The document discusses proposed updates to the geographic zones used for school assignments in New Orleans. It provides an overview of the current zones and the process for revising them every 5 years. The proposed zones would align with zip codes and contain a variety of school types and models. Feedback is requested on the proposed zones, which aim to be easily identifiable, provide equitable access to high-quality schools, and reflect the city's diversity. Details are given for each proposed zone, including the schools families living in that zone would receive priority for in the school assignment process.
The proposed geographic zones for New Orleans would be updated based on zip codes to make them more easily identifiable. The proposed zones were designed to meet several criteria including containing a variety of school types and models, being demographically integrated, and aligning with zip code boundaries. Feedback is being sought on the proposed zones, which would impact school priority for OneApp applications starting in 2017-18.
The document discusses proposed updates to the geographic zones used for school priority in New Orleans. It provides an overview of the current zones and reasons for updating them. The proposed zones are outlined and aligned to new values of being identifiable by zip code, containing a variety of school types and models, and being demographically integrated. Details are given on what the proposed zones would mean for families' school priority and lists of schools in each zone are provided. Feedback is requested on the proposal.
The teachers at Canyon Creek Elementary saw low science test scores and decided to change how they taught the subject. They developed a "Guided Science" program where they teach one experiment per week following the scientific process and using the same vocabulary and procedures as the state science test. This engaged the students more in science and improved their science scores dramatically after just one year. Based on this success, the school expanded the Guided Science program to all grades with help from a grant.
Una intranet corporativa permite el acceso a aplicaciones y archivos a los trabajadores de una empresa utilizando la tecnología de Internet. Una extranet es una estructura privada que permite compartir y transmitir información entre una empresa y otros usuarios externos, como clientes y proveedores. Ambas comparten la ventaja de centralizar la información de una empresa, pero una intranet se enfoca en el trabajo interno mientras una extranet facilita la comunicación externa y la promoción de la imagen corporativa.
Каталог натуральной косметики и масел Черная Орхидея_2016Elena Baranbaeva
Черная Орхидея" работает на рынке России с 2011 года,
90% наших партнеров - это spa-центры, салоны тайского массажа и салоны красоты в Москве, Санкт-Петербурге и других городах России, Казахстана. Работаем напрямую с поставщиками Таиланда, в России.
Мы уже 5 лет поставляем в салоны красоты лучшую качественную косметику из разных уголков мира.
Мы работаем ежедневно,
всегда рада помочь и ответить на ваши вопросы.
С уважением,
Елена Баранбаева
Компания «Черная Орхидея». Красота. Здоровье. Счастье.
моб.: +7 965-988-98-30 (Билайн, вы можете написать на этот номер бесплатно через Viber и WhatsApp)
моб.: +7 499-390-53-99 (Мегафон)
моб.: +7 925-038-16-47 (Мегафон)
www.black-orchid.info
www.gold-shape.ru
instagram.com/blackorchidinfo
vk.com/blackorchidinfo (напишите ваш вопрос администратору группы Вконтакте)
Skype: noname_sk1
Каталог натуральной косметики и масел Черная Орхидея_2016Elena Baranbaeva
Черная Орхидея" работает на рынке России с 2011 года,
90% наших партнеров - это spa-центры, салоны тайского массажа и салоны красоты в Москве, Санкт-Петербурге и других городах России, Казахстана. Работаем напрямую с поставщиками Таиланда, в России.
Мы уже 5 лет поставляем в салоны красоты лучшую качественную косметику из разных уголков мира.
Мы работаем ежедневно,
всегда рада помочь и ответить на ваши вопросы.
С уважением,
Елена Баранбаева
Компания «Черная Орхидея». Красота. Здоровье. Счастье.
моб.: +7 965-988-98-30 (Билайн, вы можете написать на этот номер бесплатно через Viber и WhatsApp)
моб.: +7 499-390-53-99 (Мегафон)
моб.: +7 925-038-16-47 (Мегафон)
www.black-orchid.info
www.gold-shape.ru
instagram.com/blackorchidinfo
vk.com/blackorchidinfo (напишите ваш вопрос администратору группы Вконтакте)
Skype: noname_sk1
Este documento presenta el programa de una competencia de karate que se llevará a cabo del lunes 23 al domingo 29. El cronograma incluye inscripciones, cursos de arbitraje, pesajes, eventos eliminatorios y finales de kata y kumite individuales y por equipos en diferentes categorías masculinas y femeninas, así como también congresos médicos y técnicos, reuniones y una cena de bienvenida.
Substance Addiction discusses the definition of addiction as being enslaved to a habit or something psychologically or physically habit-forming to the extent that cessation causes severe trauma. It then covers substance addiction and how it relates to different classes of psychoactive substances like stimulants, sedatives, and hallucinogenics. The document also touches on drug addiction, includes an MRI brain scan image, and withdrawal effects from addictive substances.
