UFT Queens
High School District Representative James Vasquez (back row, left) and members prepare to board the bus to Albany for UFT Lobby Day on March 9.
Not exact matches
I / WE HEREBY RELEASE, WAIVE, DISCHARGE AND COVENANT NOT TO SUE the CHICAGO SPORT & SOCIAL CLUB, INC. («CSSC») and its affiliates (CSSC and its affiliates are referred to collectively as the «CLUB»), the sufficiency of which consideration is expressly acknowledged, and intending to be legally bound, do hereby, for myself, my heirs, executors, administrators, insurers, assigns, attorneys,
representatives, agents, beneficiaries, legatees,
representatives, successors, assigns and any other persons who may make claims on my behalf (collectively the «RELEASORS») OR ALL SPORTS SERIES / PARK
DISTRICT OF HIGHLAND PARK / WINDY CITY FIELD HOUSE / CHICAGO PARK
DISTRICT / FITNESS FORMULA CLUBS (FFC — UNION STATION) / URBANA PARK
DISTRICT / MADISON PARKS ORGANIZATION / ABUNDANT LIFE CHRISTIAN
SCHOOL / LANSING PARKS / CITY OF BLOOMINGTON / UNIVERSITY OF MICHIGAN / CHICAGO PUBLIC
SCHOOLS — LAKE VIEW
HIGH SCHOOL / CAMP OJIBWA / AUSTIN PARKS AND RECREATION facilities used by the participant, including its owners, managers, promoters, lessees of premises used to conduct the event or program, premises and event inspectors, underwriters, consultants and others who give recommendations, directions, or instructions to engage in risk evaluation or loss control activities regarding the CHICAGO SPORT & SOCIAL CLUB, INC. («CSSC») and its affiliates (CSSC and its affiliates are referred to collectively as the «CLUB»), the sufficiency of which consideration is expressly acknowledged, and intending to be legally bound, do hereby, for myself, my heirs, executors, administrators, insurers, assigns, attorneys,
representatives, agents, beneficiaries, legatees,
representatives, successors, assigns and any other persons who may make claims on my behalf (collectively the «RELEASORS») OR ALL SPORTS SERIES / PARK
DISTRICT OF HIGHLAND PARK / WINDY CITY FIELD HOUSE / CHICAGO PARK
DISTRICT / FITNESS FORMULA CLUBS (FFC — UNION STATION) / URBANA PARK
DISTRICT / MADISON PARKS ORGANIZATION / ABUNDANT LIFE CHRISTIAN
SCHOOL / LANSING PARKS / CITY OF BLOOMINGTON / UNIVERSITY OF MICHIGAN / CHICAGO PUBLIC
SCHOOLS — LAKE VIEW
HIGH SCHOOL / CAMP OJIBWA / AUSTIN PARKS AND RECREATION facilities or events held at such facility and each of them, their directors, officers, agents, employees, all for the purposes herein referred to as «Releasee»... FROM ALL LIABILITY TO THE UNDERSIGNED, my / our personal
representatives, assigns, executors, heirs and next to kin FOR ANY AND ALL CLAIMS, DEMANDS, LOSSES OR DAMAGES AND ANY CLAIMS OR DEMANDS THEREFORE ON ACCOUNT OF ANY INJURY, INCLUDING BUT NOT LIMITED TO THE DEATH OF THE PARTICIPANT OR DAMAGE TO PROPERTY, ARISING OUT OF OR RELATING TO THE EVENT (S) CAUSED OR ALLEGED TO BE CAUSED IN WHOLE OR IN PART BY THE NEGLIGENCE OF THE RELEASEE OR OTHERWISE.
Among those on hand to field residents» questions will be
representatives from the Village Board, the Park
District, Rich Township
High School District 227, Matteson
School District 162, the Library Board, the village's Business Roundtable and Iron Oaks Adventure Center.
He plans to meet with
District 214 officials and
high school representatives within the next few weeks to discuss the plan further.
If approved by voters those propositions will: 1) Create a redistricting commission to draw the new state legislative and House of
Representatives»
district lines every 10 years, with the commission members appointed by the state legislative leaders, 2) amend the current constitutional requirement of distributing paper versions of proposed bills to state legislators to allow for electronic distribution and 3) authorize New York State to borrow up to $ 2 billion for
school funding, with a stated purpose of «improving learning and opportunity for public and nonpublic
school students», including the purchase of equipment, expanding
school broadband access, building classrooms for pre-K and replacing trailers and installing «
high - tech security features.»
