Sentences with phrase «director of special education for»

Her prior positions included Principal and Program Consultant in the Jordan School District, Director of Special Education for the Jordan School District I Sandy, Utah, and program director for birth - to - 21 in the Tooele County School District in Utah.

Prior to joining ACE in July of 2014, Dr. Bonfiglio served as the Department Chair and Director of Special Education for the Teacher Education Department at Goshen College.

Ms. Griffin has taught special education in Idaho for more than 15 years and has worked as a director of special education for five years.

Before becoming Chief Program Officer, Dolores was Director of Special Education for two years, and Vice President of Student Support Services for four years.

In 2016, Jared Bissen accepted the position of Director of Special Education for Gem Innovation Schools and continues his passion to improve the educational outcomes of students with disabilities as he coordinates services throughout the network of schools.

Not exact matches

Dr. Eastwood works as Senior Director of Intensive and Special Education Services at Lincoln Child Center in Oakland, and partners with Whole Child Wellness to provide psychotherapy and psycho - educational services for our families.

At a special Plattsburgh City School District Board of Education meeting last Wednesday, the board spoke with CCPT Director James Bosley about the possibility of the district reimbursing CCPT for student rides to and from Plattsburgh High School.

She was a special assistant to the Board of Education's Center for Career and Occupational Education from 1975 - 1976, a legislative aide for the New York State Assembly's Committee on Housing in 1977, a senior program analyst for the New York State Assembly's Committee on Cities from 1977 - 1979, Executive Director of the advisory council of the office of the New York State Senate minority leader from 1979 - 1982, Director of Special Projects in the office of the New York State Senate minority leader from 1980 - 1982 and a member of the New York City Council from 1982 special assistant to the Board of Education's Center for Career and Occupational Education from 1975 - 1976, a legislative aide for the New York State Assembly's Committee on Housing in 1977, a senior program analyst for the New York State Assembly's Committee on Cities from 1977 - 1979, Executive Director of the advisory council of the office of the New York State Senate minority leader from 1979 - 1982, Director of Special Projects in the office of the New York State Senate minority leader from 1980 - 1982 and a member of the New York City Council from 1982 Special Projects in the office of the New York State Senate minority leader from 1980 - 1982 and a member of the New York City Council from 1982 - 1992.

[BOX 6] Board of Directors, Old Photographs of Board of Directors meeting, April 1982 Behavioral Sciences, 1958 Bicentennial, 1972 - 1976 Biological Warfare, 1976 - 1977 Blacklisting (Dept. of Health, Education and Welfare) Bulletin of the Atomic Scientists, 1963 - 1972 Civil Defense, 1951 - 1952 Civil Liberties, (See Security; Condon, E.U.), 1952, 1973 Civil Liberties (See Security; Condon, E.U.), 1947 - 1951 Civil Liberties (Report of the Special Committee on the Civil Liberties of Scientist AAAS Executive Committee), 1948 Computer, 1972 - 1983 Condon, E.U. (See Meyerhoff), 1948 - 1951 DNA, 1977 Fluoridation, 1954 - 1984 Government Relations, 1955 - 1978 Import Duties - Scientific Equipment, 1955 - 1959 Resolutions (Correspondence), 1952 - 1974 Security (AAAS Membership), 1954 Security Regulations - Oppenheimer, Midway 9 - 9604 and 2 - 4602 Social Sciences, 1981 - 1982 Society for Social Responsibility in Science, 1960 SST - Concorde AAAS Donations, 1982 - 1983 Complaints - re: membership or subscriptions Dues, 1967 - 1975 Election of Fellows, 1975 - 1982 Insurance, 1960 - 1985 Membership (AAAS Life), 1967 - 1982 Retirement Plan (AAAS), 1950 - 1976 Correspondence with Section Officers, 1976 - 1977 Section W Stamps, 1961 - 1983

The number of Somali children in the city's autism programs jumped from zero in 1999 to 43 in 2007, says Ann Fox, director of special education programs for Minneapolis schools.

