DOCSLIB.ORG

Prospectus Prospectus 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Prospectus Prospectus 1 The Top Ranked Comprehensive School (UK) The Sunday Times Guide 2018 Prospectus Prospectus 1 Welcome We would like to extend a warm Our mission statement reflects the same ideals as the IB’s welcome to all of you and thank you for mission statement. Our Guiding Principles (high aspirations, considering Hockerill Anglo-European strong community, progressive curriculum, traditional values, College. international outlook) and the IB learner profile provide a powerful framework for the College. The intention is to marry At Hockerill, our aim is to provide a well-rounded education a rigorous academic programme with excellent teaching to Among the best which equips our students for the challenges of life ahead. instill a lifelong love of learning in all our students. Our goal is to nurture students to have particularly well secondary schools in developed inter-personal skills – people who are good with We wish to encourage applications from students who the world... people. We firmly believe a Hockerill education will prepare will contribute to and benefit from the College’s unusually students for the futures they will face in an ever more strong international dimension, its status as one of the competitive work market. country’s elite Language and Music Colleges, and its role as Secretary of State an International Baccalaureate Diploma World School. Our Our students’ ambitions and aspirations are nurtured and unique blend of local and international day and boarding for Education their pastoral welfare and personal development is at the students enhances an already strong community and that is core of all we do. They follow a curriculum that is exciting, one of the key reasons parents choose Hockerill. engaging and tailored to the needs of each individual; a curriculum that allows all students to leave with In entrusting the care and education of your children to outstanding qualifications and the confidence and skills us, you will be giving them the opportunity to make their required to pursue further study at university in the UK or own unique contribution to our community and, in turn, to abroad. Students at Hockerill also develop a keen sense of draw on all that we offer to prepare them for their journey their responsibility in shaping a better future for themselves through life. and the local, national and international community. This prospectus gives an overview of what makes Hockerill We are committed to the International Baccalaureate such a dynamic and special place. We hope you find this Middle Years and Diploma programmes as we believe they guide informative and encourage you to visit the College to provide the academic challenge that encourages students witness for yourself the magic of Hockerill. to embrace and understand the connections between traditional subjects and the real world, whilst becoming Sarah Pearson & Alasdair Mackenzie critical and reflective thinkers. Joint Acting Principals Mission Statement Developing enquiring, knowledgeable, responsible, global citizens through academic excellence. 2 Hockerill Anglo-European College High aspirations It is particularly wonderful that the school’s atmosphere makes it okay to be good at things. Excellence is valued not only by staff, but also by students. Hockerill parent Prospectus 3 High aspirations Hockerill offers a truly distinct setting for a world- next stage of their education and careers. The Our expectation is that students who class education. We have an emphasis on learning two languages to GCSE attend Hockerill will undertake a seven- level not only broadens their outlook and year programme of study concluding with outstanding reputation for widens their cultural experience, it develops the International Baccaulareate Diploma. academic excellence and are employability skills for the future. Students completing this broad and balanced one of the most oversubscribed qualification progress onto world class schools in the UK. Hockerill has impressive academic credentials institutions both in this country and abroad. and has been consistently ranked as one of At Hockerill we strive for all our students the leading schools in the UK. In 2018-19 At Hockerill we provide a robust careers to reach their full potential and have 90% of students achieved 5 GCSEs at 9-4 programme in line with the Gatsby ambitious aspirations. Academic achievement (A*-C) including English and Maths. In 2019 Benchmarks thus ensuring guidance is is important; however, by following an IB 63% of IB Diploma grades were achieved at personalised. 74% of those going on to UK Education, Hockerill students are prepared the equivalent of A*/A at A Level. However, universities from the 2019 IB Diploma cohort as global citizens of the future. This is our success should not just be measured are attending Russell Group institutions, essential in an increasingly competitive and against UK students. 20% of our 2019 whilst 88% are progressing to top third UK complex world. At Hockerill we provide an IB diploma students gained 40 points or universities, 6% to Oxbridge. Many students exceptionally well-rounded values based over, an accomplishment for less than ten have chosen to study abroad or complete part education that equips our learners with percent of IB students globally. Hockerill of their degree in a global partner university. the skills, aptitudes and qualifications consistently outperforms other local, national that are recognised throughout the world. and international schools. This year our IB Our high aspirations ensure that our students Communication is at the core of the Diploma students achieved an outstanding gain the skills, qualifications and attitudes curriculum and this allows Hockerill students average score of 36 points, six points above that will allow them to make a positive to move seamlessly and successfully to the the global average. contribution on the world stage. 