Sentences with phrase «partnership for after school»

Not exact matches

For example, shortly after I joined Kleiner Perkins Caufield & Byers from my post as the President of Rhode Island School of Design, six other venture capital firms brought in designers into their partnerships.

After the first year of the partnership, schools often return to our conferences to receive further guidance and support and to plan for future reform efforts.

Stanford's partnership with East Palo Alto Tennis and Tutoring has served thousands of children through its free after - school program for K - 12 students.

The new investment announced by Ms Smith today will be used for after - school patrols, the Safer School Partnerships, and Operation Staysafe - a programme where police can use safeguarding laws to remove young people at risk and take them into places of sschool patrols, the Safer School Partnerships, and Operation Staysafe - a programme where police can use safeguarding laws to remove young people at risk and take them into places of sSchool Partnerships, and Operation Staysafe - a programme where police can use safeguarding laws to remove young people at risk and take them into places of safety.

So even the first film's structure is replicated, beat - for - beat: at the end of 21's second act, the pair's partnership flailed after a chase scene caused Schmidt to miss a school play; the end of 22's second act sees the same occur, only this time, it's because a chase scene causes Jenko to miss a football game.

A welcome call before the school year begins, or just after, can build the foundation for this partnership.

In that time, he won praise for uniting education reformers, teachers, principals and business stakeholders behind an aggressive education reform agenda that included opening more than 100 new schools, expanding after - school and summer learning programs, closing down underperforming schools, increasing early childhood and college access, dramatically boosting the caliber of teachers, and building public - private partnerships around a variety of education initiatives.

After teaching in Houston, Feinberg and Levin launched KIPP: Knowledge Is Power Program, a network of charter schools meant to prepare any kid, regardless of prior academics or conduct, for college.Nationwide, there are now 99 KIPP academies, each a partnership among students, teachers, parents, and staff designed to prioritize learning and maximize classroom time.

After getting the farm up and running, she circled back to her former school, Blue Oak Elementary, also in Napa, and created a partnership that brings students into the fields for extended periods.

Alexandria, Va. (Oct. 18, 2016)-- The National School Boards Association (NSBA) and the National Association of Secondary School Principals (NASSP), in partnership with the Learning First Alliance's Get it Right campaign, have developed a communications toolkit to support school leaders and educators» efforts to prepare high school students for success after graduation through effective community engagSchool Boards Association (NSBA) and the National Association of Secondary School Principals (NASSP), in partnership with the Learning First Alliance's Get it Right campaign, have developed a communications toolkit to support school leaders and educators» efforts to prepare high school students for success after graduation through effective community engagSchool Principals (NASSP), in partnership with the Learning First Alliance's Get it Right campaign, have developed a communications toolkit to support school leaders and educators» efforts to prepare high school students for success after graduation through effective community engagschool leaders and educators» efforts to prepare high school students for success after graduation through effective community engagschool students for success after graduation through effective community engagement.

October 18, 2016 - NSBA and NASSP, in partnership with the Learning First Alliance's Get it Right campaign, have developed a communications toolkit to support school leaders and educators» efforts to prepare high school students for success after graduation through effective community engagement.

After fifteen years of public school teaching, both in regular education and special education classrooms, Stephanie worked for twelve years as a staff developer for the Denver based Public Education and Business Coalition (PEBC), a partnership of leaders from education and business, who support innovation in public schools.

After seven years in the classroom and then two years leading teachers in the field as a master educator with District of Columbia Public Schools, Angela spent six years with the National Academy of Advanced Teacher Education (NAATE), cultivating NAATE's strategic partnerships, developing content, and leading learning sessions for teachers and aspiring school leaders.

Overview The American Youth Policy Forum (AYPF), in partnership with the Coalition for Building After School Systems (CBASS), led a study tour for Congressional staff and senior Administration staff to New York City to examine the expanded learning time (ELT)

The American Youth Policy Forum (AYPF), in partnership with the Coalition for Building After School Systems (CBASS), led a study tour for Congressional staff and senior Administration staff to New York City to examine the expanded learning time (ELT) model currently in use in 17 city public schools and managed by The After - School Corporation (TASC).

In their synthesis of several dozen studies of after - school programs, Little, Wimer, and Weiss (2008) identified three key features necessary for successful programs: sustained attendance, quality programming and staffing, and strong partnerships between the program and other places where students learn, including schools, families, and community institutions.

Petty's tenure in OST began as a program coordinator managing multiple 21st CCLCs and partnership projects at Harris County Department of Education's Cooperative for After - School Enrichment.

The Phoebe Apperson Hearst Awards for innovation in family engagement, named after National PTA co-founder Phoebe Apperson Hearst, recognize and celebrate achievement in building effective family - school partnerships.

She has developed numerous partnerships between public schools, non-profits, higher education institutions, businesses, foundations, and industry in order to bolster student achievement and success that increased participation in after school programs, increased high school graduation rates, college enrollment rates, access to and achievement in advanced and rigorous coursework for historically underserved youth.

Akili Academy has secured funding for a partnership with New Orleans Outreach, a local non-profit that provides after - school tutoring and mentoring.

Purpose The California AfterSchool Network (CAN) in partnership with the California Department of Education's Expanded Learning Division (CDE - EXLD), is seeking information regarding After School Education and Safety (ASES) and 21st Century Community Learning Centers (21st CCLC) practitioners and supporter's knowledge of the Quality Standards for Expanded Learning in California, and understanding of the requirements to implement a Continuous Quality Improvement (CQI) process.

These schools are often referred to as «partnership schools» because they are modeled after law partnerships, where lawyers both manage, and ultimately are accountable for, the organization and its success.

After the first year of the partnership, schools often return to our conferences to receive further guidance and support and to plan for future reform efforts.

Vision The Federation for Community Schools believes that all children should have equal access to a high quality education that supports their academic, physical, social and emotional development — resulting from an alignment of strong schools working in partnership with community agencies that provide after school progrSchools believes that all children should have equal access to a high quality education that supports their academic, physical, social and emotional development — resulting from an alignment of strong schools working in partnership with community agencies that provide after school progrschools working in partnership with community agencies that provide after school programming.

We Need Diverse Books and Scholastic extended their partnership for diversity - specific flyers for the Scholastic Reading Club for the 2016 - 2017 school year after positive responses -LSB-...]

• First - hand experience in building a community of creative learning practices across the school for each after school program • Track record of facilitating the long term development of creative teaching and learning at a structural level • Well - versed in coordinating development and implementation of afterschool programs based on each student's individual needs • Deeply familiar with utilizing positive strategies to support the social and emotional development of all enrolled students • Exceptionally talented in creating and implementing activities that promote physical and intellectual development of students • Documented success in building and maintaining positive and genuine relationships with students and their families • Qualified to develop procedures and policies for smooth operations of after school programs • Ability to create and maintain records of students and correlating assessments • Especially talented in recruiting, hiring and training staff members to carry out the logistics of after school programs • Proficient in monitoring after school program environments to ensure that all health and safety policies are set in place • Adept at overseeing program staff, operations and services associated with after school programs • Competent in preparing a variety of documents and reports, including incident reports and daily program content • Skilled in facilitating partnerships with appropriate public and private agencies that provide services to both students and their families

San Antonio, Texas, has employed a variety of initiatives including after - school programs and penalties against youth (and their parents) for carrying weapons, painting graffiti, or violating youth curfews in an anti-crime partnership between community residents and police.