Suchergebnisse

Horizon Environmental Services, Inc. (Horizon) was selected by Pflugerville Independent School District (ISD) to conduct an intensive cultural resources inventory and assessment of the proposed locations of Pflugerville ISD's Timmeran Elementary School and Regional Stadium. The proposed Timmeran Elementary School tract consists of an approximately 6.6-hectare (16.3- acre) tract located northeast of and adjacent to the proposed Regional Stadium tract, which covers an area of approximately 15.0 hectares (37.1 acres). These adjacent tracts are located northwest of the intersection of Swenson Farms Boulevard and Farm-to-Market Road (FM) 1825, also known as West Pecan Street, in Pflugerville, Williamson County, Texas. For purposes of the cultural resources survey, the project area is assumed to consist of the combined 6.6-hectare (16.3-acre) Timmeran Elementary School tract and the 15.0-hectare (37.1-acre) Regional Stadium tract, which together cover an area of 21.6 hectares (53.4 acres). The proposed undertaking is being sponsored by Pflugerville ISD, which represents a political subdivision of the state of Texas, on land owned by Pflugerville ISD; as such, the project falls under the jurisdiction of the Antiquities Code of Texas (Texas Natural Resources Code of 1977, Title 9, Chapter 191). In addition, the proposed project may require permitting under Section 404 of the Clean Water Act (CWA); as such, the project would additionally fall under the jurisdiction of Section 106 of the National Historic Preservation Act (NHPA) of 1966, as amended (P.L. 89-665; 80 Stat. 915; 16 USC §470 et seq.). As the project represents a publicly sponsored undertaking with the potential to impact significant cultural resources, Pflugerville ISD is required to provide for a cultural resources inventory of the project area. On March 4, 2015, Horizon archeological technicians Briana Nicole Smith and Jared Wiersema, under the overall direction of Jeffrey D. Owens, Principal Investigator, performed an intensive cultural resources survey of the project area to locate any cultural resources that potentially would be impacted by the proposed undertaking. Horizon's archeologists traversed the combined 21.6-hectare (53.4-acre) project area in parallel, linear transects spaced no more than 30.5 meters (100.0 feet) apart and thoroughly inspected the modern ground surface for aboriginal and historic-age cultural resources. The project area consists of an open, upland field that appears to have been used as farmland or pasturage in the past. Vegetation consists of sporadic clump grasses with scattered cedar, live oak, and hackberry trees. An unnamed tributary of Gilleland Creek flows northeastwards near the southeastern boundary of the project area. This tributary is shallowly incised into local bedrock and does not have any adjacent alluvial structures. A gravel driveway enters the tract in the southwestern corner from FM 1825 and traverses the project area from southwest to northeast, paralleling its northwestern boundary. Formerly, this driveway provided access to a mid-20th-century farmstead formerly located on the tract to the northeast of the project area, but this farmstead is no longer extant. Remnant soils were relatively thin across the project area, typically consisting of shallow gravelly clay and clay loam, and limestone gravels and exposed bedrock were observed on the modern ground surface in many areas. The cultural resources survey was conducted under Texas Antiquities Permit No. 7205. In addition to pedestrian walkover, the Texas State Minimum Archeological Survey Standards (TSMASS) require the excavation of 1 shovel test per 2 acres for project areas measuring between 11 and 100 acres in size; thus, a minimum of 27 shovel tests were required within the 21.6-hectare (53.4-acre) project area to meet the TSMASS. Horizon excavated a total of 27 shovel tests during the survey, thereby meeting the TSMASS for a project area of this size. No cultural resources, historic or prehistoric, were identified within the project area as a result of the survey, including any cultural materials that potentially would have been associated with a mid-20th-century farmstead formerly located on the tract to the northeast of the current project area. This farmstead once consisted of as many as 5 standing structures, including 1 outbuilding that would have fallen within the northwestern corner of the current project area, though all of the buildings had been demolished or moved by 2006. No evidence of this former farmstead was observed within the current project area during the survey. Based on the results of the survey-level investigations documented in this report, no potentially significant cultural resources would be affected by the proposed undertaking. In accordance with 36 CFR 800.4, Horizon has made a reasonable and good-faith effort to identify historic properties within the project area. No cultural resources were identified within the project area that meet the criteria for listing on the National Register of Historic Places (NRHP) according to 36 CFR 60.4 or for designation as State Antiquities Landmarks (SAL) according to 13 TAC 26, and no further archeological work is recommended in connection with the proposed undertaking. However, human burials, both prehistoric and historic, are protected under the Texas Health and Safety Code. In the event that any human remains or burial objects are inadvertently discovered at any point during construction, use, or ongoing maintenance in the project area, even in previously surveyed areas, all work should cease immediately in the vicinity of the inadvertent discovery, and the Texas Historical Commission (THC) should be notified immediately.