«To help those in underserved communities better manage these conditions, Hospital for Special Surgery developed its Asian Community Bone Health Initiative in 2011,» said Sandra Goldsmith, senior director of Education and Academic Affairs at HSS.

UNESCO Director - General Irina Bokova, and President of the Republic of Korea, Park Geun - hye, World Bank Group President Jim Yong Kim, UNICEF Executive Director Anthony Lake, UN Women Executive Director Phumzile Mlambo - Ngcuka, UNESCO Special Envoy for Basic and Higher Education Sheikha Moza Bint Nasser, and Laureate of the 2014 Nobel Peace Prize Kailash Satyarthi, also spoke at the opening of WEF 2015.

Nancy Reder is director of Government Affairs for the National Association of State Directors of Special Education, an organization working with states to improve outcomes for students with disabilities.

The presentations were done by Mr Aaron Benavot, Director at EFA Global Monitoring Report of UNESCO, who introduced Mr. Gordon Brown (UN Special Envoy on Global Education), H.E. Ms Smriti Zubin Irani (Minister of Human Resource Development in India), H. E. Mr Jaime Saavedra Chanduvi (Minister of Education in Peru), Mr James Heckman (Laureate of the 2000 Nobel Economics Prize), Ms Julia Gillard (Chair of the Board of Directors at Global Partnership for Education), and Ms Camilla Croso (President at Global Campaign for Education).

Mark Flanigan Program Director at Japan ICU Foundation [email protected] — I am quite honored to write for Global Education Magazine and to share the reflections of my work as Program Director at Japan ICU Foundation, for this special edition the International School Day of Non-Violence and Peace.

These are some of the questions I put to Stefan Dercon, Chief Economist at the Department for International Development in London, and Andreas Schleicher, Director for Education and Skills and Special Advisor on Education Policy to the Secretary General at the OECD in Paris, during the EFF12 debate: «Turning School Performance to Economic Success.»

Additional speakers include Jonathan Crossley, principal at Baseline Academy in Little Rock, Arkansas; Sonia Lowman, director of Teach Us All and director of communications at Lowell Milken Center for Unsung Heroes; and Treopia G. Washington, director of special initiatives for the College of Education at Bowie State University.

Sugai also is a professor of special education and director of the Center for Behavioral Education & Research at the University of Connecticut's Neag School of Eeducation and director of the Center for Behavioral Education & Research at the University of Connecticut's Neag School of EEducation & Research at the University of Connecticut's Neag School of EducationEducation.

I am quite honored to write for Global Education Magazine and to share the reflections of my work as Program Director at Japan ICU Foundation, for this special edition the International School Day of Non-Violence and Peace.

In June, Melody Musgrove, ED's director of the office of special education programs, sent a letter to the National Association of State Directors of Special Education declaring that a school district «is not obligated to expend at least the amount expended in the last fiscal year for which it met the maintenance - of - effort requirement.special education programs, sent a letter to the National Association of State Directors of Special Education declaring that a school district «is not obligated to expend at least the amount expended in the last fiscal year for which it met the maintenance - of - effort requiremeneducation programs, sent a letter to the National Association of State Directors of Special Education declaring that a school district «is not obligated to expend at least the amount expended in the last fiscal year for which it met the maintenance - of - effort requirement.Special Education declaring that a school district «is not obligated to expend at least the amount expended in the last fiscal year for which it met the maintenance - of - effort requiremenEducation declaring that a school district «is not obligated to expend at least the amount expended in the last fiscal year for which it met the maintenance - of - effort requirement.»

The survey, conducted by the National Association of State Directors of Special Education, found that 23 of the 52 officials responding were concerned about finding adequate funding for their efforts.