The proposed geographic zones for New Orleans would be updated based on zip codes to make them more easily identifiable. The proposed zones were designed to meet several criteria including containing a variety of school types and models, being demographically integrated, and aligning with zip code boundaries. Feedback is being sought on the proposed zones, which would impact school priority for OneApp applications starting in 2017-18.
The document discusses proposed updates to the geographic zones used for school priority in New Orleans. It provides an overview of the current zones and reasons for updating them. The proposed zones are outlined and aligned to new values of being identifiable by zip code, containing a variety of school types and models, and being demographically integrated. Details are given on what the proposed zones would mean for families' school priority and lists of schools in each zone are provided. Feedback is requested on the proposal.
The teachers at Canyon Creek Elementary saw low science test scores and decided to change how they taught the subject. They developed a "Guided Science" program where they teach one experiment per week following the scientific process and using the same vocabulary and procedures as the state science test. This engaged the students more in science and improved their science scores dramatically after just one year. Based on this success, the school expanded the Guided Science program to all grades with help from a grant.
Una intranet corporativa permite el acceso a aplicaciones y archivos a los trabajadores de una empresa utilizando la tecnología de Internet. Una extranet es una estructura privada que permite compartir y transmitir información entre una empresa y otros usuarios externos, como clientes y proveedores. Ambas comparten la ventaja de centralizar la información de una empresa, pero una intranet se enfoca en el trabajo interno mientras una extranet facilita la comunicación externa y la promoción de la imagen corporativa.
Каталог натуральной косметики и масел Черная Орхидея_2016Elena Baranbaeva
Черная Орхидея" работает на рынке России с 2011 года,
90% наших партнеров - это spa-центры, салоны тайского массажа и салоны красоты в Москве, Санкт-Петербурге и других городах России, Казахстана. Работаем напрямую с поставщиками Таиланда, в России.
Мы уже 5 лет поставляем в салоны красоты лучшую качественную косметику из разных уголков мира.
Мы работаем ежедневно,
всегда рада помочь и ответить на ваши вопросы.
С уважением,
Елена Баранбаева
Компания «Черная Орхидея». Красота. Здоровье. Счастье.
моб.: +7 965-988-98-30 (Билайн, вы можете написать на этот номер бесплатно через Viber и WhatsApp)
моб.: +7 499-390-53-99 (Мегафон)
моб.: +7 925-038-16-47 (Мегафон)
www.black-orchid.info
www.gold-shape.ru
instagram.com/blackorchidinfo
vk.com/blackorchidinfo (напишите ваш вопрос администратору группы Вконтакте)
Skype: noname_sk1
Каталог натуральной косметики и масел Черная Орхидея_2016Elena Baranbaeva
Черная Орхидея" работает на рынке России с 2011 года,
90% наших партнеров - это spa-центры, салоны тайского массажа и салоны красоты в Москве, Санкт-Петербурге и других городах России, Казахстана. Работаем напрямую с поставщиками Таиланда, в России.
Мы уже 5 лет поставляем в салоны красоты лучшую качественную косметику из разных уголков мира.
Мы работаем ежедневно,
всегда рада помочь и ответить на ваши вопросы.
С уважением,
Елена Баранбаева
Компания «Черная Орхидея». Красота. Здоровье. Счастье.
моб.: +7 965-988-98-30 (Билайн, вы можете написать на этот номер бесплатно через Viber и WhatsApp)
моб.: +7 499-390-53-99 (Мегафон)
моб.: +7 925-038-16-47 (Мегафон)
www.black-orchid.info
www.gold-shape.ru
instagram.com/blackorchidinfo
vk.com/blackorchidinfo (напишите ваш вопрос администратору группы Вконтакте)
Skype: noname_sk1
Este documento presenta el programa de una competencia de karate que se llevará a cabo del lunes 23 al domingo 29. El cronograma incluye inscripciones, cursos de arbitraje, pesajes, eventos eliminatorios y finales de kata y kumite individuales y por equipos en diferentes categorías masculinas y femeninas, así como también congresos médicos y técnicos, reuniones y una cena de bienvenida.
Substance Addiction discusses the definition of addiction as being enslaved to a habit or something psychologically or physically habit-forming to the extent that cessation causes severe trauma. It then covers substance addiction and how it relates to different classes of psychoactive substances like stimulants, sedatives, and hallucinogenics. The document also touches on drug addiction, includes an MRI brain scan image, and withdrawal effects from addictive substances.