Horizon Environmental Services, Inc. (Horizon) was selected by Pflugerville Independent School District (ISD) to conduct an intensive cultural resources inventory and assessment of the proposed location of Pflugerville ISD's High School No. 4 Project. The proposed High School No. 4 tract consists of an approximately 65.3-hectare (161.4-acre) tract located off the southeast side of Weiss Lane between Jesse Bohls Drive to the northeast and Pflugerville Road to the southwest in eastern Pflugerville, Travis County, Texas. The project area would consist of the entire 65.3-hectare (161.4-acre) tract. The proposed undertaking is being sponsored by Pflugerville ISD, which represents a political subdivision of the state of Texas, on land owned by Pflugerville ISD; as such, the project falls under the jurisdiction of the Antiquities Code of Texas (Texas Natural Resources Code of 1977, Title 9, Chapter 191). No federal jurisdiction has been identified for the project at this time. As the project represents a publicly sponsored undertaking with the potential to impact significant cultural resources, Pflugerville ISD was required to provide for a cultural resources inventory of the project area. On March 6, 2015, Horizon archeological technicians Briana Nicole Smith and Jared Wiersema, under the overall direction of Jeffrey D. Owens, Principal Investigator, performed an intensive cultural resources survey of the project area to locate any cultural resources that potentially would be impacted by the proposed undertaking. Horizon's archeologists traversed the 65.3-hectare (161.4-acre) tract in parallel, linear transects spaced no more than 30.5 meters (100.0 feet) apart and thoroughly inspected the modern ground surface for aboriginal and historicage cultural resources. The project area consists of an active agricultural field that had most recently been planted in corn, though crops had not yet been planted for the coming growing season at the time of Horizon's survey. The project area was largely free of vegetation aside from a small copse of hackberry and elm trees, saplings, and overgrown vines and grasses in the southeastern corner, and visibility of the modern ground surface was characteristically excellent (100%). The cultural resources survey was conducted under Texas Antiquities Permit No. 7206. In addition to pedestrian walkover, the Texas State Minimum Archeological Survey Standards (TSMASS) require the excavation of 1 shovel test per 3 acres for project areas measuring between 100 and 200 acres in size; thus, a minimum of 54 shovel tests were required within the 65.3-hectare (161.4-acre) project area to meet the TSMASS. Horizon excavated a total of 63 shovel tests during the survey, thereby exceeding the TSMASS for a project area of this size. One newly recorded archeological site, 41TV2478, was recorded during the survey. The site consists of a small, abandoned, late 19th- to mid-20th-century, 2-room farmhouse situated in a small copse of trees in the southeastern corner of the project area. A low-density scatter of domestic debris, including glass shards (clear, opaque, dark brown, and amethyst), whiteware ceramic sherds, a marble, 2 metal doorknobs, and metal scrap, surrounds the immediate vicinity of the farmhouse. The surrounding area consists of an active agricultural field. Based on the small size of the farmhouse and lack of associated structures or features, this structure likely represents the remnants of a tenant farmhouse situated on a larger farm. An inhabited farm complex, consisting of a large farmhouse with numerous outbuildings, is located outside the project area approximately 190.0 meters (623.2 feet) northwest of the structure and may represent the main farmstead. Due to the dilapidated condition of the structure and the lack of integrity of the sparse, surficial artifact scatter, site 41TV2478 possesses minimal research value and is recommended as ineligible for designation as a State Antiquities Landmark (SAL). Additional archival research would be necessary to determine if the occupants of the site were of historical significance or if the farmstead was part of larger historical events. However, as late 19th- to 20th-century farmsteads represent a common site type in Central Texas, they typically must retain substantial integrity of feeling, association, and setting in order to meet the criteria of significance for designation as SALs. Based on the minimal integrity of site 41TV2478, it is unlikely that the results of any additional archival research would be sufficient to elevate the significance of the site enough to warrant designation as an SAL. Based on the results of the survey-level investigations documented in this report, no potentially significant cultural resources would be affected by the proposed undertaking. In accordance with 36 CFR 800.4, Horizon has made a reasonable and good-faith effort to identify historic properties within the project area. No cultural resources were identified within the project area that meet the criteria for designation as SALs according to 13 TAC 26, and no further archeological work is recommended in connection with the proposed undertaking. However, human burials, both prehistoric and historic, are protected under the Texas Health and Safety Code. In the event that any human remains or burial objects are inadvertently discovered at any point during construction, use, or ongoing maintenance in the project area, even in previously surveyed areas, all work should cease immediately in the vicinity of the inadvertent discovery, and the Texas Historical Commission (THC) should be notified immediately.

