Academy Articles of Association: Model One for Use by Mainstream, Special, 16-19, Alternative Provision Academies and Free Schools; and Studio Schools
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Family Handbook: 2018
Faith Christian Academy Family Handbook: 2018 “Training Students…Transforming Lives” Family Handbook: 2018 Table of Contents I. Philosophy, Foundations, and Admissions 5 Accreditation 5 Admission Information 5 Admissions Procedures 5 Admissions Procedures/Requirements by Grade Level 6 Immunizations 6 Non Discrimination Policy 6 Students with Special Academic Needs 6 Students with Court Records 7 Students with Infectious Diseases 7 Core Values 7 Expected Student Outcomes 8 History 9 Mission Statement 9 Organization 9 Potential for Revision 10 Statement of Faith 10 Statement of Purpose and Philosophy of Education 14 Vision Statement 15 II. Academic Information 16 Academic Eligibility ..............................................................................................16 Academic Fairs and Competitions .........................................................................16 Cheating/Academic Integrity .................................................................................16 Christian/Community Service Recognition ...........................................................16 College Courses/Dual Credits ................................................................................16 Curriculum Guides .................................................................................................17 Grading System ......................................................................................................17 Graduation Requirements ......................................................................................17 -
School Profile 2019-2020
SCHOOL PROFILE 2019-2020 10 MAIN STREET Cheshire Academy was founded in 1794. The Academy is a selective independent, coeducational CHESHIRE, CT 06410 boarding and day school enrolling 362 students in grades 9-12 and a postgraduate year. Cheshire Academy endeavors to enroll students who are eager to pursue their passions and realize their potential. 203-272-5396 The Academy has a rich tradition of enrolling a diverse student body and providing a student-centered FAX: 203-439-7202 program. Cheshire Academy is accredited by the New England Association of Schools and Colleges CEEB CODE: 070095 and is approved by the Connecticut State Department of Education. Among other affiliations, the school is a member of the Secondary School Admissions Test Board (SSATB) the National Association of WWW.CHESHIREACADEMY.ORG Independent Schools (NAIS) and the Connecticut Association of Independent Schools (CAIS). * ADMINISTRATION CHESHIRE ACADEMY AT A GLANCE Julie Anderson • 362 students, 57% boys, 43% girls • 57 full time faculty Head of School • 16 PGs, 108 Seniors, 94 Juniors, • 46 with advanced degrees (up to M.A.) 94 Sophomores, 50 Freshmen • Average class size: 11 Laura Longacre • 51% boarding, 49% day Chief Academic Officer • From13 states and 29 countries * As of September 1, 2018 GPA DISTRIBUTION—CLASS OF 2019 * COLLEGE COUNSELING OFFICE ACADEMIC INFORMATION & GRADUATION REQUIREMENTS 4.1-4.0 2.4 % of class Madeleine Bergstrom • Semester system 3.99-3.67 17.1 % of class Director • Over 110 courses offered in 6 disciplines 3.66.-3.33 25.2 % of class 203-439-7550 • International Baccalaureate® Diploma Programme 3.32-3.0 18.7 % of class [email protected] 2.99-2.67 17.1 % of class CLASS RANK & GPA 2.66-2.33 15.4 % of class Laura Dempsey Beginning with the 2016-2017 academic year, Senior Associate Director Cheshire Academy no longer applies weight to 2.32-and under 4.1 % of class 203-439-7294 the student GPA. -
2021 Prospectus