The document provides information on starting a new school or upgrading an existing school in Hyderabad, including the types of schools, who can open schools, and the criteria and process for obtaining permission and recognition. Schools are classified as primary (classes 1-5), upper primary (classes 1-7), or high schools (classes 8-10). Educational agencies can apply to open new schools or upgrade existing ones by submitting applications and meeting requirements for student population in the area, educational needs, and infrastructure like a play area.
The document provides information on starting a new school or upgrading an existing school in Hyderabad, including the types of schools, who can open schools, and the criteria and process for obtaining permission and recognition. Schools are classified as primary (classes 1-5), upper primary (classes 1-7), or high schools (classes 8-10). Educational agencies can apply to open new schools or upgrade existing ones by submitting applications and meeting requirements for student population in the area, educational needs, and infrastructure like a play area.
This document discusses the intersection between schools and communities in fiscally stressed areas. It begins by outlining the presenter's goals of stimulating discussion on opportunity in challenging times and sharing research insights. Several central questions are posed around the relationship between schools and communities. The document then provides historical context on how schools and communities became separated organizations. Data is presented comparing community characteristics like income, property values, early childhood program access between higher need rural, average need, and lower need areas. The presenter argues for informed local decision making, analysis of trends, and public participation to help communities address challenges.
The New Jersey Chapter’s CPAP team was invited by the South Ward Children’s Alliance in Newark’s South Ward to support the creation of a community needs assessment that could be used in their efforts to improve public education in the South Ward. The Alliance has become increasingly aware that addressing problems in the community, such as housing, crime and recreation, is a critical part of improving the South Ward’s public schools. The CPAP was asked to support their efforts to identify social issues in the surrounding neighborhoods and how they should be prioritized. The long list of social issues in the area creates unstable environments where education becomes a huge challenge for students. The overarching goal is to create a stable life for students so they can do better in school. A major component of the field work was to work with parents of children in the schools to ensure their points of view. The team conducted a review of data provided by the Alliance, researched additional sources for data, combined them with the views of the parents and produced a final presentation of the work, including maps, data, and results.
While this was a very different kind of project for the team, considering the close link with public education, the team was enthusiastic to do it. Two of the team members brought strong backgrounds in urban public education to the project. The team’s analytical approach provided the Alliance with important information they will use to consider programs to address the neighborhood’s most urgent needs.
The team members were:
• Molly Coon
• Michael Kolber
• Christopher Kok
• Nadia Mian
• Deborah Schulze
• Tom Schulze
The Sutton Trust's Caught Out Research - April 2016Sir Peter Lampl
Many children in England attend their nearest primary school, but these schools can have intakes that are quite different from their local neighbourhoods. In this research brief we describe where and why primary school intakes differ substantially in their social composition from the local neighbourhoods from which they recruit. This divergence may be because local families are choosing to attend a different school or because the school is using oversubscription criteria that do not strictly prioritise those who live closest to the school.
We look at the relationship between the social divergence between a school’s pupil intake and local neighbourhood to the characteristics of both the school and the area in which they are located. We also explore the admissions policies of the schools with the highest levels of social divergence in some detail and make some policy suggestions to improve access to primary schools, particularly for low income families.
Debate: How does private schooling growth affect the public system and educat...IIEP-UNESCO
Speaker: Priyadarshani Joshi, researcher at the Global Education Monitoring Report
Discussant: Claire Galante, Project Manager at Agence Française de Développement
Moderator: Michaela Martin, Programme Specialist at IIEP-UNESCO
Wednesday, 4 October 2017, 4 p.m. to 6 p.m
A whole staff briefing on some of the new SEND code of practice reforms/changes. June 2014.
Many thanks to Paramjeet Singh Bhogal- EP for his original PP which I adapted.
The document proposes converting all of Stamford's elementary and middle schools to K-8 magnet schools over a 3-year transition period. It notes poor academic performance in the current system and argues magnet schools will improve achievement for all students, especially economically disadvantaged students. Schools would be grouped into zones and families could choose among schools in their zone via lottery, with the goal of achieving demographic balance.
The document discusses programs and initiatives in Champaign Unit 4 Schools. It summarizes that the district uses a Schools of Choice process to promote diversity. It describes new magnet programs at three elementary schools focused on STEM, international baccalaureate, and microsociety/leadership. These programs receive an MSAP grant and have seen success, such as recognition for the STEM academy. The district is working to sustain the magnet programs after the grant ends.
Title I is a federal funding program intended to help students who are falling behind academically or who are at risk of not meeting academic standards. Funds are allocated based on the number of students eligible for free or reduced lunch. Schools can use Title I funds to hire teachers, purchase materials, support parental involvement activities, and fund professional development programs.