But the speaker, Cynthia G. Brown, the director of the resource center on educational equity for the Council of Chief State School Officers, highlighted the division in the special - education community over how to amend the Individuals with Disabilities Education Act, the landmark 1975 fededucation community over how to amend the Individuals with Disabilities Education Act, the landmark 1975 fedEducation Act, the landmark 1975 federal law.

At this month's annual meeting of the National Association of State Directors of Special Education, at least one speaker gave the group kudos for starting to move special education into the school - reformSpecial Education, at least one speaker gave the group kudos for starting to move special education into the school - refoEducation, at least one speaker gave the group kudos for starting to move special education into the school - reformspecial education into the school - refoeducation into the school - reform arena.

After several years of intense and successful lobbying to block the Reagan Administration's attempts to alter educational programs for handicapped children, the organization that represents the nation's state directors of special education is now turning its attention to helping the states improve special - education services.

Chicago — Members of the National Association of State Directors of Special Education, meeting here last week, outlined plans to form a subsidiary corporation to develop and market computer software for sale to educators and parents of handicapped children.

18 - 19 — Special education: Annual conference on governmental affairs, sponsored by the National Association of Private Schools for Exceptional Children, for directors and administrators of private, special - education schools, in WashSpecial education: Annual conference on governmental affairs, sponsored by the National Association of Private Schools for Exceptional Children, for directors and administrators of private, special - education schools, in Washspecial - education schools, in Washington.

Sharp Rise in Occupational Therapy Cases at New York's Schools New York Times, 2/17/15 «Thomas Hehir, a professor at the Harvard Graduate School of Education and a former director of the United States Education Department's Office of Special Education Programs, said that while occupational therapy is indeed a vital service for many children, there may be students on the rolls who do not really need it.»

State Study Cites Racial, Income Disparities in Special Education The Herald News, April 24, 2012» «Poor kids are being served in special education at relatively high numbers, almost at about twice the rate you would expect in the population in general,» said Thomas Hehir, a Harvard School of Education professor and former director of special education programs for the U.S. Education Department.Special Education The Herald News, April 24, 2012» «Poor kids are being served in special education at relatively high numbers, almost at about twice the rate you would expect in the population in general,» said Thomas Hehir, a Harvard School of Education professor and former director of special education programs for the U.S. Education DepartmenEducation The Herald News, April 24, 2012» «Poor kids are being served in special education at relatively high numbers, almost at about twice the rate you would expect in the population in general,» said Thomas Hehir, a Harvard School of Education professor and former director of special education programs for the U.S. Education Department.special education at relatively high numbers, almost at about twice the rate you would expect in the population in general,» said Thomas Hehir, a Harvard School of Education professor and former director of special education programs for the U.S. Education Departmeneducation at relatively high numbers, almost at about twice the rate you would expect in the population in general,» said Thomas Hehir, a Harvard School of Education professor and former director of special education programs for the U.S. Education DepartmenEducation professor and former director of special education programs for the U.S. Education Department.special education programs for the U.S. Education Departmeneducation programs for the U.S. Education DepartmenEducation Department.»

Lauren Morando Rhim is cofounder and executive director of the National Center for Special Education in Charter Schools, which is currently incubating the New Jersey Special Education Collaborative to build charter schools» capacity to serve students with disabilities in Newark and Camden.

Long will join three other newly appointed members: Deborah Loewenberg Ball, dean of the University of Michigan School of Education; Professor Adam Gamoran, director of the Wisconsin Center for Education Research; and Margaret R. McLeod, executive director of student services and special education in the Alexandria (Va.) City PublicEducation; Professor Adam Gamoran, director of the Wisconsin Center for Education Research; and Margaret R. McLeod, executive director of student services and special education in the Alexandria (Va.) City PublicEducation Research; and Margaret R. McLeod, executive director of student services and special education in the Alexandria (Va.) City Publiceducation in the Alexandria (Va.) City Public Schools.