This thesis has two overarching aims. The first is to generate further knowledge about Swedish independent schools, specifically regarding the organisation and provision of special support and how these relate to special educational traditions and inclusive education. This is conducted through four empirical studies, utilising data gathered in two total population survey studies. The first survey was a total population study of Swedish independent compulsory schools (N = 686, response rate = 79%), and results from this study are presented in articles I, II and IV. Article III presents results derived from a total population survey of special pedagogues (SENCOs) and special education teachers in Sweden educated according to the degree ordinances of 2001, 2007 and 2008 (N = 4252, response rate = 75%). Article I contains a general description of special education issues in the total population of independent schools. Article II continues with comparisons of these issues in different groups of independent compulsory schools. Article III studies differences in organisational prioritisations regarding special support and special educators in municipal and independent schools. Finally, article IV presents qualitative content analysis of over 400 responses regarding special support at independent schools. The second overarching aim of the thesis is to further develop the discussions initiated in the articles about how special education and inclusive education can be understood in light of the education reforms that introduced the independent schools. A critical theoretical analysis and contextualization of the empirical results from the articles is conducted to explain and describe the consequences of the new (market) education paradigm. Results show that, generally, the independent schools have not challenged special educational traditions to a significant degree. Rather, traditional conceptions, explanations and organisational measures are reproduced, and in some cases enhanced, by market mechanisms. However, there are great differences between the different types of schools with regard to both their perspectives on special education and their organisational approaches. There are also indications that the principle of choice is limited for this pupil group as compared to some other groups. Additionally, the increasing clustering of pupils in need of special support at certain schools replicates a system with special schools. In this case, market mechanisms are contributing to a system that is in contradiction to the idea of an inclusive school system. The theoretical interpretation of the results suggests that Skrtic's theory can largely explain the empirical patterns found. However, his theory gives rise to different predictions or potential scenarios depending on what parts of his theory are underscored. Moreover, his theory must be complemented with additional perspectives to more fully account for diversity within the results, particularly as the results indicate that discourses/paradigms of special education and inclusive education often occur simultaneously and can thus be seen as expressions of practices taking place in a complex social and political environment. ; Denna avhandling har två övergripande syften. Först, att generera kunskaper om fristående grundskolor i Sverige, specifikt vad gäller organisation och tillhandahållande av särskilt stöd, samt hur det kan förstås i ljuset av specialpedagogiska traditioner och inkludering. Fyra empiriska studier presenteras med data från två stora forskningsprojekt. Det ena var en totalpopulations undersökning av fristående grundskolor (N=686, respons=79 %), resultat från den presenteras i artikel I, II och IV. Artikel III presenterar resultat från en totalpopulations undersökning av specialpedagoger och speciallärare i Sverige, utbildade enligt examensförordningarna från 2001, 2007 och 2008 (N=4252, respons: 75 %). Artikel I beskriver specialpedagogiska frågor inom hela populationen av fristående skolor i generella termer. Artikel II gör jämförelser mellan olika grupper av fristående skolor, artikel III beskriver skillnader i specialpedagogisk organisation mellan fristående och kommunala skolor i termer av specialpedagogers och speciallärares anställningssituation och artikel IV presenterar resultat av en kvalitativ innehållsanalys av över 400 svar om särskilt stöd i fristående skolor. Det andra övergripande syftet är att utveckla den teoretiska diskussionen som initierades i artiklarna, om hur specialpedagogik och inkludering kan förstås i ljuset av de utbildningsreformer som presenterade skolval och fristående skolor i Sverige. En kritisk teoretisk analys och kontextualisering av de empiriska resultaten från artiklarna genomförs för att förklara och beskriva konsekvenserna av de nya (marknads) paradigmet inom svensk utbildning. Resultaten visar att de fristående skolorna inte har utmanat specialpedagogiska traditioner i någon högre grad generellt. Traditionella synsätt, förklaringar och organisatoriska lösningar reproduceras, till och med förstärks, av marknadsmekanismer. Däremot så är det stora skillnader mellan olika skolor, både vad gäller specialpedagogiska perspektiv och organisatoriska lösningar. Det finns också tecken på att skolvalet kan vara begränsat när det gäller elever i behov av särskilt stöd. Dessutom riskerar en samling av elever i behov av särskilt stöd på vissa skolor att reproducera ett system med specialskolor, något som inte är i linje med ambitioner för ett inkluderande skolsystem. De teoretiska tolkningarna av resultaten visar att Skrtic's teoretiska verktyg kan till en hög grad förklara de empiriska resultaten. Däremot kan olika scenarier skapas beroende på vilka delar av hans teorier som betonas. Dessutom behöver hans teorier kompletteras med tilläggsperspektiv för att förklara variationen i resultaten.