4 Hockerill Anglo-European College Strong community An exciting and dynamic place to learn and grow up. The Good Schools Guide Hockerill is a unique and The Vine Cup is awarded annually to the valuable organisational tasks which support exciting place at which to learn. Equipe amassing the most points, competition the smooth running of the College. Within becomes increasingly intense throughout the three weeks of joining, a Year 7 student Students, staff, parents and visitors often year. Equipes compete in sports, drama, music, could be selected to the position of Captain comment that Hockerill feels different to other dance, debating and a weekly quiz with every within their form group, a post which is highly schools. The community encompasses local, member of our community participating in regarded across the College. regional and international students and staff. these events. This cosmopolitan mix, in a relatively small Our Form Tutors ensure that students are school has created a unique and exciting Our well planned and thorough transition supported emotionally, academically and with community which makes Hockerill such a programme, including a primary visit and a their personal organisation. Boarders will also special place to learn, live and work. transfer day ensure that new students feel be assigned a House Tutor who will support welcome, are not anxious and are able to their tutees thus ensuring the transition into On entering Hockerill your child will join a year thrive as soon as they arrive at Hockerill. boarding is seamless. group supported by an experienced Head of Year. A vertical house system exists alongside Hockerill provides students with opportunities We truly believe that the Hockerill community the year group structure. Our students are to develop and demonstrate leadership ensures that every one of our students are able divided into four Equipe groups: Brunel, Da qualities. Students can apply for positions of to achieve their potential, most importantly Vinci, Goethe and Pascal, where they will responsibility where they can contribute to in a caring, safe and nurturing environment remain throughout their Hockerill career. key decision-making committees or undertake where every child is valued and respected. College Prospectus 5 Strong community 6 Hockerill Anglo-European College Progressive curriculum In Years 7 to 9 students study the Middle Years Programme (MYP) designed by the International Baccalaureate Organisation (IBO). The MYP is a globally renowned curriculum which encourages students to become active, compassionate lifelong learners. The MYP is structured to include: • rigorous learning objectives • a student-centred approach to teaching • international perspectives • development of the whole child • sustained teaching and learning in more than one language • a focus on learning through inquiry • the development of flexible thinking that prepares students to evaluate information critically and apply knowledge in complex, unfamiliar situations. At Hockerill our students are taught through an inquiry-based approach to learning which is student-centered. This pedagogy develops the flexible thinking skills that allows our students to apply their skills and knowledge in complex and unfamiliar situations. The MYP’s focus on independent learning makes it ideal preparation for GCSEs and later the IB Diploma Programme (DP). This is demonstrated by the exceptional academic results our students achieve on an annual basis. We are very proud of our students commitment to developing their community, nowhere is this more apparent than through the unique s ervice element of the MYP. We
Load more

Recommended publications
  • Schools in a Flat World
    SCHOOLS IN A FLAT WORLD: GLOBAL PERSPECTIVES ON PEDAGOGY AND THE BUILT ENVIRONMENT September 10 - 13, 2008 Helsinki, Finland COMMITTEE ON ARCHITECTURE FOR EDUCATION (CAE) CAE FALL 2008 CONFERENCE IN ASSOCIATION WITH THE FINNISH NATIONAL BOARD OF EDUCATION The CAE would like to acknowledge the following sponsors for their generous support of the 2008 CAE Fall Conference - Schools in a Flat World PLATINUM PARTNER DIAMOND EMERALD GOLD SILVER BRONZE GREEN United Reprographics Hargis The Beresford Company USG Engineers US Green Building Herman Miller Council Printing Donated By NOTES: AIA | CAE 2008 FALL CONFERENCE TABLE OF CONTENTS NOTES: AIA | CAE 2008 FALL CONFERENCE TABLE OF CONTENTS CAE Leadership Group Letter from the CAE Chair 1 Letter from the Conference Chair 3 SCHEDULE 5 ABSTRACTS & BIOS 9 Program 1 : Keynote Address - Implications of Globalization for Education 11 Program 2 : Helsinki Education System and Facilities 13 Program 3 : Learning from Finnish Schools 15 Program 4 : United Kingdom Building Schools for the Future Programme 17 Program 5 : MIddle East and Africa 19 Program 6 : Australia and Latin America 21 Program 7 : Canadian Arctic and Southeast Asia 23 Program 8 : India / Higher Ed. Master Planning 25 Program 9 : Schools for the Future 27 Program 10 : Summary 29 TOUR SITES 31 Arabia Comprehensive School 32 Aurinkolahti Comprehensive School 34 Hiidenkivi Comprehensive School 36 Hösmärinpuisto School and Day Care Centre 38 Metsola Primary School 40 Ruusutorppa School 42 AV Media, Helsinki City College of Technology 44 Pukinmäki Comprehensive School 46 SCHOOLS IN A FLAT WORLD | Global Perspectives on Pedagogy and the Built Environment LEADERSHIP GROUP James E.