The Elementary and Secondary Education Act of 1965 aimed to provide equal access to education for all students. It has been reauthorized several times, most recently as the No Child Left Behind Act in 2001. North Carolina received a waiver from some NCLB requirements in 2012 in order to increase flexibility and accountability at the state and local levels. Schools are now measured based on whether student
This document provides information about Title I funding and parental involvement for a school's PAC meeting. It explains that Title I funds come from the federal government to support students who are below grade level or at risk of not meeting standards, and can be used for teachers, materials, parental activities, and pre-K programs. It encourages parents to get involved in their child's education, know how the school is performing, and outlines how the school will be evaluated based on student subgroup progress.
The document provides 10 steps to consider when choosing a primary school for your child. It discusses factors like checking your child's immunization records, choosing a school close to home to avoid long commutes, looking beyond brand name schools to find a good fit for your child, ensuring the school supports your child's interests and learning style, and having backup school options. It also provides resources on the Ministry of Education website to research schools and check statistics to inform your selection.
The document summarizes findings from a study on school choice in Chicago Public Schools. It finds that over the past 20 years, as the district has increased school choice options, half of students now choose to attend a school other than their zoned neighborhood school. The majority of students who opt out of their zoned school choose another district-run school rather than a charter school. However, charter schools on average outperform the zoned schools of the students who attend them. The expansion of school choice has given students improved educational opportunities, as most students who choose alternative schools attend ones with equal or better performance ratings than their zoned school.
Presented on 9 July 2013 the Minnesota House Education Policy Committee held a hearing on integration policy at the Crosswinds Arts & Science School in Woodbury, MN.
Delivering Parental Choice for Parents in North SwindonKevin Gray
Over the next few years there will be an increasing gap between the number of children leaving primary education and the number of places available in secondary education. At its peak over 1 in 3 parents will be forced to educate their children outside of the local area.
This presentation introduces the issues and discusses options for delivering a new school in the area to help bridge the gap and provide parents with a real choice for both secondary and 16+ education provision.
The Juntos program works to empower Latino youth and their families in Oregon through academic support workshops. The program began in 2007 in North Carolina and expanded to Oregon in 2012. Juntos provides a series of workshops for middle and high school students and their families on topics like higher education opportunities and financial planning. Evaluations found that the program significantly increased students' and parents' knowledge of high school graduation requirements and options for higher education after graduation. Juntos hopes to continue expanding to more school districts in Oregon and improve their evaluation methods to further support academic success for Latino youth and families.
INCREASING CHOICE IN THE MARKET FOR SCHOOLS: RECENT REFORMS AND THEIR EFFETCS...Hilal Taştekin
This document summarizes recent research on school choice reforms and their effects on student achievement. It discusses different types of school choice options available to families including residential choice, private schools, charter schools, voucher programs, and homeschooling. Research on charter schools finds mixed effects, with some studies finding no improvement over traditional public schools. Studies on voucher programs found large gains for participating students. Surveys of principals in Milwaukee found that most felt competition from other schools due to choice reforms.
The document discusses the objectives and content of Session 1 of a capability-building program on journalistic writing and publication crafting. The session aims to demonstrate processes in writing news, feature and opinion articles and evaluate the impact of published stories. Participants will learn to write school-community news, feature and opinion articles. The document also provides examples of pre-tests with writing exercises to identify errors.
In the summer of 2013, The Missouri Board of Education
posed the question: what is the appropriate role for
the state in the support of and possible intervention
in unaccredited school districts, if the goal is achieving
dramatic student achievement gains? This report
provides recommendations to answer that question
and represents a comprehensive vision for an urban
school system that fosters the conditions schools,
educators, parents, and students need for success.
While we focus here on the Kansas City Public Schools
(KCPS), these recommendations could also guide state
intervention in other unaccredited districts.
20130212 Comparing Public and Private Schools in OmahaVicki Alger
Omaha private schools enroll nearly 13,200 students across 38 schools. Most Omaha private schools (79%) are Roman Catholic and enroll 87% of private school students. On average, Omaha private schools have lower student-teacher ratios than public schools. However, average total funding per student is $4,500 higher for Omaha public schools compared to average private school tuition. Available evidence also indicates Omaha private school students perform better academically than their public school peers, even after controlling for differences in student backgrounds.
The document provides information on starting a new school or upgrading an existing school in Hyderabad, including the types of schools, who can open schools, and the criteria and process for obtaining permission and recognition. Schools are classified as primary (classes 1-5), upper primary (classes 1-7), or high schools (classes 8-10). Educational agencies can apply to open new schools or upgrade existing ones by submitting applications and meeting requirements for student population in the area, educational needs, and infrastructure like a play area.
The document provides information on starting a new school or upgrading an existing school in Hyderabad, including the types of schools, who can open schools, and the criteria and process for obtaining permission and recognition. Schools are classified as primary (classes 1-5), upper primary (classes 1-7), or high schools (classes 8-10). Educational agencies can apply to open new schools or upgrade existing ones by submitting applications and meeting requirements for student population in the area, educational needs, and infrastructure like a play area.