2021 PROSPECTUS RELATIONSHIPS • RESPECT • RESPONSIBILITY Welcome from the Principal RELATIONSHIPS • RESPECT • RESPONSIBILITY 3 Thank you for showing an interest in Grosvenor Grammar School. Our School Ethos is underpinned by the three values of Relationships, Respect and Responsibility. As a new pupil to our school, your child will be warmly welcomed into the Grosvenor family and our dedicated staff work hard to ensure that our pupils feel supported and encouraged at every stage of their educational pathway. We have a proud tradition in Grosvenor of celebrating academic achievement, whilst ensuring that our pupils become caring, confident adults. We provide a broad, balanced curriculum and strong careers advice to enable your child to fulfil his or her potential. I would encourage you to come and visit our school to see our fantastic, modern facilities which enable us to provide a vast range of extra-curricular activities. Happiness breeds success in Grosvenor and we encourage everyone to get involved in our school community. I am proud of the achievements of all our pupils and look forward to welcoming your child. Please see our website at www.grosvenorgrammarschool.org.uk for further information. I would be very happy to answer any questions or queries you have about Grosvenor and hope you enjoy reading our Prospectus. Dr F Vasey Principal GROSVENOR PROSPECTUS > 2021 RELATIONSHIPS • RESPECT • RESPONSIBILITY 5 Contents Principal’s Welcome 3 Our Mission and Aims 6 Admissions and Enrolment 7 Arrangements for Pastoral Care 8 Pupil and Safety Protection 13 Extra-curricular activities 14 The School Curriculum 16 Pupil Achievements 24 Working with Parents 29 Positive Behaviour Policy 31 Charges and Remissions Policy 36 Admissions Criteria 39 Admissions criteria (Year 8) 39 Admissions criteria (Years 9 -12) 41 Admissions criteria (Years 13 and 14) 42 APPENDICES 1 - 3 1. -
Investigation Into University Technical Colleges
A picture of the National Audit Office logo Report by the Comptroller and Auditor General Department for Education Investigation into university technical colleges HC 101 SESSION 2019-20 30 OCTOBER 2019 4 What this investigation is about Investigation into university technical colleges What this investigation is about 1 University technical colleges (UTCs) are a type of free school in England that focuses on teaching students who are mainly aged 14 to 19. UTCs are publicly funded state schools, independent of local authorities. Each UTC must be part of an academy trust, a charitable company that manages the school’s budget and employs the staff. Academy trusts are directly funded by, and accountable to, the Department for Education (the Department), via the Education and Skills Funding Agency. Single-academy trusts have one academy school, while multi-academy trusts bring together groups of academy schools. 2 In 2010, the government undertook to improve the quality of vocational education, including increasing flexibility for 14- to 19-year-olds and creating new technical academies as part of plans to diversify school provision.1 The Department supported the establishment of the first UTC in 2010/11 and the government announced its ambitions for UTCs in subsequent budgets.2 The Department’s vision was for employers and universities to work together, with educational experts, to open new institutions to deliver technical education in specialist areas that meets the needs of local employers and the economy. 3 However, UTCs have faced challenges that have threatened their viability. In December 2016, we reported that the then Education Funding Agency had assessed 22 of 47 UTCs as at risk due to financial concerns.3 The financial difficulties were caused, at least in part, by the fact that UTCs had fewer students than predicted. -
LANGSTON UNIVERSITY TRANSPORTATION ACADEMY FREQUENTLY ASKED QUESTIONS What Is the Langston Transportation Academy? the Langston
LANGSTON UNIVERSITY TRANSPORTATION ACADEMY FREQUENTLY ASKED QUESTIONS What is the Langston Transportation Academy? The Langston University Transportation Academy (the Academy) is funded by the Southern Plains Transportation Center (SPTC) and is supported by many public and private transportation agencies and companies to provide high school students an opportunity to learn about the transportation industry and to strengthen and increase participation of Minority Institutions of Higher Learning in federal programs. The threefold-purpose is to: (1) Create awareness and stimulate interest in secondary school students to take maximum advantage of the career opportunities in the transportation industry; (2) Attract a broad and diverse selection of bright minds, and acquaint and stimulate them with the various aspects of the transportation industry; and (3) Increase the number of students who choose careers in the transportation industry. Who is eligible to apply? Any student who is a citizen or permanent resident