    [Show full text]
  • Classifying Educational Programmes
    Classifying Educational Programmes Manual for ISCED-97 Implementation in OECD Countries 1999 Edition ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Foreword As the structure of educational systems varies widely between countries, a framework to collect and report data on educational programmes with a similar level of educational content is a clear prerequisite for the production of internationally comparable education statistics and indicators. In 1997, a revised International Standard Classification of Education (ISCED-97) was adopted by the UNESCO General Conference. This multi-dimensional framework has the potential to greatly improve the comparability of education statistics – as data collected under this framework will allow for the comparison of educational programmes with similar levels of educational content – and to better reflect complex educational pathways in the OECD indicators. The purpose of Classifying Educational Programmes: Manual for ISCED-97 Implementation in OECD Countries is to give clear guidance to OECD countries on how to implement the ISCED-97 framework in international data collections. First, this manual summarises the rationale for the revised ISCED framework, as well as the defining characteristics of the ISCED-97 levels and cross-classification categories for OECD countries, emphasising the criteria that define the boundaries between educational levels. The methodology for applying ISCED-97 in the national context that is described in this manual has been developed and agreed upon by the OECD/INES Technical Group, a working group on education statistics and indicators representing 29 OECD countries. The OECD Secretariat has also worked closely with both EUROSTAT and UNESCO to ensure that ISCED-97 will be implemented in a uniform manner across all countries.
    [Show full text]
  • KDE Comprehensive School Improvement Plan Jefferson County High School
    KDE Comprehensive School Improvement Plan Jefferson County High School Jefferson County Jerry C Keepers, Principal 900 South Floyd Street Louisville, KY 40203 Document Generated On December 31, 2015 TABLE OF CONTENTS Introduction 1 Executive Summary Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 8 2015-2016 Jefferson County High School CSIP Overview 10 Goals Summary 11 Goal 1: College/Career Readiness: Increase the percentage of students who are college/career ready. 12 Goal 2: Jefferson County High School will fully implement the Professional Growth and Effectiveness System (PGES). 13 Goal 3: Program Reviews: Jeffrson County High School will complete Program Reviews in Humanities, PLVS, World Languages, and Writing. 14 Goal 4: Instructional Resources will be used appropriately to increase student achievement 14 Goal 5: Jefferson County High School students will demonstrate English proficiency. 15 Goal 6: Novice Reduction: Jefferson County High School will reduce the number of GAP students who score Novice in writing. 17 Goal 7: Jefferson County High School students will demonstrate Proficiency in math. 18 Activity Summary by Funding Source 21 KDE Needs Assessment Introduction 25 Data Analysis 26 Areas of Strengths 27 Opportunities for Improvement 28 Conclusion 29 KDE Compliance and Accountability - Schools Introduction 31 Planning and Accountability Requirements 32 KDE Assurances - School Introduction 46 Assurances 47 The Missing Piece Introduction
    [Show full text]
  • Grammar School Statistics
    BRIEFING PAPER Number 1398, 03 January 2020 Grammar School By Shadi Danechi Statistics Contents: 1. Background 2. National trends in grammar schools since 1947 3. Snapshot of grammar schools in 2019 4. GCSE Attainment 5. Research about grammar schools www.parliament.uk/commons-library | intranet.parliament.uk/commons-library | [email protected] | @commonslibrary GRAMMAR SCHOOLS IN ENGLAND In January 2019 around 176,000 pupils PROPORTION OF GRAMMAR PUPILS PROPORTION OF GRAMMAR PUPILS (around 5% of state-funded secondary pupils) 40% 40% attended 163 grammar schools in England. 30% 30% Under the School Standards and Framework Act 1998 no new maintained grammar school can be 20% 20% opened, and existing schools cannot introduce new selection. 10% 10% However, there has been a gradual but steady 0% increase in the proportion of pupils at grammar 0% 1947 1961 1975 1989 2003 2017 schools since the Act. This is because the average 1947 1961 1975 1989 2003 2017 size of grammar schools has increased. Notes: England and Wales to 1969, England only thereafter The number of state grammar schools NUMBERNUMBER OF OF GRAMMAR GRAMMAR SCHOOLS SCHOOLS peaked at almost 1,300 in the mid 1960's. 1,4001,400 1,2001,200 25% At this time around a quarter of all pupils in state secondaries attendended grammars. 1,0001,000 800800 The number of grammars started falling soon 600600 £10,000 after. The fastest period of decline was the 400400 place funding per AP pupil since 1970s; between 1971 and 1978 650 grammar 2015/16 schools closed. 200200 00 Grammars are unevenly distributed, with 75% 19471947 1961 1961 1975 1975 1989 1989 2003 2003 2017 2017 of LEA's having no grammar schools.