High school students in the Syracuse City School District participated in a mock election for president, Senate and House of Representatives using official ballots and voting machines from the Onondaga County Board of Elec
school students in the Syracuse City
School District participated in a mock election for president, Senate and House of Representatives using official ballots and voting machines from the Onondaga County Board of Elec
School District participated in a mock election for president, Senate and House of
Representatives using official ballots and voting machines from the Onondaga County Board of Elections.
There are three ballot propositions on the November ballot: 1) Creation of a redistricting commission to draw the new state legislative and House of
Representatives»
district lines every 10 years, with the commission members appointed by the state legislative leaders, 2) amend the current constitutional requirement of distributing paper versions of proposed bills to state legislators to allow for electronic distribution and 3) authorize New York State to borrow up to $ 2 billion for
school funding, with a stated purpose of «improving learning and opportunity for public and nonpublic
school students», including the purchase of equipment, expanding
school broadband access, building classrooms for pre-K and replacing trailers and installing «
high - tech security features.»
Representatives from the Buffalo Public
School District, Lackawanna City
Schools, West Seneca, Orchard Park and the Kenmore - Tonawanda
School District attended the sessions at West Seneca East Senior
High School.
Carlucci, who died in the summer of 2011, was the first
school secretary to become a UFT
district representative for Bronx
high schools, «someone near and dear to us who passed away too soon,» Gonzalez said.
The 21st Century Green
High - Performing Public
School Facilities Act (HR 2187), passed in May by the U.S. House of Representatives, would authorize $ 6.4 billion in fiscal year 2010 for school districts to modernize, renovate, and repair their buil
School Facilities Act (HR 2187), passed in May by the U.S. House of
Representatives, would authorize $ 6.4 billion in fiscal year 2010 for
school districts to modernize, renovate, and repair their buil
school districts to modernize, renovate, and repair their buildings.
HR 1310, introduced last Tuesday, includes a $ 250 - million block - grants program for teacher - training in
school districts and $ 50 - million for
higher education — both sought by
Representative Carl D. Perkins of Kentucky, chairman of the Education and Labor Committee.
A study of a
representative sample of
schools in California shows that
schools where the principal and the
district extensively used test data to improve instruction and student learning had the
highest achievement for English - language learners.
In each
district, we sampled up to two elementary
schools and two
high schools, making sure to capture
representative samples of public, private and charter
schools based on demographics.
State ID (9 sub-codes)
District site ID (18 sub-codes) District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researc
District site ID (18 sub-codes)
District size (large, medium, low) District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researc
District size (large, medium, low)
District poverty (high, medium, low) District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researc
District poverty (
high, medium, low)
District diversity (high, medium, low) District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researc
District diversity (
high, medium, low)
District location (urban, suburban, rural) School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researc
District location (urban, suburban, rural)
School site ID School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School site ID
School level (elementary, middle school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School level (elementary, middle
school, high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
school,
high school) School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
school)
School poverty (high, medium, low) School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School poverty (
high, medium, low)
School diversity (high, medium, low) School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School diversity (
high, medium, low)
School size (student population) Interviewee role district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
School size (student population) Interviewee role
district (superintendent, board member, staff, parent representative, community stakeholder) Interviewee role school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, researc
district (superintendent, board member, staff, parent
representative, community stakeholder) Interviewee role
school (principal or assistant principal, teacher, teacher leader, other staff, parent representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (district, school, research
school (principal or assistant principal, teacher, teacher leader, other staff, parent
representative) Interviewee gender Interviewee role experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Interviewee site experience (0 - 2 years, 3 - 5, 6 - 10, 11 +) Site visit date (site visit 1, 2, or 3) Document type (
district, school, researc
district,
school, research
school, research memo).
Representatives from suburban
school districts met with their city counterparts today to learn more about a new partnership that allows suburban students to attend work - based education programs at Edison Tech and East
High this fall.
Instead, at the September 11 meeting, both local
representatives and
district superintendents argued passionately against the opening of Clarksdale Collegiate, described by its founder, Amanda Johnson, as a place that will prepare kindergarteners through 8th graders to «excel in
high school and college by providing rigorous instruction within a structured, ambitious, and jubilant
school community.»