of the United States and who is currently enrolled in grade 9 or 10 is eligible. The student must have at least a cumulative grade point average (GPA) of 2.5, have interest in attending college/university/technical school, express interest in pursuing a career in transportation or transportation-related field, agree to participate for the whole duration of the residential program, and submit a complete application. When is the Academy held? The Academy is conducted in the month of June, for four weeks. How much does it cost to participate? The Academy is free of charge to participants. Is the Academy a day camp? No, the Academy is a two-week residential program. -
Social Selectivity of State Schools and the Impact of Grammars
_____________________________________________________________________________ Social selectivity of state schools and the impact of grammars A summary and discussion of findings from ‘Evidence on the effects of selective educational systems’ by the Centre for Evaluation and Monitoring at Durham University The Sutton Trust, October 2008 Contents Executive summary 3 Introduction and background 5 Findings -- selectivity 7 Findings – pupil intakes 10 Findings – attainment 12 Discussion 13 Proposed ways forward 16 Appendix 18 2 Executive summary Overview This study shows that the vast majority of England's most socially selective state secondary schools are non-grammar schools. However, England's remaining grammar schools are enrolling half as many academically able children from disadvantaged backgrounds as they could do. The research also concludes that the impact on the academic results of non-grammar state schools due to the ‘creaming off’ of pupils to grammar schools is negligible. Grammars have a widespread, low-level, impact on pupil enrolments across the sector. A relatively small number of non-selective schools do see a significant proportion of pupils ‘lost’ to nearby grammars, but this does not lead to lower academic achievement. The Trust proposes that a further study be undertaken to review ‘eleven plus’ selection tests to see whether they deter bright pupils from disadvantaged backgrounds applying to grammar schools, and urges more grammars to develop outreach schemes to raise the aspirations and achievement of children during primary school. It also backs calls for religious schools to consider straightforward 'binary' criteria to decide which pupils should be admitted on faith grounds, and other ways – including the use of banding and ballots – to help make admissions to all secondary state schools operate more equitably. -
Acceptance & Matriculation List (2017-2019)
ACCEPTANCE & MATRICULATION LIST (2017-2019) Schools in bold indicate matriculation, with the number of students attending in parentheses. Agnes Scott College (1) Florida Southern College Mercer University Spelman College UNC-Charlotte (5) American University (1) Florida State University Meredith College Stanford University (2) UNC-Greensboro Amherst College (1) Fordham University (2) Miami University of Ohio Stony Brook University UNC-Wilmington (1) Appalachian State University (3) Franklin and Marshall College Michigan State University SUNY College of ESF UNC-School of the Arts (1) Auburn University Franklin University, Switzerland Middlebury College (1) Syracuse University (1) Univ. of North Texas Baldwin Wallace University Furman University (1) The New School (5) Temple University Univ. of Notre Dame (1) Baylor University George Mason University New York University (3) Temple University, Japan Univ. of Oregon Belmont University (1) George Washington North Carolina State University Texas A&M University Univ. of Ottawa, Canada University (3) (34) Berklee College of Music Texas Christian University Univ. of Pennsylvania (1) Georgetown University (1) Northeastern University (2) Boston College (1) Tufts University (6) Univ. of Pittsburgh (1) Georgia Tech (2) Northwestern University (1) Boston University (3) Tulane University Univ. of Richmond (4) Gettysburg College Oberlin College (3) Brandeis University US Air Force Academy (1) Univ. of Rochester Goldsmiths, University of Ohio State University Brown University (5) US Military Academy Univ. of St. Andrews, Scotland London (1) Oxford College of Emory (1) Bucknell University (1) US Naval Academy (1) Goucher College University (1) Univ. of San Diego Butler University (2) University of Arizona Guilford College Pennsylvania State University Univ. of San Francisco Cal Tech (2) Univ. -