Pestronk, who most recently served as director of special initiatives in the Office of Innovation and Improvement (OII) at the U.S. Department of Education (ED), has observed that in education, the R&D cycle too often is slow and uncoordinated, leaving the sector starved for critical inEducation (ED), has observed that in education, the R&D cycle too often is slow and uncoordinated, leaving the sector starved for critical ineducation, the R&D cycle too often is slow and uncoordinated, leaving the sector starved for critical innovation.

Category: Africa, Asia, Central America, End Poverty and Hunger, English, English, Environmental Sustainability, Europe, Gender Equality, global citizenship education, Global Partnership, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education, Voluntary Association, Welcome from Director, Your experiences, Your ideas · Tags: Acnur, art, biochemical, brains, cerebral, citizens, common minimum curricular, concientización, consciousness - galaxies, context, contextualize, Cooperation, creative, cultural globalization, Development education, Earth - Homeland, earthly homeland, ecology of the intelligence, Education, education for peace, educational innovations, educational praxis, empower, epistemology, extreme poverty, future, global citizenship education, Global Education Magazine, global social reality, glocal, hermeneutical, heterogeneity, holistic, Human Rights, Human Rights Education, humanity, interconnected, interdependent, International Education, Interpersonal Solidarity, Javier Collado Ruano, knowledge, literature, macrocosm, MDGs, metamorphosis, microcosm, Millennium Development Goals, Ministers of Education, multidimensional synergies, music, neuronal constellation of interpersonal solidarity, neuropedagogy, neurotransmitters, NGOs - schools, non-formal education, non-formal peace education, non-violence, ontological nature, orchestra, peace, peaceful, phenomenological, philosophy, planetary children, pluralism, praxis, primary education, quality education, re-baptize schools, reflections, School Day of Non-violence and Peace, schools, secondary education, Sister Schools, society, solidarity, special education, symbiosis, symphony, synaptic, techno - economist dynamics, tomorrow» schools, transcultural, transdisciplinary, transpolitical, Twinned NGOs - Schools, UNESCO, UNHCR, Universal Declaration of Democracy, world, world peace, world education, Global Partnership, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education, Voluntary Association, Welcome from Director, Your experiences, Your ideas · Tags: Acnur, art, biochemical, brains, cerebral, citizens, common minimum curricular, concientización, consciousness - galaxies, context, contextualize, Cooperation, creative, cultural globalization, Development education, Earth - Homeland, earthly homeland, ecology of the intelligence, Education, education for peace, educational innovations, educational praxis, empower, epistemology, extreme poverty, future, global citizenship education, Global Education Magazine, global social reality, glocal, hermeneutical, heterogeneity, holistic, Human Rights, Human Rights Education, humanity, interconnected, interdependent, International Education, Interpersonal Solidarity, Javier Collado Ruano, knowledge, literature, macrocosm, MDGs, metamorphosis, microcosm, Millennium Development Goals, Ministers of Education, multidimensional synergies, music, neuronal constellation of interpersonal solidarity, neuropedagogy, neurotransmitters, NGOs - schools, non-formal education, non-formal peace education, non-violence, ontological nature, orchestra, peace, peaceful, phenomenological, philosophy, planetary children, pluralism, praxis, primary education, quality education, re-baptize schools, reflections, School Day of Non-violence and Peace, schools, secondary education, Sister Schools, society, solidarity, special education, symbiosis, symphony, synaptic, techno - economist dynamics, tomorrow» schools, transcultural, transdisciplinary, transpolitical, Twinned NGOs - Schools, UNESCO, UNHCR, Universal Declaration of Democracy, world, world peace, world Education, Voluntary Association, Welcome from Director, Your experiences, Your ideas · Tags: Acnur, art, biochemical, brains, cerebral, citizens, common minimum curricular, concientización, consciousness - galaxies, context, contextualize, Cooperation, creative, cultural globalization, Development education, Earth - Homeland, earthly homeland, ecology of the intelligence, Education, education for peace, educational innovations, educational