ABSTRACTThis article contributes to an established and growing literature in which a production function is estimated for educational institutions in order to investigate the relationship between school characteristics and performance.Existing studies in this area have generally met with only limited success. The present study, through its application of a statistical model to comprehensive data drawn from the UK private sector of education identifies a wide range of school characteristics which significantly influence performance.The article offers meaningful results and guidelines for further development of techniques in the investigation of a topic which is relevant to both producers and consumers of education.

Educational Leadership in Independent Muslim Schools: A Methodological Proposal Author(s):Henrik Nilsson (presenting) Conference:ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers Network:26. Educational Leadership Format:01. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations Session Information 26 SES 04 C, Perspectives on Leadership in Denmark, Australia and Swedish Muslim Schools Paper Session Time:2016-08-24 09:00-10:30 Room:OB-H1.12 Chair:David Gurr Contribution Educational Leadership in Independent Muslim Schools: A Methodological Proposal The phenomena of Muslim independent schools in Sweden is mainly discussed as an issue of social and cultural integration. This discourse have to been understood in the light of the transformation of Swedish school system has underwent. Meanings about the necessary of keeping religious influence and secularised education apart (Englund, 1996) are still strong. The state and municipals is looked up as warrants of this divide. At the same time 6 % of 134 000 pupils in independent schools attend confessionals schools in Sweden. The number of Islamic profiled school are increasing as the immigration from countries where the larger part of the population affirm themselves as Muslims. The Central Bureau of Statistics (2014) in Sweden predict that 20 % of the Swedish population either are immigrants or the children of immigrants in year 2020. A larger part of those immigrants will probably be Muslims with a wish to maintain their faith identity and recognized as Muslims (Thobani, 2011). To understand the context of leadership you need to have knowledge about the discourses about Islam and Muslims. The aim of this paper is to discuss methodology to do research on educational leadership in Muslim schools. An empirical touchdown from my dissertation (Nilsson, 2015) will serve as a back-drop to do this. The academic discourse about the outcomes of Muslim profiled schools education is divided (Nilsson, 2015). Either are Muslim Schools comprehended to maintain self-assurance and cultural recognition (Gerle, 1997) or as means of segregating children with different backgrounds from each other (Englund, 2010) and/or to reproduce patriarchy circumscribing democracy (Ali, 2009). The representation of Muslims and Muslim school in mass media and the civil sphere often held the later opinion to be true (Shadid & Koningsveld, 2002). Especially when it comes to the establishment of a new school, prejudice are common among the members of the majority. An increasing Islamophobia in Europe is emerging and parents therefore chose Muslim profiled schools because they think they are safe. However Shah (Shah, 2015, p 140) argues that the interest in Islamic schools is reflecting a desire to make education not just a mean for developing and strengthening their faith identity but also as a vehicle for social mobility". According to Durkheim, education is about transmitting knowledge and values to the next generation (Durkheim, 1956) and this process can in a social perspective bring about reproduction of social position (Bourdieu & Passeron, 1990) but also producing cultural meanings and crossing boarders of culture (Giroux, 2005). But how does cultural boarder crossing happens? My suggestion is to look up on educational leadership as a possible cultural boarder crossing. I understand the boarder crossing as a social performance which aims to re-fuse already de-fused meanings (Alexander, 2006). A social performance can be successful if it re-fuses meaning and change the audiences'' landscapes of meaning (Reed, 2011) and change the way of social life in the direction that the actor intend. This direction has in a normative perspective not be wanted. That's why, from a sociological point of view, I suggest that the social performance also is a question about content in aspects about whose cultural meanings getting re-fused or remains de-fused. The different content of the de-fusion/re- fusion is therefore understood as different modes of incorporation: assimilation, hyphenation and multicultural incorporation (Alexander, 2006). Integration in this perspective is about on-going internal social and cultural processes. Method Under