Opening a Studio School a Guide for Studio School Proposer Groups on the Pre-Opening Stage
Opening a studio school A guide for studio school proposer groups on the pre-opening stage August 2014 Contents Introduction 3 Section 1 - Who does what - roles and responsibilities? 5 Section 2 - Managing your project 10 Section 3 – Governance 12 Section 4 - Pupil recruitment and admissions 21 Section 5 - Statutory consultation 33 Section 6 - Staffing and education plans 36 Section 7 - Site and buildings 42 Section 8 – Finance 56 Section 9 - Procurement and additional support 63 Section 10 - Funding Agreement 67 Section 11 - The equality duty 71 Section 12 - Preparing to open 73 Section 13 - Once your school is open 80 Annex A - RSC regions and Local authorities 82 2 Introduction Congratulations! All your planning and preparation has paid off, and the Secretary of State for Education has agreed that your application to open a studio school should move to the next stage of the process – known as the ‘pre-opening’ stage. This is the stage between the approval of your application and the opening of the school. The setting up of a studio school is a challenging but ultimately very rewarding task and it will require significant commitment and time from sponsors and partners. Your original application set out your plans for establishing the studio school, from the education vision and the admission of pupils to the recruitment of staff and the curriculum. Now your application has been approved, you must begin work to implement these plans. The letter of approval you received from the Department for Education (DfE) sets out important conditions of approval. It is vital that you consider these conditions carefully in planning your priorities and what you need to focus on next. -
Academy of Art University Transfer Guide for San Jose City College
Academy of Art University Transfer Guide for San Jose City College Academy of Art University will consider following courses from San Jose City College towards fulfillment of the Liberal Arts graduation requirements for the Bachelor of Fine Arts (BFA) or Bachelor of Arts (BA) degrees. Students are encouraged to contact their Admissions Representative prior to registration to ensure direct transfer of coursework. Coursework must be successfully completed with a minimum letter grade of “C” or above to be evaluated for transfer of credit to Academy of Art University. Official transfer evaluations are based on the current transfer policies during the student’s semester of admission and will be binding for their entire matriculation. Units completed at another institution after the student has started a degree program at Academy of Art University will not be considered for transfer. Academy of Art University Course San Jose City College Equivalent LA 108: Composition for the Artist ENGL 001A English Composition Written ENGL 001B English Composition [or] Communication LA 202: English Composition: Creative Persuasion & Argument ENGL 001C Critical Thinking/Composition Art Historical LA 120: Art History through the 15th ART 091 Survey of Art History: Prehistoric Through Gothic Awareness Century Historical LA 171: Western Civilization HIST 010A Development of Western Culture [or] Awareness Only 1 Course LA 270: U.S. History HIST 017B History of the United States Quantitative LA 255: College Math MATH 051 Mathematics for General Education [or] Literacy -
Conway Grammar School Handbook
Conway Grammar School Handbook Conway Grammar School 24 Fournier Road, Conway, MA 01341 (413) 369-4239 District Mission Statement Building dynamic learning communities, one student, one teacher, one family at a time. Conway Grammar School Mission Statement The Conway Grammar School is a community dedicated to creating a safe, supportive, respectful, and challenging learning environment. Our mission is to develop thoughtful and confident individuals who value differences and respond positively to our changing world. 