praxis, empower, epistemology, extreme poverty, future, global citizenship education, Global Education Magazine, global social reality, glocal, hermeneutical, heterogeneity, holistic, Human Rights, Human Rights Education, humanity, interconnected, interdependent, International Education, Interpersonal Solidarity, Javier Collado Ruano, knowledge, literature, macrocosm, MDGs, metamorphosis, microcosm, Millennium Development Goals, Ministers of Education, multidimensional synergies, music, neuronal constellation of interpersonal solidarity, neuropedagogy, neurotransmitters, NGOs - schools, non-formal education, non-formal peace education, non-violence, ontological nature, orchestra, peace, peaceful, phenomenological, philosophy, planetary children, pluralism, praxis, primary education, quality education, re-baptize schools, reflections, School Day of Non-violence and Peace, schools, secondary education, Sister Schools, society, solidarity, special education, symbiosis, symphony, synaptic, techno - economist dynamics, tomorrow» schools, transcultural, transdisciplinary, transpolitical, Twinned NGOs - Schools, UNESCO, UNHCR, Universal Declaration of Democracy, world, world peace, world education, Earth - Homeland, earthly homeland, ecology of the intelligence, Education, education for peace, educational innovations, educational praxis, empower, epistemology, extreme poverty, future, global citizenship education, Global Education Magazine, global social reality, glocal, hermeneutical, heterogeneity, holistic, Human Rights, Human Rights Education, humanity, interconnected, interdependent, International Education, Interpersonal Solidarity, Javier Collado Ruano, knowledge, literature, macrocosm, MDGs, metamorphosis, microcosm, Millennium Development Goals, Ministers of Education, multidimensional synergies, music, neuronal constellation of interpersonal solidarity, neuropedagogy, neurotransmitters, NGOs - schools, non-formal education, non-formal peace education, non-violence, ontological nature, orchestra, peace, peaceful, phenomenological, philosophy, planetary children, pluralism, praxis, primary education, quality education, re-baptize schools, reflections, School Day of Non-violence and Peace, schools, secondary education, Sister Schools, society, solidarity, special education, symbiosis, symphony, synaptic, techno - economist dynamics, tomorrow» schools, transcultural, transdisciplinary, transpolitical, Twinned NGOs - Schools, UNESCO, UNHCR, Universal Declaration of Democracy, world, world peace, world Education, education for peace, educational innovations, educational praxis, empower, epistemology, extreme poverty, future, global citizenship education, Global Education Magazine, global social reality, glocal, hermeneutical, heterogeneity, holistic, Human Rights, Human Rights Education, humanity, interconnected, interdependent, International Education, Interpersonal Solidarity, Javier Collado Ruano, knowledge, literature, macrocosm, MDGs, metamorphosis, microcosm, Millennium Development Goals, Ministers of Education, multidimensional synergies, music, neuronal constellation of interpersonal solidarity, neuropedagogy, neurotransmitters, NGOs - schools, non-formal education, non-formal peace education, non-violence, ontological nature, orchestra, peace, peaceful, phenomenological, philosophy, planetary children, pluralism, praxis, primary education, quality education, re-baptize schools, reflections, School Day of Non-violence and Peace, schools, secondary education, Sister Schools, society, solidarity, special education, symbiosis, symphony, synaptic, techno - economist dynamics, tomorrow» schools, transcultural, transdisciplinary, transpolitical, Twinned NGOs - Schools, UNESCO, UNHCR, Universal Declaration of Democracy, world, world peace, world education for peace, educational innovations, educational praxis, empower, epistemology, extreme poverty, future, global citizenship education, Global Education Magazine, global social reality, glocal, hermeneutical, heterogeneity, holistic, Human Rights, Human Rights Education, humanity, interconnected, interdependent, International Education, Interpersonal Solidarity, Javier Collado Ruano, knowledge, literature, macrocosm, MDGs, metamorphosis, microcosm, Millennium Development Goals, Ministers of Education, multidimensional synergies, music, neuronal constellation of interpersonal solidarity, neuropedagogy, neurotransmitters, NGOs - schools, non-formal education, non-formal peace education, non-violence, ontological nature, orchestra, peace, peaceful, phenomenological, philosophy, planetary