In responding to a bill introduced in the Florida Legislature on September 23, 2013 by Republican
Representative Matt Gaetz proposing that no
high school begin morning classes before 8 a.m., School District of Osceola County School Board Chairman Jay Wheeler stated he is all for it, as long as Osceola County doesn't have to pay for it — a cost he believes would be in the dozens of mil
school begin morning classes before 8 a.m.,
School District of Osceola County School Board Chairman Jay Wheeler stated he is all for it, as long as Osceola County doesn't have to pay for it — a cost he believes would be in the dozens of mil
School District of Osceola County
School Board Chairman Jay Wheeler stated he is all for it, as long as Osceola County doesn't have to pay for it — a cost he believes would be in the dozens of mil
School Board Chairman Jay Wheeler stated he is all for it, as long as Osceola County doesn't have to pay for it — a cost he believes would be in the dozens of millions.
While at Stanford, Ericka has worked in partnership with a California
school district to help answer
high priority and actionable research questions; mentored first and second year doctoral students as a part of the Enhancing Diversity in Graduate Education program; served as a doctoral student
representative on the Social Sciences, Humanities, and Interdisciplinary Policy Studies Area Committee; and served as a teaching assistant for quantitative and theoretical courses on educational inequality.
The large,
high windowed - room overlooking all of downtown was filled with education advocates, parent groups, Los Angeles Unified
School District (LAUSD) representatives and many other members from different organizations supporting L.A.'s massive school s
School District (LAUSD)
representatives and many other members from different organizations supporting L.A.'s massive
school s
school system.
Creating a
district student advisory committee with
representatives from each
high school can form a complete connection between students and adults.
Sandhills administrators have built strong relationships with
district school counselors in
high schools and middle
schools, who often invite the college's
representatives to speak about the dual - enrollment program at parents» nights.
This project draws on two data sources — large - scale administrative data from middle and
high school students in five large California
school districts and a new nationally
representative experimental test of a mindset intervention among 9th grade students — to analyze heterogeneity in the effect of a growth mindset on academic outcomes across different structural positions.
For teacher evaluation pilot
districts, DEAC members include:
school board
representative; elementary, middle, and
high school teachers (as applicable given pilot participation); principal; superintendent; central office
representative; administrator conducting evaluations; data coordinator; parent; and others as determined by the
district.
For the purposes of the brief, we operationalized access and equity as follows: to evaluate access, we examined
districts» choice and recruitment policies and assessed the degree to which pathways were
representative of their
districts»
high school student populations; to evaluate equity, we compared academic outcomes for Linked Learning student subgroups with those of similar peers in traditional
high school settings.
Although two other institutions submitted a proposal, Relay was deemed as the only institution that met the requirements established by a group of teachers,
school and
district administrators, and
higher education
representatives.
• $ 3,000 from the Victoria Rotary Club for elementary
school roof repairs • $ 5,000 in gifts from the Victoria Rotary Club to three district schools • Supplies and resources from Southwest ISD • Goods and supplies from the Harlandale Motorcycle Club • School supplies from the students of Kenmore Middle School of Arlington, Virginia • A truckload of supplies from students at Austin ISD's Brentwood Elementary • Supplies and school items from Brownsville ISD and the Habitat for Humanity of the Rio Grande Valley, personally delivered by State Senator Eddie Lucio Jr. (D - Brownsville) and volunteers • Food and supplies from students at Allen ISD's Ford Middle School, which Victoria ISD's O'Connor Elementary School used to host a «Parking Lot Picnic» for the community • Essential items and letters of encouragement from the Chris - tian School of Parker, Colorado, which partnered with the Victo - ria ISD Special Education Department in the effort • Free care for children of Victoria ISD employees donated by The Boys & Girls Clubs of Victoria, which also provided buses to and from the district's high schools • Approximately 1,000 meals for neighborhood families from staff and faculty members of Victoria ISD's Shields Elementary School • $ 1,000 in supplies and essential items provided by the Jordan Murray Project, created by Sealy High School student Jordan Murray to help schools affected by Harvey • 72 bags of athletic equipment delivered by Texas Comptroller Glenn Hegar and State Representative Geanie W. Morrison (R - Vic