This document discusses the intersection between schools and communities in fiscally stressed areas. It begins by outlining the presenter's goals of stimulating discussion on opportunity in challenging times and sharing research insights. Several central questions are posed around the relationship between schools and communities. The document then provides historical context on how schools and communities became separated organizations. Data is presented comparing community characteristics like income, property values, early childhood program access between higher need rural, average need, and lower need areas. The presenter argues for informed local decision making, analysis of trends, and public participation to help communities address challenges.
The New Jersey Chapter’s CPAP team was invited by the South Ward Children’s Alliance in Newark’s South Ward to support the creation of a community needs assessment that could be used in their efforts to improve public education in the South Ward. The Alliance has become increasingly aware that addressing problems in the community, such as housing, crime and recreation, is a critical part of improving the South Ward’s public schools. The CPAP was asked to support their efforts to identify social issues in the surrounding neighborhoods and how they should be prioritized. The long list of social issues in the area creates unstable environments where education becomes a huge challenge for students. The overarching goal is to create a stable life for students so they can do better in school. A major component of the field work was to work with parents of children in the schools to ensure their points of view. The team conducted a review of data provided by the Alliance, researched additional sources for data, combined them with the views of the parents and produced a final presentation of the work, including maps, data, and results.
While this was a very different kind of project for the team, considering the close link with public education, the team was enthusiastic to do it. Two of the team members brought strong backgrounds in urban public education to the project. The team’s analytical approach provided the Alliance with important information they will use to consider programs to address the neighborhood’s most urgent needs.
The team members were:
• Molly Coon
• Michael Kolber
• Christopher Kok
• Nadia Mian
• Deborah Schulze
• Tom Schulze
The Sutton Trust's Caught Out Research - April 2016Sir Peter Lampl
Many children in England attend their nearest primary school, but these schools can have intakes that are quite different from their local neighbourhoods. In this research brief we describe where and why primary school intakes differ substantially in their social composition from the local neighbourhoods from which they recruit. This divergence may be because local families are choosing to attend a different school or because the school is using oversubscription criteria that do not strictly prioritise those who live closest to the school.
We look at the relationship between the social divergence between a school’s pupil intake and local neighbourhood to the characteristics of both the school and the area in which they are located. We also explore the admissions policies of the schools with the highest levels of social divergence in some detail and make some policy suggestions to improve access to primary schools, particularly for low income families.
Debate: How does private schooling growth affect the public system and educat...IIEP-UNESCO
Speaker: Priyadarshani Joshi, researcher at the Global Education Monitoring Report
Discussant: Claire Galante, Project Manager at Agence Française de Développement
Moderator: Michaela Martin, Programme Specialist at IIEP-UNESCO
Wednesday, 4 October 2017, 4 p.m. to 6 p.m
A whole staff briefing on some of the new SEND code of practice reforms/changes. June 2014.
Many thanks to Paramjeet Singh Bhogal- EP for his original PP which I adapted.
The document proposes converting all of Stamford's elementary and middle schools to K-8 magnet schools over a 3-year transition period. It notes poor academic performance in the current system and argues magnet schools will improve achievement for all students, especially economically disadvantaged students. Schools would be grouped into zones and families could choose among schools in their zone via lottery, with the goal of achieving demographic balance.
The document discusses programs and initiatives in Champaign Unit 4 Schools. It summarizes that the district uses a Schools of Choice process to promote diversity. It describes new magnet programs at three elementary schools focused on STEM, international baccalaureate, and microsociety/leadership. These programs receive an MSAP grant and have seen success, such as recognition for the STEM academy. The district is working to sustain the magnet programs after the grant ends.
Title I is a federal funding program intended to help students who are falling behind academically or who are at risk of not meeting academic standards. Funds are allocated based on the number of students eligible for free or reduced lunch. Schools can use Title I funds to hire teachers, purchase materials, support parental involvement activities, and fund professional development programs.
The Elementary and Secondary Education Act of 1965 aimed to provide equal access to education for all students. It has been reauthorized several times, most recently as the No Child Left Behind Act in 2001. North Carolina received a waiver from some NCLB requirements in 2012 in order to increase flexibility and accountability at the state and local levels. Schools are now measured based on whether student
This document provides information about Title I funding and parental involvement for a school's PAC meeting. It explains that Title I funds come from the federal government to support students who are below grade level or at risk of not meeting standards, and can be used for teachers, materials, parental activities, and pre-K programs. It encourages parents to get involved in their child's education, know how the school is performing, and outlines how the school will be evaluated based on student subgroup progress.