scrutinity is social performance and incorporation; ways of managing the future lives of the children. When performed, the curriculum consist of particular values, attitudes and dispositions. The curriculum taught "shapes perceptions of ethnic identity.struggles over ethnicity and curriculum" (Sleeter, 2015, p 231). The action of educational leaders are "set in motion by discursive and organizational conflicts over incorporation" (Alexander, 2001, s. 246) i.e. cultural meanings. The practises are tied to particular times and places located in a web of practice (politic, economic, cultural, language, family.) The educational leader breaks off certain aspects of other practices to motivate and legitimize pedagogies and therefore also construct different discourses of pathways to incorporation. From a sociological point of view the educational outcomes describes modes of incorporaton: i) assimilative ii) hyphenated iii) multicultural (Alexander, 2001). In an assimilative mode of incorporation the particular identity is expected to be hidden in public places. It is not appreciated e.g. if you talk your native language during breaks or wear the hijab in school. This mode of incorporetation reminds of what McLaren (1994, p 49) defines conservative (or corporate) multiculturalism. The goal is to assimilate everyone into the culture of the majority and the coregroup. A prinicipal that perform an assimilative educational leadership tries to persuade and get his audience to embrace standards of achievment that assimalte students of minorities "into skills, concepts, language, and values of the dominant society" (Sleeter, 2015). How and if it happens depends on the success or failure of the performance in a local context. In the hyphenated mode different identities are highlighted when it suits and benefits the majority (Banks, 1999).The third mode of incorporation is understood as multicultural. In this mode the particular identities and the majoritys' is seen as equal good, righteous, democratic and so are the institutions they represent (Alexander, 2006). According to (Banks, 1999, p 31) the mode is a "transformative approach, which changes 'the canon, paradigms, and basic assumptions of the curriculum and enables students to view concepts, issues, themes, and problems from different perspectives and points of view". Expected Outcomes I expect that the theory of social performance and incorporation can add important perspective on leadership, it means social performance and it's ends incorporation. Traditionally, educational leadership in multicultural school is understood as reproducing structures: symbolic, cultural and economic capital which constitute an assimilative mode of incorporation. In control of material elements such as structures and institutions e. g. means of symbolic productions: television and mass media, the chances for a successful assimilation of course increases. But it's not sufficient to re-fuse meanings with those performative elements. Even if you own and/or access means of symbolic production the others elements of the social performance e. g. authenticity of actor, the actual performance on the scene and the script has to be interpreted as true, real and natural. If the actor fails in these regards so does the re-fusion of meanings and it doesn't matter how much material recourses you use. The initial re-analyse of the ethnographic observation indicates that in the particular case the principal have to balance between different modes of incorporation. That's because different social groups have different normative hopes and beliefs about education, both within school and with external stakeholders, such as worried neighbours in connection with the establishment of the school. The principal explain how Islam, and the way Muslims use Islam, and be interpreted. Sometimes he criticises Islam and it's practising representatives, but above all he tries to reshape the characteristics society attributes to Muslim and Islam. The principal dedicates himself to talk about problems and solutions in a way that he identifies as Swedish. In this and other ways he attributes the Swedish society positive values at the same time as he weaves together the picture of himself and his work with a dominant narrative about the Swedish pragmatic society. References Alexander, J. (2006). The civil sphere. New York: Oxford University Press. Ali, A. H. (2009). Därför måste demokratin försvara sig mot islamismen. Banks, J. A. (1999). An Introduction to Multicultural Education: MA: Allyn and Bacon. Bourdieu, P., & Passeron, J.