children, pluralism, praxis, primary education, quality education, re-baptize schools, reflections, School Day of Non-violence and Peace, schools, secondary education, Sister Schools, society, solidarity, special education, symbiosis, symphony, synaptic, techno - economist dynamics, tomorrow» schools, transcultural, transdisciplinary, transpolitical, Twinned NGOs - Schools, UNESCO, UNHCR, Universal Declaration of Democracy, world, world peace, world education, Global Education Magazine, global social reality, glocal, hermeneutical, heterogeneity, holistic, Human Rights, Human Rights Education, humanity, interconnected, interdependent, International Education, Interpersonal Solidarity, Javier Collado Ruano, knowledge, literature, macrocosm, MDGs, metamorphosis, microcosm, Millennium Development Goals, Ministers of Education, multidimensional synergies, music, neuronal constellation of interpersonal solidarity, neuropedagogy, neurotransmitters, NGOs - schools, non-formal education, non-formal peace education, non-violence, ontological nature, orchestra, peace, peaceful, phenomenological, philosophy, planetary children, pluralism, praxis, primary education, quality education, re-baptize schools, reflections, School Day of Non-violence and Peace, schools, secondary education, Sister Schools, society, solidarity, special education, symbiosis, symphony, synaptic, techno - economist dynamics, tomorrow» schools, transcultural, transdisciplinary, transpolitical, Twinned NGOs - Schools, UNESCO, UNHCR, Universal Declaration of Democracy, world, world peace, world Education Magazine, global social reality, glocal, hermeneutical, heterogeneity, holistic, Human Rights, Human Rights Education, humanity, interconnected, interdependent, International Education, Interpersonal Solidarity, Javier Collado Ruano, knowledge, literature, macrocosm, MDGs, metamorphosis, microcosm, Millennium Development Goals, Ministers of Education, multidimensional synergies, music, neuronal constellation of interpersonal solidarity, neuropedagogy, neurotransmitters, NGOs - schools, non-formal education, non-formal peace education, non-violence, ontological nature, orchestra, peace, peaceful, phenomenological, philosophy, planetary children, pluralism, praxis, primary education, quality education, re-baptize schools, reflections, School Day of Non-violence and Peace, schools, secondary education, Sister Schools, society, solidarity, special education, symbiosis, symphony, synaptic, techno - economist dynamics, tomorrow» schools, transcultural, transdisciplinary, transpolitical, Twinned NGOs - Schools, UNESCO, UNHCR, Universal Declaration of Democracy, world, world peace, world Education, humanity, interconnected, interdependent, International Education, Interpersonal Solidarity, Javier Collado Ruano, knowledge, literature, macrocosm, MDGs, metamorphosis, microcosm, Millennium Development Goals, Ministers of Education, multidimensional synergies, music, neuronal constellation of interpersonal solidarity, neuropedagogy, neurotransmitters, NGOs - schools, non-formal education, non-formal peace education, non-violence, ontological nature, orchestra, peace, peaceful, phenomenological, philosophy, planetary children, pluralism, praxis, primary education, quality education, re-baptize schools, reflections, School Day of Non-violence and Peace, schools, secondary education, Sister Schools, society, solidarity, special education, symbiosis, symphony, synaptic, techno - economist dynamics, tomorrow» schools, transcultural, transdisciplinary, transpolitical, Twinned NGOs - Schools, UNESCO, UNHCR, Universal Declaration of Democracy, world, world peace, world Education, Interpersonal Solidarity, Javier Collado Ruano, knowledge, literature, macrocosm, MDGs, metamorphosis, microcosm, Millennium Development Goals, Ministers of Education, multidimensional synergies, music, neuronal constellation of interpersonal solidarity, neuropedagogy, neurotransmitters, NGOs - schools, non-formal education, non-formal peace education, non-violence, ontological nature, orchestra, peace, peaceful, phenomenological, philosophy, planetary children, pluralism, praxis, primary education, quality education, re-baptize schools, reflections, School Day of Non-violence and Peace, schools, secondary education, Sister Schools, society, solidarity, special education, symbiosis, symphony, synaptic, techno - economist dynamics, tomorrow» schools, transcultural, transdisciplinary, transpolitical, Twinned NGOs - 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society