school roof repairs • $ 5,000 in gifts from the Victoria Rotary Club to three
district schools • Supplies and resources from Southwest ISD • Goods and supplies from the Harlandale Motorcycle Club •
School supplies from the students of Kenmore Middle School of Arlington, Virginia • A truckload of supplies from students at Austin ISD's Brentwood Elementary • Supplies and school items from Brownsville ISD and the Habitat for Humanity of the Rio Grande Valley, personally delivered by State Senator Eddie Lucio Jr. (D - Brownsville) and volunteers • Food and supplies from students at Allen ISD's Ford Middle School, which Victoria ISD's O'Connor Elementary School used to host a «Parking Lot Picnic» for the community • Essential items and letters of encouragement from the Chris - tian School of Parker, Colorado, which partnered with the Victo - ria ISD Special Education Department in the effort • Free care for children of Victoria ISD employees donated by The Boys & Girls Clubs of Victoria, which also provided buses to and from the district's high schools • Approximately 1,000 meals for neighborhood families from staff and faculty members of Victoria ISD's Shields Elementary School • $ 1,000 in supplies and essential items provided by the Jordan Murray Project, created by Sealy High School student Jordan Murray to help schools affected by Harvey • 72 bags of athletic equipment delivered by Texas Comptroller Glenn Hegar and State Representative Geanie W. Morrison (R - Vic
School supplies from the students of Kenmore Middle
School of Arlington, Virginia • A truckload of supplies from students at Austin ISD's Brentwood Elementary • Supplies and school items from Brownsville ISD and the Habitat for Humanity of the Rio Grande Valley, personally delivered by State Senator Eddie Lucio Jr. (D - Brownsville) and volunteers • Food and supplies from students at Allen ISD's Ford Middle School, which Victoria ISD's O'Connor Elementary School used to host a «Parking Lot Picnic» for the community • Essential items and letters of encouragement from the Chris - tian School of Parker, Colorado, which partnered with the Victo - ria ISD Special Education Department in the effort • Free care for children of Victoria ISD employees donated by The Boys & Girls Clubs of Victoria, which also provided buses to and from the district's high schools • Approximately 1,000 meals for neighborhood families from staff and faculty members of Victoria ISD's Shields Elementary School • $ 1,000 in supplies and essential items provided by the Jordan Murray Project, created by Sealy High School student Jordan Murray to help schools affected by Harvey • 72 bags of athletic equipment delivered by Texas Comptroller Glenn Hegar and State Representative Geanie W. Morrison (R - Vic
School of Arlington, Virginia • A truckload of supplies from students at Austin ISD's Brentwood Elementary • Supplies and
school items from Brownsville ISD and the Habitat for Humanity of the Rio Grande Valley, personally delivered by State Senator Eddie Lucio Jr. (D - Brownsville) and volunteers • Food and supplies from students at Allen ISD's Ford Middle School, which Victoria ISD's O'Connor Elementary School used to host a «Parking Lot Picnic» for the community • Essential items and letters of encouragement from the Chris - tian School of Parker, Colorado, which partnered with the Victo - ria ISD Special Education Department in the effort • Free care for children of Victoria ISD employees donated by The Boys & Girls Clubs of Victoria, which also provided buses to and from the district's high schools • Approximately 1,000 meals for neighborhood families from staff and faculty members of Victoria ISD's Shields Elementary School • $ 1,000 in supplies and essential items provided by the Jordan Murray Project, created by Sealy High School student Jordan Murray to help schools affected by Harvey • 72 bags of athletic equipment delivered by Texas Comptroller Glenn Hegar and State Representative Geanie W. Morrison (R - Vic
school items from Brownsville ISD and the Habitat for Humanity of the Rio Grande Valley, personally delivered by State Senator Eddie Lucio Jr. (D - Brownsville) and volunteers • Food and supplies from students at Allen ISD's Ford Middle
School, which Victoria ISD's O'Connor Elementary School used to host a «Parking Lot Picnic» for the community • Essential items and letters of encouragement from the Chris - tian School of Parker, Colorado, which partnered with the Victo - ria ISD Special Education Department in the effort • Free care for children of Victoria ISD employees donated by The Boys & Girls Clubs of Victoria, which also provided buses to and from the district's high schools • Approximately 1,000 meals for neighborhood families from staff and faculty members of Victoria ISD's Shields Elementary School • $ 1,000 in supplies and essential items provided by the Jordan Murray Project, created by Sealy High School student Jordan Murray to help schools affected by Harvey • 72 bags of athletic equipment delivered by Texas Comptroller Glenn Hegar and State Representative Geanie W. Morrison (R - Vic
