantage of the opportunity to choose a different public school for their children.&School Choice: Non-Regulatory Guidance,» published in December 2002, the department built on these basic statutory requirements to encourage districts to provide helpful information to parents: «The [local educational agency] should work together with parents to ensure that parents have ample information, time, and opportunity to take advantage of the opportunity to choose a different public school for their children.&school for their children.»

At least since the Supreme Court's Brown v. Board of Education decision in 1954, this has been interpreted to give the federal government the power to intervene in cases of legally sanctioned discrimination, like the segregation of public schools across the country; to mandate equal access to education for students with disabilities; and, according to some arguments, to correct for persistently unequal access to resources across states and districts of different income levels.

These sites all offer users the ability to compare their school with others in the same school district or state (because standard tests in each state vary, it's difficult to make such comparisons across districts in different states), and a few rank schools based on test performance or other factors.

In the next 10 years I hope CMOs will evolve to operate in partnership with school districts that want to turn around low - performing schools and oversee a portfolio of different school - governance models.

Teachers in DAmatos district use a different program that enables them to look at data associated with a specific exam or school - wide trends.

While Melissa Jamula argues that «People who say money doesn't make a difference have never spent a day in the Reading School District,» those who do spend some time reviewing the district's finances would agree with Jamula - but perhaps come to a very different conclusion about the cause of the District,» those who do spend some time reviewing the district's finances would agree with Jamula - but perhaps come to a very different conclusion about the cause of the district's finances would agree with Jamula - but perhaps come to a very different conclusion about the cause of the problem.

The premise of Rethinking School Finance is that the financial issues raised by today's broad - scale education - reform strategies represent a school - finance agenda that is «dramatically different from the traditional concern with fiscal disparities across school districts within states.&School Finance is that the financial issues raised by today's broad - scale education - reform strategies represent a school - finance agenda that is «dramatically different from the traditional concern with fiscal disparities across school districts within states.&school - finance agenda that is «dramatically different from the traditional concern with fiscal disparities across school districts within states.&school districts within states.»

The move toward hiring leaders who have not come up through the education ranks is «recognition that [running a school district] requires a real team of people with very different skills, including management skills of a scope and scale that might be found in individuals from outside education,» Seltz commented.

David Osborne, senior fellow at the Progressive Policy Institute, completed an analysis of D.C.'s two sectors, documenting how competition led the district sector to emulate charters in many ways, including more diverse curriculum offerings; new choices of different school models; and reconstituting schools to operate with building level autonomy, especially giving principals freedom to hire all or mostly new staff.

Between fall 2002 and fall 2008, the school district closed 23 large failing high schools (with graduation rates below 45 percent), opened 216 new small high schools (with different missions, structures, and student selection criteria), and implemented a centralized high school admissions process that assigns over 90 percent of the roughly 80,000 incoming ninth - graders each year based on their school preferences.

During our work with district, charter, and private schools — large, small, urban, rural, as well as progressive and traditional — the master scheduling process tends to be more alike than different.

The Fairfax County school system is part of a network of districts in Virginia that have received grant money to experiment with different student - led assessment practices.

Family demographics vary among the four different school sectors, with larger shares of African American and Hispanic students at tuition - free charters and district schools of choice than at private schools or assigned - district schools (Figure 1).

According to interviews with more than a dozen teachers and school administrators in five different districts, students in New York are taking more practice tests, and they're spending more time on math and reading — and less on other subjects — since Common Core was put into place.