-C. (1990). Reproduction in education, society and culture (2. ed.). London: Sage. Durkheim, É. (1956). Education and sociology. New York: Free Press. Englund, T. (1996). Utbildningspolitiskt systemskifte? Stockholm: HLS. Englund, T. (2010). The general school system as a universal or a particular institution and its role in the formation of social capital. Scandinavian Journal of Educational Research, 1(53), 17 - 33. Gerle, E. (1997). Muslimska friskolor i Sverige. Pedagogisk Forskning i Sverige, 2 (3), 182-204. Giroux, H. A. (2005). Border crossings : cultural workers and the politics of education (2. ed.). New York: Routledge. Gustafsson, K. (2004). Muslimsk skola, svenska villkor: konflikt, identitet & förhandling. Umeå: Boréa. McLaren, P. (1994). 'White terror and oppositional agency: towards a critical multiculturalism'. In D. T. Goldberg (Ed.), Multiculturalism: A Critical Reader. (pp. 45–74.). Cambridge: MA: Blackwell. Nilsson, H. (2015). Kultur och utbildning – en tolkning av två grundskolors mångkulturella kontexter. Växjö. Reed, I. A. (2011). Interpretation and Social Knowledge. On the use of theory in the human sciences. Chicago & London: The University of Chicago Press. Shadid, W., & Koningsveld, P. S. v. (2002). The Negative Image of Islam and Muslims in the West: Causes and Solutions. In W. Shadid & P. S. v. Koningsveld (Eds.), Religious Freedom and the Neutrality of the State: The Position of Islam in the European Union. (pp. 174-196). Leuven: Peeters. Shah, S. (2015). Education, Leadership and Islam: Theories, discourses and practices from an Islamic perspective. . London: Routledge. Sleeter, C. (2015). Ethnicity and the Curriculum. In D. Wyse, L. Hayward, & J. Pandya (Eds.), The Sage handbook of curriculum, pedagogy and assessment SAGE Publications Ltd. Thobani, S. (2011). Pedagogic discourses and imagined communities: knowing Islam and being Muslim. Discourse: Studies In The Cultural Politics Of Education, 32(4), 531-545. Author Information Henrik Nilsson (presenting) Linneaus University Department of Education

Even in this Age of Data, independent progressive schools have shown a remarkable persistence in offering an alternative educational model. As Traditional Public Schools (TPS) become even more committed to a testing model of achievement, there are schools that continue to operate on identified progressive educational principles. This paper uses observations and interviews at two upstate New York progressive schools to identify characteristics that define the resiliency of such institutions. The authors findings identify four characteristics common to a progressive educational culture3A familial grouping, informality, play, and democracy. Four elements that are important to this progressive model of instruction tied to the culture at these schools are present3A individualized child-centered instruction, curricular flexibility, and choice2Fspace2Ftime, The nature of and future for non-institutional schools is also considered here.

Read here: https://independent-sage.github.io/Should-Schools-Reopen/ UK Cabinet Office Minister Michael Gove has re-asserted the Government's position that schools should reopen from 1st June if certain conditions are met. But this has provoked a mixed response with considerable questions being raised by parents, headteachers, teaching unions, local authorities and health professionals. Many Local Authorities have come forward saying they are not ready, and the British Medical Association and teachers' unions are urging caution. While there is no dispute that schools play a fundamental role in the development of children's emotional, social and intellectual development, it is also important to remember that schools are embedded within communities. The issue of schools reopening during COVID-19 does not just have implications for pupils; it also has knock-on effects for adult staff, parents and the communities and locality from which pupils come from. That said we recognise the issues facing decision-makers are complex, with the task of balancing numerous, different and sometimes conflicting needs of children, parents, and teaching and school support staff. We understand that there is an imperative for children to return to school for their own wellbeing, and that this will also enable some parents to return to work (others will clearly have to remain at home if there is no provision for the children to go to school), but it is also vital that an appropriate level of safety for children, staff and the wider community is ensured. Using the frameworks of the recently published guidance from UNESCO (new guidelines to provide a road map for safe reopening of schools) and WHO guidance for schools, we have considered (and are continuing to consider) the impact of school opening on children, staff, and the wider community - including parents, grandparents and guardians. Schools do not operate in a social vacuum, and what happens in schools will have wide ramifications for everyone within and outside of schools. It is ...

Concurrent resolution introduced by the Texas House of Representatives and Senate congratulating the Burnet Consolidated Independent School District Food Service Department on its role in the district's success in the HealthierUS School Challenge.