2 TABLE OF CONTENTS Page SCHOOL MISSION 2 I. SCHOOL DIRECTORY 6 FRONTIER REGIONAL AND UNION #38 SCHOOL DISTRICT ADMINISTRATION 6 CONWAY GRAMMAR SCHOOL COMMITTEE MEMBERS 6 CONWAY GRAMMAR SCHOOL TEACHERS AND STAFF 7 CONWAY OUT-OF-SCHOOL TIME PROGRAM 8 II. SCHOOL POLICIES AND PROCEDURES 9 ATTENDANCE 9 School Hours 9 Absences 9 Tardiness 9 Early Dismissals 9 Making Up Work Due to Absences 10 SCHOOL CLOSINGS AND LATE OPENINGS 10 TRANSPORTATION 10 Buses 10 Schedules 10 Bus Safety Rules and Policies 11 Bus Incidents Policies 11 Motorists 12 FOOD SERVICE 12 School Lunch Program 12 Cafeteria Rules 14 Snack 14 RECESS GUIDELINES AND PLAYGROUND SAFETY 14 Clothing 14 Throwing of objects 14 Rough play 14 Games 15 Play structures 15 COMMUNICATIONS WITH THE SCHOOL 15 Parent Notes 15 3 Use of Phones 15 School Website 15 Parent/Teacher Conferences 16 Progress Reports 16 Student Records 16 CONFIDENTIALITY 17 Medical Records 17 Parent/Guardian Information Sharing 18 Communicating Problems 18 SCHOOL VISITORS 18 Posting of Fliers and Notices 18 FACILITIES AND GROUNDS 18 Parking 19 Fire and Safety Drills 19 Lost and Found 19 III. -
English Grammar in American Schools Before 1850
DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION BULLETIN, 1921, No. 12 ENGLISH GRAMMAR IN AMERICAN SCHOOLS BEFORE 1850 By ROLLO LAVERNE LYMAN THE UNIVERSITY OF CHICAGO .e WASHINGTON GOVERNMENT PRINTING OFFICE 1922 ADDITIONAL COPIES OF THIS PUBLICATION NAT BE pm-let:Ran FROM THE SCPERINTICNDENT OF DOCUMENTS GOVERNMENT PRINTING OFFICE WASHINGTON, D. C. AT 20 CENTS PER COPY CONTENTS. Page. Introduction 5 Chapter I.Early instruction In the vernacular precedingEnglish gram- mar 11 1. Character of vernacular instruction In English. 1596-1422 12 2. Reasons for early emphasis on vernacular in America 15 3. Character of vernacular instruction in America. 1620-1720 17 Chapter IT. -Early apitearanes of English grammar inAmerica... 21 1. SChools and schoolmasters teaching Englishgrammar before 1775 ... 0 21 , 2. English grammars in America before 1781. 33 3. Early instruction in English grammar in Americancolleges 36 Chapter 11.1. - =Influences adding grammars to the curriculum 43 1. Franklin's English school 43 2. The influence of the Philadelphia English school 49 3. Educational theories supporting grammar in Americapp to 1775 .55 Chapter !V.The rapid rise of grammar after 1775 70 1. The legislative recognition of grammar 70 2. The flood of textbooks after 1784 77 3. The .extent of, lustruction in grammar th repre,entative.States. 1800 -1850 82 4. The status of grammhr. 1850 to 1870 02 Chapter S.Traditional rriethodh of teaching Lan grammar transferred to English grammar 103 1. Grammar as an art.. 105 2. Methods used in stadying Lily, and Latingrammar in general seventeenth century 107 3. Latin methods carried directly to Englishgrammar memorization 111 4. -
University Technical Colleges How to Apply
University technical colleges How to apply October 2015 Contents 1. Things to know before you start 4 Vision 4 UTCs: law and policy 6 2. Getting started 10 Organising your group 10 Establishing your academy trust 12 Financial accountability 13 Conflicts of interest 14 Recruiting trustees 15 Suitability of applicants and applications 16 Priority locations for UTCs 16 Area-based reviews of post-16 institutions 17 3. Preparing and submitting your application 19 What happens when 19 Submitting your application 19 4. Application assessment and interviews 20 Assessment of your application 20 Interviews 20 Decisions and pre-opening 20 Appeals and reapplying 22 5. Application form sections and criteria 23 Section A: Applicant details 23 Section B: Outline of the school 23 Section C: Education vision 23 Section D: Education plan 26 Section E: Evidence of need and demand 30 Section F: Capacity and capability 31 Section G: Budget planning and affordability 40 2 Section H: Premises and Equipment 43 6. Support for applicants 45 Useful contacts 45 Further information and key documents 45 Annex A: Completing the 2014/15 financial template 47 Budget 47 The template 48 Annex B: Glossary of terms 52 3 1. Things to know before you start Vision 1.1 The government wants to improve our education system so that all children thrive and prosper, regardless of their background. The university technical college (UTC) programme, alongside the free schools programme, is helping us realise this vision. UTCs provide an opportunity for employers and universities to work together, with educational experts, to open new institutions that deliver high quality technical education in a range of specialist areas.