Design a school that pays more and reaches all with excellence — October 10, 2013 Public Impact Co-Directors Refresh Vision: Opportunity Culture for ALL — September 25, 2013 Report shows promising alternative to closing failing charter schools — August 14, 2013 Rocketship Education: Bringing tech closer to teachers — July 24, 2013 Case study: New charter pays more, extends teachers» reach, gets strong results — July 9, 2013 Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture district creates paid role for student teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — Nowschool that pays more and reaches all with excellence — October 10, 2013 Public Impact Co-Directors Refresh Vision: Opportunity Culture for ALL — September 25, 2013 Report shows promising alternative to closing failing charter schools — August 14, 2013 Rocketship Education: Bringing tech closer to teachers — July 24, 2013 Case study: New charter pays more, extends teachers» reach, gets strong results — July 9, 2013 Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture district creates paid role for student teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — Noschools — August 14, 2013 Rocketship Education: Bringing tech closer to teachers — July 24, 2013 Case study: New charter pays more, extends teachers» reach, gets strong results — July 9, 2013 Case study: How Charlotte zone planned Opportunity Culture schools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture district creates paid role for student teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — Noschools — June 27, 2013 Case study: How one Leading Educators fellow extends her reach — June 17, 2013 Opportunity Culture district creates paid role for student teachers — May 22, 2013 Reports: City - based organizations» roles in quality digital learning — May 15, 2013 Nation's fifth - largest district explores extending reach of excellent teachers — May 9, 2013 A Better Blend: Combine digital instruction and great teaching to dramatically improve learning — April 30, 2013 Indiana Encourages Dramatically Different Models in New Charter Schools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — NoSchools — April 18, 2013 Charlotte Flooded with Teacher Applicants Seeking Roles to Extend Their Reach — April 11, 2013 New charter school study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — Nowschool study shows the steps to great schools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — Noschools — March 14, 2013 Nashville Joins Sites Extending Excellent Teachers» Reach — March 7, 2013 Opportunity Culture Network to Link Charter School Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — NowSchool Organizations — February 6, 2013 Share Opportunity Culture with Your Teachers: New Slide Deck and Two - Pager — Dec 13, 2012 Career Paths That Respect Teachers» Time and Talent — Nov 15, 2012 You Know Who Your Great Teachers Are — Now What?

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?

That reform would mandate the most ambitious kind of integration: with students of different classes and races, from cities and adjacent suburbs, transported across district lines to go to school together.

Together we conducted a major teacher survey, and I personally visited 28 charter campuses in Arizona run by 20 different operators and conducted in - person and phone interviews with more than 200 policymakers, district school officials, and charter school teachers, operators, students, and parents between November 1997 and May 2001.

The first is that the SARCs are only available in PDF form for more than 80 percent of the schools in the state (while there is a standard template, this is only used in approximately 20 percent of schools; thus, schools in different districts have different SARC formats with textbook information on different pages).

The state also makes an adjustment for districts with small schools, different grade levels served, and teacher experience.

How will parents make informed school choices, within or across districts, if they are presented with a different data profile at every turn?

In other words, most students in the district attend schools with students of similar income backgrounds, or most of the district's schools look very different from the district as a whole in terms of poverty levels.

Summer school is sometimes associated with long hours spent wasting away the summer, but the Rochester City School District is trying to paint a different pischool is sometimes associated with long hours spent wasting away the summer, but the Rochester City School District is trying to paint a different piSchool District is trying to paint a different picture.

Similar problems (e.g., declining test scores, weak follow - through with a district professional learning communities initiative) might result from different contributing conditions in different schools.

District leaders faced with struggling schools were less rather than more likely to sponsor leadership - development initiatives or to provide strategic help to principals; they focused instead on recruiting a different sort of administrator.

The coalition's argument was that education in Detroit lacked stability with 119,658 students attending schools run by 14 different entities: districts and school authorizers.

With the settlement, the Reed case ended up taking a different tack, switching from an effort to overturn the layoffs - by - seniority law to a negotiated agreement to protect vulnerable students from the existing law's potential impact — although for less than 5 percent of the nearly 1,000 schools in the district.

School districts began administering the tests on March 10, with testing windows varying widely among different districts, depending on their instructional calendars.

In «Part Five: Three Perspectives On Launching A Residency from California State University, Fresno» Drs. Paul Beare, Cathy Yun and Lisa Bennett write about the university's important partnerships with both rural and urban school districts, their focus on teacher professional development and the rewards and challenges of building three different residencies — each with a unique focus.

States will be graded against 30 different criteria, with some of the largest chunks of points awarded for states that demonstrate significant buy - in from local school districts and devise plans to evaluate teachers and principals based on student performance.

Teacher leaders charged with providing leadership to grade level, department or school - wide teams may also need broader expertise, including knowledge of the needs and interests of different constituents (e.g., district staff, school administrators, and / or classroom teachers).

«WUSD would also run the risk of teachers with seniority wanting to be placed at the charter, again taking away from the potential of the district - dependent charter being different from the non-charters and also potentially detracting from the main school sites.

Matching Teacher - Led Professional Learning Costs With Sustainable Funding Sources: Overview chart of funding sources for teacher - led professional learning, as well as a description of some broad and specific cost categories; districts and schools interested in fully and sustainably funding teacher - led professional learning can use this chart as a guide to considering how different funding sources might be used to support a range of professional learning activities http://opportunityculture.org/teacher-led-professional-learning/funding-for-teacher-led-professional-learning/