List of Titles Sec. Duties of boards of education. The statement of goals shall be consistent with state-wide goals pursuant to subsection c of section Each local or regional board of education shall annually establish student objectives for the school year which relate directly to the statement of educational goals prepared pursuant to this subsection and which identify specific expectations for students in terms of skills, knowledge and competence.
List of Titles Sec. Duties of boards of education.
The statement of goals shall be consistent with state-wide goals pursuant to subsection c of section Each local or regional board of education shall annually establish student objectives for the school year which relate directly to the statement of educational goals prepared pursuant to this subsection and which identify specific expectations for students in terms of skills, knowledge and competence.
The superintendent of each local and regional school district shall present the profile report at the next regularly scheduled public meeting of the board of education after each November first. The profile report shall provide information on measures of 1 student needs, 2 school resources, including technological resources and utilization of such resources and infrastructure, 3 student and school performance, including in-school suspensions, out-of-school suspensions and expulsions, the number of truants, as defined in section a, and chronically absent children, as defined in section c, 4 the number of students enrolled in an adult high school credit diploma program, pursuant to sectionoperated by a local or regional board of education or a regional educational service center, 5 equitable allocation of resources among its schools, 6 reduction of racial, ethnic and economic isolation, 7 special education, and 8 school-based arrests, as defined in section n.
For purposes of this subsection, measures of special education include A special education identification rates by disability, B rates at which special education students are exempted from mastery testing pursuant to section q, C expenditures for special education, including such expenditures as a percentage of total expenditures, D achievement data for special education students, E rates at which students identified as requiring special education are no longer identified as requiring special education, F the availability of supplemental educational services for students lacking basic educational skills, G the amount of special education student instructional time with nondisabled peers, H the number of students placed out-of-district, and I the actions taken by the school district to improve special education programs, as indicated by analyses of the local data provided in subparagraphs A to Hinclusive, of this subdivision.
The superintendent shall include in the narrative portion of the report information about parental involvement and any measures the district has taken to improve parental involvement, including, but not limited to, employment of methods to engage parents in the planning and improvement of school programs and methods to increase support to parents working at home with their children on learning activities.
For purposes of this subsection, measures of truancy include the type of data that is required to be collected by the Department of Education regarding attendance and unexcused absences in order for the department to comply with federal reporting requirements and the actions taken by the local or regional board of education to reduce truancy in the school district.
Such truancy data shall be considered a public record, as defined in section The inspection and evaluation program shall include, but not be limited to, a review, inspection or evaluation of the following: The committee shall recommend, develop, review and approve all curriculum for the local or regional school district.
Such records shall include any reports made to the Department of Children and Families. The Department of Education shall have access to such records.
Powers conferred and duties imposed by former statute construed. Town may defend action brought against committee for official acts under former statute; duties as to moral fitness of teachers.
Former statute held not to repeal provision in city charter. Control of town over committee under former statute. Actions of board, within confines of its powers, not subject to control of city common council or officers; if land devoted to school purposes, held city could not condemn it for a highway without approval of school committee.
Section must be read with Sec. Number of teaching positions, need of curriculum coordinator and maintenance of school properties were matters within discretion of school board. Ability of board to perform its statutory duties not destroyed by requirement of town charter that it select nonprofessional employees under civil service requirements.
Town, by referendum, could delegate its power of eminent domain to board of education which had authority to exercise it.
There is no statutorily mandated exception to residency requirement for displacement due to natural disaster, however board has discretion to interpret this section and Sec. Elements justifying indemnification of a board member.
Boards of education may discontinue or unite schools; history of section reviewed. Board as agent of the state.
Boards of education may accord problem of racial imbalance relevance in making decisions.
School boards are agents of the state, not subject to recall under a municipal charter. The Connecticut education system violates Art.
Relationship between boards of education and municipal budget authorities; extent of municipal obligation to finance education. Local board of education is not acting as agent of the state and not entitled to sovereign immunity when acting to recover damages arising from construction of school building.
Context of community orientation of family discussed in determining place of residence for purposes of school attendance.Quotes. What information consumes is rather obvious: it consumes the attention of its recipients.
Hence a wealth of information creates a poverty of attention, and a need to allocate that attention efficiently among the overabundance of information sources that might consume it. Chapter 7. Leading.
The American soldier demands professional competence in his leaders. In battle, he wants to know that the job is going to be done right, with no unnecessary casualties. Chapter 7. Leading. The American soldier demands professional competence in his leaders.
In battle, he wants to know that the job is going to be done right, with no unnecessary casualties. leadership is about managing energy, first in yourself and then in those around you; the ability and the willingness to influence people so that they respond voluntarily.
explain why being a leader depends on one's point of view and not on title or status. Chapter 4. Leader Character. Just as fire tempers iron into fine steel so does adversity temper one’s character into firmness, tolerance, and determination.
Leadership and Power in Organizations Chapter Are Leaders Born or Made?. CHAPTER 12 Leadership -. introduction to industrial/organizational psychology by ronald e. riggio. chapter objectives. definition of leadership difference between leaders and managers sources of power evolution of leadership theories behavioral theories.