Pre-K programs for students with special needs vary widely in quality and scope. Some states and districts have long included students with special needs in pre-K classes alongside their more typically developing peers.
Elementary and middle school students in Bridgeport, Connecticut, dabble in architecture, play music and learn about fashion design with well-known artists and professionals as part of the national Turnaround Arts program.
New teachers in many of the nation’s largest districts must continue to work at least 25 years to receive a positive return on their retirement benefits, according to a new report from the Thomas B. Fordham Institute.
As superintendent of the Franklin County Public Schools, I am always pleased when our programs successfully support our mission, which is “To prepare students for college and career readiness and to become contributing citizens.”
There is a kind of professional development that we rarely see but that many of us in school leadership could use. Some would call it coaching or mentoring, but what I’m describing is more specific—individualized instruction in an alternative setting off campus.
In 2013, the Onondaga Cortland Madison Board of Cooperative Educational Services (OCM BOCES) brought hands-on learning to the next level by embedding some of its state-endorsed career and technical education (CTE) programs at local businesses.