School, which Victoria ISD's O'Connor Elementary
School used to host a «Parking Lot Picnic» for the community • Essential items and letters of encouragement from the Chris - tian School of Parker, Colorado, which partnered with the Victo - ria ISD Special Education Department in the effort • Free care for children of Victoria ISD employees donated by The Boys & Girls Clubs of Victoria, which also provided buses to and from the district's high schools • Approximately 1,000 meals for neighborhood families from staff and faculty members of Victoria ISD's Shields Elementary School • $ 1,000 in supplies and essential items provided by the Jordan Murray Project, created by Sealy High School student Jordan Murray to help schools affected by Harvey • 72 bags of athletic equipment delivered by Texas Comptroller Glenn Hegar and State Representative Geanie W. Morrison (R - Vic
School used to host a «Parking Lot Picnic» for the community • Essential items and letters of encouragement from the Chris - tian
School of Parker, Colorado, which partnered with the Victo - ria ISD Special Education Department in the effort • Free care for children of Victoria ISD employees donated by The Boys & Girls Clubs of Victoria, which also provided buses to and from the district's high schools • Approximately 1,000 meals for neighborhood families from staff and faculty members of Victoria ISD's Shields Elementary School • $ 1,000 in supplies and essential items provided by the Jordan Murray Project, created by Sealy High School student Jordan Murray to help schools affected by Harvey • 72 bags of athletic equipment delivered by Texas Comptroller Glenn Hegar and State Representative Geanie W. Morrison (R - Vic
School of Parker, Colorado, which partnered with the Victo - ria ISD Special Education Department in the effort • Free care for children of Victoria ISD employees donated by The Boys & Girls Clubs of Victoria, which also provided buses to and from the
district's
high schools • Approximately 1,000 meals for neighborhood families from staff and faculty members of Victoria ISD's Shields Elementary School • $ 1,000 in supplies and essential items provided by the Jordan Murray Project, created by Sealy High School student Jordan Murray to help schools affected by Harvey • 72 bags of athletic equipment delivered by Texas Comptroller Glenn Hegar and State Representative Geanie W. Morrison (R - Victo
high schools • Approximately 1,000 meals for neighborhood families from staff and faculty members of Victoria ISD's Shields Elementary
School • $ 1,000 in supplies and essential items provided by the Jordan Murray Project, created by Sealy High School student Jordan Murray to help schools affected by Harvey • 72 bags of athletic equipment delivered by Texas Comptroller Glenn Hegar and State Representative Geanie W. Morrison (R - Vic
School • $ 1,000 in supplies and essential items provided by the Jordan Murray Project, created by Sealy
High School student Jordan Murray to help schools affected by Harvey • 72 bags of athletic equipment delivered by Texas Comptroller Glenn Hegar and State Representative Geanie W. Morrison (R - Victo
High School student Jordan Murray to help schools affected by Harvey • 72 bags of athletic equipment delivered by Texas Comptroller Glenn Hegar and State Representative Geanie W. Morrison (R - Vic
School student Jordan Murray to help
schools affected by Harvey • 72 bags of athletic equipment delivered by Texas Comptroller Glenn Hegar and State
Representative Geanie W. Morrison (R - Victoria)
With the
district game between Pompano Beach and Cardinal Gibbons highlighted as the game of the week by
High School Baseball Network, each team gets a
representative to throw out a ceremonial first pitch.
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Professional Experience Houston Independent
School District, Westside
High School, Culinary Instructor (Houston, ST) 8/2008 — Present Martin Gourmet, Inc., Executive Chef (Houston, TX) 1/2001 — Present Chancellor's Racquet Club, Food and Beverage Manager / Chef (Houston, TX) 6/1999 — 1/2001 Tennant Company, Sales
Representative (Minneapolis, MN) 1/1997 — 5/1999 E.I. DuPont, Regional Sales
Representative (Wilmington, DE) 8/1990 — 4/1996
A longtime
school teacher and current member of the House of Representatives, Ms. Alston is running for reelection to the governing board of the Phoenix Union High School Dis
school teacher and current member of the House of
Representatives, Ms. Alston is running for reelection to the governing board of the Phoenix Union
High School Dis
School District.