The document provides 10 steps to consider when choosing a primary school for your child. It discusses factors like checking your child's immunization records, choosing a school close to home to avoid long commutes, looking beyond brand name schools to find a good fit for your child, ensuring the school supports your child's interests and learning style, and having backup school options. It also provides resources on the Ministry of Education website to research schools and check statistics to inform your selection.
The document summarizes findings from a study on school choice in Chicago Public Schools. It finds that over the past 20 years, as the district has increased school choice options, half of students now choose to attend a school other than their zoned neighborhood school. The majority of students who opt out of their zoned school choose another district-run school rather than a charter school. However, charter schools on average outperform the zoned schools of the students who attend them. The expansion of school choice has given students improved educational opportunities, as most students who choose alternative schools attend ones with equal or better performance ratings than their zoned school.
Presented on 9 July 2013 the Minnesota House Education Policy Committee held a hearing on integration policy at the Crosswinds Arts & Science School in Woodbury, MN.
Delivering Parental Choice for Parents in North SwindonKevin Gray
Over the next few years there will be an increasing gap between the number of children leaving primary education and the number of places available in secondary education. At its peak over 1 in 3 parents will be forced to educate their children outside of the local area.
This presentation introduces the issues and discusses options for delivering a new school in the area to help bridge the gap and provide parents with a real choice for both secondary and 16+ education provision.
The Juntos program works to empower Latino youth and their families in Oregon through academic support workshops. The program began in 2007 in North Carolina and expanded to Oregon in 2012. Juntos provides a series of workshops for middle and high school students and their families on topics like higher education opportunities and financial planning. Evaluations found that the program significantly increased students' and parents' knowledge of high school graduation requirements and options for higher education after graduation. Juntos hopes to continue expanding to more school districts in Oregon and improve their evaluation methods to further support academic success for Latino youth and families.
INCREASING CHOICE IN THE MARKET FOR SCHOOLS: RECENT REFORMS AND THEIR EFFETCS...Hilal Taştekin
This document summarizes recent research on school choice reforms and their effects on student achievement. It discusses different types of school choice options available to families including residential choice, private schools, charter schools, voucher programs, and homeschooling. Research on charter schools finds mixed effects, with some studies finding no improvement over traditional public schools. Studies on voucher programs found large gains for participating students. Surveys of principals in Milwaukee found that most felt competition from other schools due to choice reforms.
The document discusses the objectives and content of Session 1 of a capability-building program on journalistic writing and publication crafting. The session aims to demonstrate processes in writing news, feature and opinion articles and evaluate the impact of published stories. Participants will learn to write school-community news, feature and opinion articles. The document also provides examples of pre-tests with writing exercises to identify errors.
In the summer of 2013, The Missouri Board of Education
posed the question: what is the appropriate role for
the state in the support of and possible intervention
in unaccredited school districts, if the goal is achieving
dramatic student achievement gains? This report
provides recommendations to answer that question
and represents a comprehensive vision for an urban
school system that fosters the conditions schools,
educators, parents, and students need for success.
While we focus here on the Kansas City Public Schools
(KCPS), these recommendations could also guide state
intervention in other unaccredited districts.
20130212 Comparing Public and Private Schools in OmahaVicki Alger
Omaha private schools enroll nearly 13,200 students across 38 schools. Most Omaha private schools (79%) are Roman Catholic and enroll 87% of private school students. On average, Omaha private schools have lower student-teacher ratios than public schools. However, average total funding per student is $4,500 higher for Omaha public schools compared to average private school tuition. Available evidence also indicates Omaha private school students perform better academically than their public school peers, even after controlling for differences in student backgrounds.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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2. Table of Contents
• Overview & Purpose
• The Current Geographic Zones
• Updating the Geographic Zones
• Proposed Geographic Zones
• What do the Proposed Zones Mean for You?
• Tell Us What You Think
2
3. Overview & Purpose
In New Orleans, families use OneApp to apply to school. Families
can apply to schools citywide. For grades PK-4 through 8, families
receive priority to the schools located in their geographic zone, if
they list them on their OneApp.
By law, schools can offer geographic priority for up to 50% of their
available seats. That means that if a school has 10 seats available
for new students in first grade, applicants who live in the school’s
geographic zone will get priority for 5 of those seats over applicants
who do not live in the school’s zone.
This policy allows a family to keep their child close to home if that is
what is important to them. At the same time, it ensures that there
will be seats available for families who do not live close to their
preferred schools.
3
4. Overview & Purpose
EnrollNOLA knows that a school’s location is one of many
factors that a parent considers when choosing which schools
to list on their child’s OneApp.
Family preference data from OneApp shows that many
families consider attending a school outside of their zone:
78% of applicants preference at least one out-of-zone
school and 65% of all choices are outside-of-zone.