    [Show full text]
  • Comprehensive School Counseling Program By: Kristi Perryman, T.J
    Comprehensive School Counseling Program By: Kristi Perryman, T.J. Schoonover, Monica Vallejo, Tucker Moretta, Alyssa Shaw, Ashley Smith, Valarie Gregory, Crystal Mapes, Hilda Solange George (May 2020) School Counselor Ellen Bennett 1 Table of Contents Title Page 1 Table of Contents 2 Foundation/Define 3 Program Goals 3-5 Program Management/Manage 6-13 Deliver 13-16 ​ Accountability/Assess 16 ​ Appendix A – Classroom Lesson Plans 17-59 Appendix B – Small Group Plans 60-63 ​ Appendix C: Community Resources 63 Appendix D: Suicide Assessments 64-70 Appendix E: Attendance Needs Assessments 71-72 Appendix F: Behavior Needs Assessments 73 Appendix G: Trauma in the Classroom- Behavior Tracker 74-77 Appendix H: Beginning Year Needs Assessment 78-84 2 Foundation/Define Who is on your team? ● School Counselor: Ellen Bennett o [email protected] ● Principal: Jake Gibbs o [email protected] ● Executive Director: Rick Brazile o [email protected] The Hope Academy Mission: Our school mission is to provide students with a safe, positive, trauma-informed academic environment that will nurture their love for learning and confidence in life. Beliefs: The Hope Academy comprehensive school counseling program believes that all students deserve a chance to achieve academic, career, and social emotional success in a safe and equitable environment to realize their true potential. Vision: The vision of Hope Academy comprehensive school counseling program is that all students realize their true value and worth and are successful advocates and learners, contributing meaningfully to society by building healthy relationships with others. Mission: The mission of Hope Academy comprehensive school counseling program is to deliver evidenced-based trauma informed counseling interventions in a safe environment to promote healing and learning.
    [Show full text]
  • Applied Technology High School Engineering Technology Health Professions Cybersecurity
    Applied Technology High School Engineering Technology Health Professions Cybersecurity A Bergen County Technical Schools/Bergen Community College Career &Technical Education high-school program Program Description & Admissions Information for School Year 2021-2022 pplied Technology High School, located on the Paramus Campus of Bergen Community College, Aprovides students a unique educational experience through a blend of academic high school curriculum, college classes, and hands-on technical training. ATHS currently offers two technical concentrations—Engineering Technology and Health Professions—and is introducing Cybersecurity beginning with the 2021-2022 school year. Our Unique Program offers students: • Dual-enrollment courses taught by Bergen Community College professors. During freshman and sophmore years, professors teach courses at Applied Tech. Junior and senior ATHS students attend dual enrollment classes at Bergen Community College. Dual-enrollment classes allow students to earn up to 30 college credits upon graduation that are transferable to all four-year public colleges and universities in New Jersey. • Technical classes taught in labs within ATHS as well as labs at Bergen Community College. For Health Pro- fessions students, these classes take place at the Health Professions Integrated Teaching Center. For students in Engineering Technology, classes are held in the college’s Technology Center. • Participation in the Senior Experience Internship program during students’ senior year. This program is a graded internship graduation requirement. Student interns report directly to their internship every Wednesday during the academic year for the full business day. • Access to the full range of sports offered by Bergen County Technical Schools. Bus transportation is provided stu- dents to attend practices at the Hackensack campus.
