• compulsory schemes are much less popular than voluntary schemes amongst parents and school staff. But voluntary schemes can struggle to run economically and there are also adverse selection issues where those who may benefit the most – often the most deprived – would not attend. We suggest that it does so via an extended day premium, distributed on a per pupil basis, which schools can opt into receiving on the condition that they then run a longer day and which is mandatory for pupils within that school. Such a decision, with associated funding, would be analogous to opting in to Academy status.
The Conservative MP Margot James argued for a longer schoolday in an article in the Telegraph, focusing on the benefits of the longer schoolday common in the independent sector, despite a frequently shorter schoolyear. 15
Paul Kirby, former Head of the Number 10 Policy Unit, argued in January 2014 in favour of reforms requiring all state funded schools to provide 45 hours of education per week for 45 weeks of the year, which could give children “the equivalent of an extra 7 years of compulsory education between the ages of 5 and 16 and giving teachers almost no time constraints.” 16
The Department for Education has produced an assessment of the impact of the changes. While there will be greater flexibility, we expect that sensible conversations between the local authority and schools on co-ordination will take place. Variations to term dates could also help businesses and employers, for example, in areas of high-seasonal employment where employees may welcome the chance to holiday outside of peak tourist periods. For example, Bishop Bronescombe school in St Austell has a two-week half term in May/June to accommodate parents’ seasonal employment patterns.
School years are extended based on three basic models:
—stretching the traditional 180 days of school across the whole calendar year by lengthening spring and winter breaks and shortening the break in summer.
—adding 20 to 30 actual days of instruction to the 180-day calendar.
Please find below our Vacation Care Program for the upcoming Dec 2020/ Jan 2021 School holiday period. Please return your completed Booking Form and make payment to reserve your place. An early bird discount of $5/day applies to bookings and payments made by Wednesday 2 nd December. The Centre will be open from 7.30am-6:30pm daily during Vacation Care.
The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators and schools.
ABOUT THE COLLEGE BOARD
The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT ® and the Advanced Placement Program ® . The organization also serves the education community
Spotlight on Student Transportation Safety: Howard County, Maryland
Howard County, Maryland is keenly aware of the importance of safety in transporting its pupils and staff.
Instead of owning and maintaining its own fleet of yellow busses, Howard County contracts with private companies for home-to-school transportation. However, this does not mean the Howard County leaves safety to its home-to-school operators. “We closely monitor every aspect of transportation,” said David Ramsay Director of the Howard County Public School Systems’ Pupil Transportation Office. “All of the drivers attend our training and go through our screening. We do the background checks, local and federal levels, as well as drug and alcohol testing. As it relates to the actual vehicles, we hold three safety inspections each year. All of the busses are brought in to our facilities for complete inspection. It is all very closely monitored by us.” But when it comes to chartering motor coaches, Ramsay does not have that level of control. Instead, he turns to TSX. “We entrust TSX to do for private motor coaches what we do for home-to-school transportation.”
Non-attendance is managed in state schools in line with the DET policies, SMS-PR-029: Managing Student Absences and SMS-PR- 036: Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.
School rolls are marked electronically by teachers twice per day and administration staff run a roll entry monitoring report once a week. Unexplained absences are investigated by the Principal and Deputy Principal and are often followed through with a home visit.
The following information is enclosed for your review:
• Bus schedule for the coming schoolyear.
• Registration form/contract for riding the bus.
Also enclosed is a copy of our Bus Conduct, Bus Safety Rules, and Responsibilities of Students on Buses. Please review this document with your children before returning signed copies with your registration. Students must understand that while they are at the pick-up/drop-off point and while they are on the bus, they are at school. All the rules as listed in the PDS Student-Parent Handbook apply on the bus.
Seven administrators and eighteen lead teachers were asked to respond to eight statements regarding children’s experiences in full-day kindergarten. They were asked to respond either “agree,” “disagree,” or “no opinion.” In general, teachers and administrators agreed that full-day kindergarten “better prepares children for first grade,” “offers more time for learning,” “offers more time for children to learn how to work together with other children,” “that children become more socially adjusted by attending a full-day kindergarten,” “that teachers get to know their children better in a full-day kindergarten,” and finally, “that kindergarten-aged children are ready for full-day kindergarten.” Over half believed that “children do not become too tired in a full-day kindergarten program,” with the remaining responses split between believing that they did become too tired and having no opinion.
Last year EDS inaugurated international summer trips by sending thirteen students in 5th-8th grades along with 3 faculty members to Costa Rica with Chill Expeditions. The trip more than met our ex- pectations. Zip-lining, white-water rafting, caving, and visiting an organic farm were a few of the action packed activities. Students also took an extended jungle walk, on which an expert guide pointed out plants and animals that provide medicines and other items helpful to mankind. Students became im- mersed in the culture by attending a church service, shopping in a small town and doing community ser- vice at a small parent-funded school.
For Raskob DaySchool
Address: 3520 Mountain Blvd, Oakland CA 94619 Phone: 510-436-1275 Principal: Edith Ben Ari, M.S. Grade Span: 2-8
This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report are reported for the 2012–13 schoolyear. School finances and school completion data are reported for the 2012–13 schoolyear. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 2012–13 schoolyear. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office.