There are families who strongly preference an in-zone school
assignment. Through geographic priority, the majority of these
families receive in-zone placements: Over 90% of families
who strongly preference in-zones schools receive a
placement in-zone
4
5. The Current Geographic Zones
Note: Student, seat, and school counts exclude high schools, selective-enrollment programs, and Type 2 charter
schools. Type 2 charter schools can accept students from anywhere in the State.
5
Currently, the city is divided into 6 geographic zones
6. Updating the Geographic Zones
The Recovery School District and the Orleans Parish School
Board are committed to revising the geographic zones for the
2017-18 OneApp process, which begins in November 2016.
Revisiting the zones about every five years helps us make sure
we are responsive to changes in the city’s population. In
addition, many new school buildings have opened since the
geographic zones were created in 2011.
In mid-June, OPSB Superintendent Lewis will bring the final
recommendation to the Orleans Parish School Board. RSD
Superintendent Dobard will inform the Board of Elementary and
Secondary Education (BESE) of the final recommendation.
6
7. Updating the Geographic Zones
As a first step in the development of new geographic zones,
partners from the community, schools, OPSB, and RSD
identified the following set of values:
1. Moving forward, zones should be easily identifiable and
understandable
• Having a single set of geographic zones for all schools, rather than
school- or student-specific zones, is straightforward for families.
• Currently, it is not intuitive to know which zone a person lives in. Moving
forward, zones should align with zip codes.
2. Each zone should contain a variety of school types & models,
including high performing schools
• It is important that every family, no matter where they live in the city, has
access to a variety of school options.
3. Zones should be demographically integrated
• It is important that our zones reflect the socio-economic and racial
diversity of our city 7
8. 8
Note: Red lines denote current zone boundaries.
Proposed Geographic Zones
Zone Zip Codes
1 70116, 70117
2 70112, 70119
3 70113, 70130
4 70115, 70118, 70125
5 70122, 70124, 70148, 70126 (West)
6 70126 (East), 70127, 70128, 70129
7 70114, 70131
9. 9
Proposed Geographic Zones: Alignment with Values
• Zip code boundaries are easily understandable
• All zones have a variety of school options. Most zones have
at least one A or B rated school located within it.
Note: Student, seat, and school counts include current student and school counts and exclude
high schools, selective-enrollment programs, and Type 2 charter schools.
Zone Zip Codes Students
Per Seat
Schools
(#)
A-rated
Schools (#)
B-rated
Schools (#)
1 70116, 70117 0.9 9 0 1
2 70112, 70119 0.6 10 0 1
3 70113, 70130 0.3 8 2 2
4 70115, 70118, 70125 0.7 17 2 6
5 70122, 70124, 70148, 70126 (W) 1.1 11 1 2
6 70126 (E), 70127, 70128, 70129 2.1 8 0 0
7 70114, 70131 1.2 8 2 0
10. 10
Proposed Geographic Zones: Alignment with Values
• The zones are relatively demographically balanced.
Zone Residents in
HH Earning
Less than
$35K
Residents in
HH Earning
$35-50K
Residents in
HH Earning
$50-75K
Residents
in HH
Earning >
$75K
White Black Other
1 63% 12% 11% 14% 28% 68% 5%
2 56% 12% 13% 19% 34% 59% 8%
3 52% 14% 10% 24% 48% 44% 8%
4 41% 13% 13% 33% 55% 39% 6%
5 37% 15% 17% 31% 41% 54% 6%
6 48% 15% 16% 21% 5% 84% 11%
7 42% 13% 15% 30% 29% 64% 7%
Zone Zone
1 70116, 70117 5 70122, 70124, 70148, 70126 (West)
2 70112, 70119 6 70126 (East), 70127, 70128, 70129
3 70113, 70130 7 70114, 70131
4 70115, 70118, 70125
11. What do the Proposed Zones Mean for You?
If your child is already enrolled in a school and you want
him or her to stay enrolled, the new zones do not impact
you.
If you want your child to change schools and you submit
a OneApp, you will receive priority to the schools located
in your geographic zone. Your zip code determines which
geographic zone you live in.
The pages that follow show which schools are located in
each zone.