The documentary Teach Us All, a historical account of the Little Rock Nine, will be screened, followed by a discussion with the film's director, Sonia Lowman; two members of the Little Rock Nine, Minnijean Brown Trickey and Terrence Roberts; Jonathan Crossley, principal of Baseline Academy in Little Rock, Arkansas; and Treopia G. Washington, director of special initiatives for the College of Education at Bowie State University.

Category: Africa, Asia, Central America, Child Health, Combat HIV / AIDS, End Poverty and Hunger, English, Environmental Sustainability, Europe, Gender Equality, Global Partnership, Maternal Health, Middle East, Millennium Development Goals, NGO, North America, Oceania, Private Institution, Public Institution, Refugee and displaced, South America, Universal Education, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Ban Ki - moon, Burkina Faso, Chad, children, civic engagement, conflict areas, conflict situations, curriculum frameworks, dignity, Educate a Child, Education, Education First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation, Voluntary Association, Your experiences, Your ideas · Tags: Afghanistan, Ban Ki - moon, Burkina Faso, Chad, children, civic engagement, conflict areas, conflict situations, curriculum frameworks, dignity, Educate a Child, Education, Education First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation, Education First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation First, Education for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation for All Global Monitoring Report, education programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemakeeducation programme, education systems, Enhancement for Literacy, Forest Whitaker, fragile states, Gaza, gender equity, girls, global citizenship, global citizenship education, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - 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General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemakeeducation, global development agenda, global initiative, government, Her Highness Sheikha Moza bint Nasser, hidden crisis, Human Rights, Human Rights Education, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth PeacemakeEducation, humanitarian aid, inequalities, international community, Iraq, Irina Bokova, Jordan, Lebanon, life skills, Literacy Initiative for Empowerment, Millennium Development Goals, new teachers, non-formal peace education, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - General, UNESCO Goodwill Ambassador, UNESCO Special Envoy for Basic and Higher Education, United Nations, United Nations Secretary - General, UNRWA, violence, vulnerable groups, West Bank, woman empowerment, young people, Youth Peacemakeeducation, non-violence, peace, Peacebuilding, PeaceEarth Foundation, primary education, primary schools, promoting peace, Qatar, refugees, School Day of Non-violence and Peace, secondary education, special education, Sub-Saharan Africa, Sudan, sustainable development, Syrian refugees, UN, UNESCO, UNESCO Director - 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This webinar is a must - attend for special education directors, assistant superintendents, superintendents, directors of curriculum, principals, and other educators and administrators seeking guidance on how to better use data and RTI to drive success in their schools.

He has also served as President Clinton's White House Associate Director for Educational Policy, Senior Policy Advisor on Education to Vice President Gore, and special assistant to U.S. Secretary of Education Dick Riley.

In Howard County, Wright was a teacher, a principal for fifteen years, and the Director of Special Education and Student Services.

He is former director of the Office of Special Education Programs at the U.S. Department of Education, associate superintendent for the Chicago Public Schools, and director of special education in the Boston Public SSpecial Education Programs at the U.S. Department of Education, associate superintendent for the Chicago Public Schools, and director of special education in the Boston PublicEducation Programs at the U.S. Department of Education, associate superintendent for the Chicago Public Schools, and director of special education in the Boston PublicEducation, associate superintendent for the Chicago Public Schools, and director of special education in the Boston Public Sspecial education in the Boston Publiceducation in the Boston Public Schools.