Dear Parents, Carers and Families
CURRICULUM DAY – NO SCHOOL Friday the 26 November
There will be no school for children on this day as teachers will be reflecting on our Annual Improvement Plan and writing end of year reports to be presented to parents later in the term.
empowered to offer an alternative. 68 Even editors of conservative newspapers, like the
Sydney Morning Herald, complained that censorship was enacted for political advantage
rather than national security. 69
The discursive carriage of the press was not all one way, however. Newspapers both moulded and were moulded by public opinion. They were spaces in which discourses circulated in quite specific ways. Different sections of these newspapers often provided different perspectives, with editorials typically tending to reinforce authorised opinions about commemoration as did press releases from government bodies and planning committees. Journalists’ accounts of regional planning meetings often allow for a more fine-grained forensic analysis of the dynamics of commemoration and the imperatives which drove it at a local level. The reportage on the events themselves, though often self- censoring, yields valuable insights into the tone of the events, especially when cross- comparisons can be made among different sources. In some cases they are as revealing for what they leave out as for what they include. Unlike today, newspapers frequently reported verbatim the sermons preached in churches as well as the speeches given by dignitaries and other guests at civic and school ceremonies. Letters to editors, too, remain a rich source of evidence for contestation around Anzac commemoration. Here citizens expressed their views on a range of issues, engaged in polemics and railed against and berated their fellow Australians on any number of issues.
SCUSD strives to be a model of financial responsibility, making every effort to spend taxpayer dollars wisely. At the same time, ongoing bond programs are necessary in a district this large, with so many students, teachers, and facilities needs.
Bond funds allow the District to maintain safe, modern school facilities and bring in updated technology essential to student achievement. Measure B 1997 improvements included new elementary school play structures, new high school science classrooms and outdoor athletic facilities, the major renovation of eleven elementary schools, an ambitious roof replacement program, and two high school performing arts buildings. Measure J 2004 generated funds to modernize buildings and classrooms for middle schools, high schools, and the adult education campus. Measure H 2010 upgraded fire, safety and security systems, renovated and reopened a closed elementary school, installed solar panels to decrease energy costs, purchased the Agnews campus property, and expanded overcrowded schools. Measure H 2014 funds construction of three new schools on the Agnews campus, expands overcrowded schools, and addresses critical facility needs such as replacing roofs and adding air conditioning to elementary school classrooms. Measure BB 2018 funds the construction of three new schools, reconstructs fields, replaces aging play structures and playground paving, adds shade structures, and upgrades fencing and gates, among many other crucial projects. More: www.santaclarausd.org/bond
3.8 As well as the National Curriculum subjects, the curriculum includes drama, dance and religious education and a variety of sports and languages. French is taught throughout the school and older pupils study Latin where they quickly gain competency. Design and technology is incorporated successfully into art and science. Mathematics and science investigations help make theory more meaningful. A recent, highly successful Green Day included science, art, geography and self-sufficiency. The personal, social and health education (PSHE) curriculum is well planned and effective. The curriculum offers opportunities for all and ensures that those with SEND and EAL as well as the most able, are challenged according to their different needs. Valuable support for pupils with SEND and EAL is mainly given through one-to-one tuition and support in lessons to meet their different needs, ensuring frequently strong progress. In most subjects the curriculum provides continuity and progression from the EYFS through the pre-prep to the prep. This is not fully in place for all subjects. The school is aware of this and has made plans to improve it.
4. The only Mediator between God and humankind is Christ Jesus our Lord, God's eternal Son, who being conceived by the Holy Spirit and born of the Virgin Mary, fully shared and fulfilled our humanity in a life of perfect obedience as true God and true man. By His death in our stead, He revealed the divine love and upheld divine justice, removing our guilt and reconciling us to God. Having redeemed us from sin, the third day He rose bodily from the grave, victorious over death and the powers of darkness. He ascended into heaven where at God's right hand, He intercedes for His people and rules as Lord over all.
August 1st, 2021
Dear Deep Creek Magnet Middle School Families,
After several conversations with various community members, staff members, and other BCPS administrators, we have decided to change Deep Creek Magnet Middle School’s cell phone policy. Students will be permitted to bring cell phones to school; however, the expectation will be that student’s cell phones and headphones/earbuds will be out of sight throughout the day. Out of sight is defined as put away in a locker, bookbag, purse, or another closed environment. Cell phones cannot be carried in hands or generally visible in classes or hallways.
At the first Zoom meeting with my daughter’s teachers I learned exactly what we had signed up for. The program is set up so that half of the day, my daughter is learning in English with Ms. Pasquale. The other half is spent learning in Spanish with Senora O’Connor.
I remember listening as Senora O’Connor explained how she would speak Spanish only in her class. I got a little worried that my daughter would struggle. Half the day with a teacher that only speaks Spanish and virtual? It seemed like a lot. I was concerned that my baby wouldn’t be able to keep up. I wasn’t sure I would be able to help since I have limited exposure in Spanish. However, I figured we would see how everything played out.