11
12. Zone 1: 70116 & 70117
If you live in 70116 or 70117 you live in Zone 1. You
would receive priority to the following schools:
• Akili Academy of New Orleans
• Arise Academy
• Dr. Martin Luther King Charter School
• Encore Academy
• Homer A. Plessy Community School
• Joseph A. Craig Charter School
• KIPP Leadership Primary
• KIPP Leadership Academy
• KIPP McDonogh 15 Primary
12
You can learn more about these schools by visiting the New Orleans Guide to Parents’ Guide to Public Schools
13. Zone 2: 70112 & 70119
If you live in 70112 or 70119 you live in Zone 2. You
would receive priority to the following schools:
• Bricolage Academy
• Esperanza Academy
• Langston Hughes Academy
• McDonogh #42 Elementary School
• Medard H. Nelson Charter School
• Phillis Wheatley Community School
• Pierre A. Capdau Charter School
• ReNEW McDonogh City Park Academy
• Success Preparatory Academy
13
You can learn more about these schools by visiting the New Orleans Guide to Parents’ Guide to Public Schools
14. Zone 3: 70113 & 70130
If you live in 70113 or 70130 you live in Zone 3. You
would receive priority to the following schools:
• E.P. Harney Spirit of Excellence Academy
• James M. Singleton Charter School
• KIPP Central City Primary
• KIPP Central City Academy
• Mahalia Jackson Elementary School
• ReNEW SciTech Academy
14
You can learn more about these schools by visiting the New Orleans Guide to Parents’ Guide to Public Schools
15. Zone 4: 70115, 70118, 70125
If you live in 70115, 70118 or 70125 you live in Zone 4.
You would receive priority to the following schools:
• Andrew H. Wilson Charter School
• KIPP Believe College Prep
• KIPP Believe Primary
• Lafayette Academy Charter School
• ReNEW Cultural Arts Academy
• Samuel J. Green Charter School
• Sylvanie Williams College Prep
15
You can learn more about these schools by visiting the New Orleans Guide to Parents’ Guide to Public Schools
16. Zone 5: 70122, 70124, 70148, 70126 (West
of the Industrial Canal)
If you live in 70122, 70124, 70148 or 70126 (west of the
industrial canal) you live in Zone 5. You would receive
priority to the following schools:
• Arthur Ashe Charter School
• Edward Hynes Charter School (70124 Only)
• Gentilly Terrace Charter School
• KIPP East Community Primary
• KIPP McDonogh 15 Middle School
• Mary D. Coghill Charter School
16
You can learn more about these schools by visiting the New Orleans Guide to Parents’ Guide to Public Schools
17. Zone 6: 70126 (East of the Industrial
Canal), 70127, 70128, 70129
If you live in 70126 (east of the industrial canal), 70127,
70128 or 70129 you live in Zone 6. You would receive
priority to the following schools:
• Einstein Charter Middle School
• Einstein Charter School @ Sherwood Forest
• Einstein Charter School @ Village de L’est
• Fannie C. Williams Charter School
• Mildred Osborne Charter School
• ReNEW Dolores T. Aaron Elementary
• ReNEW Schaumburg Elementary
17
You can learn more about these schools by visiting the New Orleans Guide to Parents’ Guide to Public Schools
18. Zone 7: 70114 & 70131
If you live in 70114 or 70131 you live in Zone 7. You
would receive priority to the following schools:
• Alice Harte Elementary School
• Dwight D. Eisenhower Academy
• Harriet Tubman Charter School
• Martin Behrman Charter School
• McDonogh #32 Literacy Charter School
• Paul Habans Charter School
• William J. Fischer Accelerated Academy
18
You can learn more about these schools by visiting the New Orleans Guide to Parents’ Guide to Public Schools
19. Tell Us What You Think
• Review the proposal & provide feedback:
• Fill out this quick survey
• You may also submit feedback via email: oneapp@rsdla.net
• Give public comment:
• OPSB Accountability Committee
• 3520 General DeGaulle Drive
• June 9, 2016
• Check agenda at www.opsb.us for meeting time
19
21. Important Considerations for New Orleans East
Currently, Zone 5 encompasses New Orleans East & Gentilly. Given the
scarcity of seats in the East, this was done to give families in New Orleans
East priority to more schools than just those in New Orleans East.
In response to feedback that this zone is too large, we propose using the
industrial canal as the westernmost border of the New Orleans East zone(s).
In making this decision, we must consider the following:
• There are currently no A or B rated schools in the proposed zone
• Families will only receive priority to the schools located within their
zone. This means that families residing in New Orleans East will no
longer receive priority to schools located in Gentilly
• The proposed zone serving New Orleans East are less racially
integrated than the other zones
Proposed
Current
21
22. Important Considerations for New Orleans East
Why didn’t we consider making New Orleans East 2 smaller
zones? New Orleans East is comprised of 4 zip codes: 70126,
70127, 70128, and 70129.
• 70129 and 70128 are each served by a single school operator
and therefore lack variety in educational options
• Collectively, 70126 (east of the canal), 70127 and 70128 are
very dense and there is an insufficient number of seats to serve
the population. The ratio of students per seats in these zip
codes is 2.8, meaning that there are almost three times as
many students who live there as there are school seats.
In the future, once schools grow to serve their full grade spans
and the School Facilities Master Plan is completed, it may make
sense to create a second zone in New Orleans East. 22