    [Show full text]
  • Parents' Guide to State Boarding Schools
    Parents’ Guide to state boarding schools Combining state education with pay-for boarding ' Crown copyright 1999 Location of state boarding schools Hayden Bridge Community High School and Sports College Keswick School Polam Hall School Dallam School Ripon Grammar School Lancaster Royal Grammar School ✈ Liverpool College De Aston School Skegness The Thomas Adams Grammar School School The Priory ✈ Academy LSST Ashby School Adams’ Wymondham Grammar School College Wellbeck - ✈ The Defence Sixth Form Old Swinford College Hospital Hockerill Anglo- European College Colchester Royal Burford School Grammar School ✈ The Royal St George’s ✈ Grammar School School The Harefield Academy Holyport College Royal The Wellington Alexandra and Academy Reading School ✈ Albert School Sir Roger Beechen Cliff School Manwood’s School Gordon’s School✈ The Duke of York’s Sexey’s School Brymore Academy Peter Symonds Royal Military School College Cranbrook Shaftsbury School Steyning School Grammar School QE Academy 050 100 km The Five Islands School Foreword Robin Fletcher National Director State Boarding Schools’ Association Welcome to the latest edition of the ‘Parents’ Guide to State Boarding Schools’. A few years ago a regional tourist board coined the phrase ‘Britain’s best-kept secret’ as a way to lure more visitors. This is not a tourist guide of course, but it might be fair to say that state boarding is perhaps the ‘best-kept secret’ in British education. Members of the State Boarding Schools Association represent enormous diversity. There are 38 state boarding schools right across the UK ranging in boarding numbers from under 50 to over 600. The mix of schools includes grammar schools and schools specialising in areas like agriculture or military.
    [Show full text]
  • 2020-21 Comprehensive School Counseling Plan
    2020-21 COMPREHENSIVE SCHOOL COUNSELING PLAN FAMILY, SCHOOL, COMMUNITY TOGETHER WE SUCCEED www.elmiracityschools.com Table of Contents Development Team .............................................................................................................. 4 Mission Statement ............................................................................................................... 5 Introduction ......................................................................................................................... 6 Guiding Assumptions .......................................................................................................... 7 School Counseling Mission ................................................................................................. 7 Rationale ............................................................................................................................... 7 Leadership, Advocacy, Collaboration, and Accountability ............................................. 8 Benefits of Comprehensive School Counseling Programs ............................................... 10 The School Counselor .......................................................................................................... 13 How the Name Influences ................................................................................................... 14 Scope of Work ...................................................................................................................... 15 ASCA School Counselor Competencies............................................................................
    [Show full text]
  • San Pasqual Academy School Accountability Report Card Reported Using Data from the 2019-2020 School Year Published During 2020-2021
    San Pasqual Academy School Accountability Report Card Reported Using Data from the 2019-2020 School Year Published During 2020-2021 By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC. • For more information about SARC requirements and access to prior year reports, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/. • For more information about the LCFF or the LCAP, see the CDE LCFF webpage at https://www.cde.ca.gov/fg/aa/lc/. • For additional information about the school, parents/guardians and community members should contact the school principal or the district office. DataQuest DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).
    [Show full text]
  • Boarding Handbook
    Boarding Handbook “We are preparing Contents the boarder at Shore Welcome To Boarding 4 The School Charter and History 5 as a man of integrity, Shore Boarding Philosophy 7 moral character and Shore Boarding Organisation 9 The Pastoral Care of Boarders 9 generosity.” Academic Development of the Boarder 11 ICT and Computers 12 Anthony Benn Director of Boarding Mobile Phones 12 Boarding House Routine 13 Leave Arrangements 15 City Host Family 20 Boarding Student Leadership 20 Specific Rostered Duties 21 Boarding House Captain and Vice Captain 21 Boarders Experiencing Difficulties 21 What a Boarder is to Bring to School 23 Shore Bullying Statement 24 Day To Day Matters 25 North Sydney Campus 29 SCHOOL HOUSE ROBSON HOUSE BARRY HOUSE HODGES HOUSE SHORE BOARDING HANDBOOK 3 Welcome to Boarding The School Charter and History Welcome to Shore and our boarding community. Boarding at Shore Shore was opened in May 1889 on its present site at North Sydney on the property is a wonderful privilege and opportunity for the boys to engage known as Holtermann’s Tower. Under the first Headmaster, Ernest I Robson, the in and experience all that Shore has to offer. We are thrilled that School prospered and numbers grew quickly from the original twenty-four (with one so many students who would not otherwise have the opportunity boarder) to over one hundred students within a year. Currently the Senior School has a to come to Shore are able to have a schooling experience in close little over 1200 students and more than 200 of these are boarders. proximity to the city, harbour and the wonderful surrounds of The School Charter in 1886, makes it clear that Shore is a Church School, with the North Sydney.