He worked in Number 10 as special adviser for policy to the Deputy Prime Minister Nick Clegg and prior to that, served as Director of the education focused think - tank CentreForum, now the Education Policy Ieducation focused think - tank CentreForum, now the Education Policy IEducation Policy Institute.

She began her career with the New Jersey State Department of Education in 1979 as the state consultant for speech and language services, and in 1994 she was appointed state director of the Office of Special Education, a position she held for 11 years.

Tonda Potts has experience as both a special education and general education teacher, staff developer, Clinical Professor (University of Colorado Boulder), Director of Special Education, principal, Executive Director for Curriculum / Instruction, and Superintendent of Sspecial education and general education teacher, staff developer, Clinical Professor (University of Colorado Boulder), Director of Special Education, principal, Executive Director for Curriculum / Instruction, and Superintendent ofeducation and general education teacher, staff developer, Clinical Professor (University of Colorado Boulder), Director of Special Education, principal, Executive Director for Curriculum / Instruction, and Superintendent ofeducation teacher, staff developer, Clinical Professor (University of Colorado Boulder), Director of Special Education, principal, Executive Director for Curriculum / Instruction, and Superintendent of SSpecial Education, principal, Executive Director for Curriculum / Instruction, and Superintendent ofEducation, principal, Executive Director for Curriculum / Instruction, and Superintendent of Schools.

Andreas Schleicher, Director for the Directorate of Education and Skills, OECD Andreas Schleicher is Director for Education and Skills, and Special Advisor on Education Policy to the Secretary - General at the Organization for Economic Co-operation and Development (OECD) in Paris.

She currently serves as part of a board / committee member of Latinos for Education, was recently appointed by Governor Abbot to serve in the Continuing Advisory Committee for Special Education and is on the Board of Directors for the Texas Charter Schools Association.

Prior to joining ICTC, Emily served as the Director of Professional Development for the UNO Charter School Network, a Program Director for Teach For America in Houston and Chicago, and taught Special Educatifor the UNO Charter School Network, a Program Director for Teach For America in Houston and Chicago, and taught Special Educatifor Teach For America in Houston and Chicago, and taught Special EducatiFor America in Houston and Chicago, and taught Special Education.

Bridget comes from Girls Prep Lower East Side Elementary School where she worked for over 10 years — serving as a general education teacher, a special education teacher and administrator, and most recently as the Director of Inclusive Learning.

If this is a request for information about our special education program or need for academic records for a special education student, then please contact the Executive Director of Special Education and Student Services, Ayana Malone: ayana.malone@chavezschospecial education program or need for academic records for a special education student, then please contact the Executive Director of Special Education and Student Services, Ayana Malone: ayana.malone@chavezsceducation program or need for academic records for a special education student, then please contact the Executive Director of Special Education and Student Services, Ayana Malone: ayana.malone@chavezschospecial education student, then please contact the Executive Director of Special Education and Student Services, Ayana Malone: ayana.malone@chavezsceducation student, then please contact the Executive Director of Special Education and Student Services, Ayana Malone: ayana.malone@chavezschoSpecial Education and Student Services, Ayana Malone: ayana.malone@chavezscEducation and Student Services, Ayana Malone: [email protected]

Lauren Morando Rhim is Executive Director and Co-Founder of the National Center for Special Education in Charter Schools.

He also has served as the Special Education Coordinator and the School Principal at Pendleton Juvenile Correctional Facility before taking over as the Director of Juvenile Education for the Indiana Department of Correction in August 2017.

Columbia University, Teachers College) is a faculty member of Bank Street College of Education (NY) in the Dual Certification program, the Project Director for the Autism Spectrum Annotation and a co-director with the Special Education Leadership Program.

Meredith McOlvin is the Director of Inclusion and Special Education for PUC Schools.