    [Show full text]
  • Boarding Houses Information Handbook
    Boarding Houses Information Handbook Boarding House Handbook | 1 The information in this Booklet is correct as at April 2020. The School reserves the right to make changes where deemed necessary. 00 School Aims 01 Welcome to JIS Boarding 02 Boarding Ethos & Practice 04 Osprey House 06 Eagle House 08 Kingfisher House 10 Ibis House 12 Myna House 13 Weekend Enrichment 14 School Week Routines 15 Meals 15 Medical Issues and Matrons 16 Boarding Events 17 What to bring to boarding 18 What not to bring to boarding 19 A – Z of Boarding at JIS 22 Boarding House Map THE SCHOOL AIMS AIM What to do? Awarded for... Be curious • Acquiring new skills. • Showing respect for our peers. Be responsible ENGAGEMENT • Actively taking charge of our own Be a lifelong learner learning. Be optimistic • Showing perseverance. • Keeping things in perspective. Be self aware RESILIENCE • Making time to have fun, relax and Be determined stay fit. Be collaborative • Expressing ideas creatively. • Actively listening. Be a good listener COMMUNICATION • Working harmoniously with those Be compassionate around us. • Working together in a spirit of Be respectful unity and companion. INTEGRATION Be inclusive • Understanding others. Be kind • Valuing individual contributions but sharing responsibilities. • Being creative and imaginative. Be creative • Applying what we learn in the THINKING Be a problem solver classroom in the outside world. Be reflective • Reflecting upon our experiences to make better choices in the future. Be inspirational • Showing enthusiasm, optimism and warmth to others. Be humble LEADERSHIP • Showing humility. Be authentic • Being authentic. Welcome to JIS Boarding The Boarding Houses are situated within the extensive and completely private, 120 acre JIS campus.
    [Show full text]
  • CSRD) Program (PDF
    PLANNING AND EVALUATION SERVICE EARLY IMPLEMENTATION OF THE COMPREHENSIVE SCHOOL REFORM DEMONSTRATION (CSRD) PROGRAM Summary Report 2000 U.S. DEPARTMENT OF EDUCATION ~ OFFICE OF THE UNDER SECRETARY Early Implementation of the Comprehensive School Reform Demonstration (CSRD) Program Summary Report 2000 Prepared by: Kathryn M. Doherty Planning and Evaluation Service Office of the Undersecretary U.S. Department of Education September 2000 U.S. Department of Education Richard Riley Secretary Office of the Under Secretary Judith A. Winston Under Secretary (A) Planning and Evaluation Service Alan Ginsburg Director Elementary and Secondary Education Division Ricky Takai Director September 2000 This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: U.S. Department of Education, Office of the Under Secretary, Planning and Evaluation Service, Elementary and Secondary Division, Early Implementation of the Comprehensive School Reform Demonstration (CSRD) Program, Washington D.C., 2000. To order copies of this report, write: ED Pubs Editorial Publications Center U.S. Department of Education P.O. Box 1398 Jessup, MD 20794-1398 Via fax, dial (301) 470-1244 Or via electronic mail, send your request to: [email protected] You may also call toll free: 1-877-433-7827 (1-877-4ED-PUBS). If 877 service is not yet available in your area, call 1-800-872-5327 (1-800-USA-LEARN). Those who use a telecommunications device for the deaf (TDD) or a teletypewriter (TTY), should call 1-800-437-0833. To order online, point your Internet browser to: www.ed.gov/pubs/edpubs.html On request, this publication is available in alternate forms, such as Braille, larger print, audiotape, or computer diskette.
    [Show full text]