Sentences with phrase «support full school day»

Support Full School Day.

Not exact matches

In regard to primary and secondary education, initiatives include imposing caps on class sizes; ensuring schools have the necessary support staff; funding full - day kindergarten and half - day junior kindergarten for vulnerable children; eliminating fees and fundraising for learning essentials, such as computers; phasing out private schools and bringing charter schools under the jurisdiction of school boards; and providing breakfast and lunch programs.

Whether it's providing more choices with less sugar in stores or removing full - calorie soft drinks from schools, we're always looking for different ways to support your efforts to make every day a balanced one.

«Whether you attend the concert or bring your family to the full - day Saturday taste, we want everyone to know we do this for the kids - the funds we raise from summer high school classes and public events like TOTV go right back to school sites for visual and performing arts and curriculum support to benefit students,» he added.

Along with his running mate for lieutenant governor, Brian Jones, a former Harlem elementary school teacher and active union member, Hawkins supports expanding public education from full - day Pre-K through college and increasing state aid to local schools.

In a State of the State address that focused largely on job creation, economic development and tax relief, Gov. Andrew Cuomo also issued a sweeping agenda for education, including support for statewide, full - day prekindergarten programs and a plan to funnel $ 2 billion to upgrading technology in schools.

In addition, the Budget puts forward the state's largest investment in education to date, including an increase of more than 5 % in school aid; statewide, universal full - day Pre-k; a bond act to modernize classrooms; as well as signature reforms to fix Common Core implementation and protect students from unfair high stakes test results; and strengthen and support Charter Schools.

These questions include the potential value of having a socially and economically diverse group of children together prior to kindergarten; supporting families with working parents who require full - day care and education for their young children; and where best to serve children with special needs whose early education costs already are fully assumed (regardless of family income) by the public schools (based on the Individuals with Disabilities Education Act [IDEA]-RRB-.

In the absence of well - considered, adequately funded programs, new teachers are thrust into a classroom, assigned a nominal teacher «mentor» who has a full teaching load of his or her own, and perhaps invited to attend a support group for novice teachers, where participants meet at the end of a school day and often sit in a circle and wonder why they don't get the professional support they need.

NASBM can support local groups and deliver training in - house on school premises for half day and full day consultancy services across a range of management areas.

Moreover, research on effective teaching and curriculum practices for children at risk of school difficulties also support the need for full - day operation.

Moreover, research on effective teaching practices for children at risk of school difficulties also support the need for full - day operation.

Marzano Center support programs include tailored one -, two -, and three - day training sessions with the Marzano Teacher Evaluation Academy for school district leaders; customized support packages for central offices; seminars on inter-rater reliability; certifications in observer accuracy; and a full range of online, high quality, self - study courses that examine all aspects of the common language of instruction within the Marzano Teacher Evaluation Model.

The 13 - module course, which incorporates half - day (3.5 hours each) and full - day (7 - hour) sessions, is designed to provide school administrators, support staff, and teachers with strategies and tools to help students meet life's challenges with resilience.

This was a full day's training to help staff identify and support mental health issues in school.

Further evidence comes from a school district in southern Minnesota that implemented full - day kindergarten in an effort to focus on providing foundational supports, building students» confidence, and paving the way for success before students began to fail (Raskin & Haar, 2009).

ESSA also contains other funding streams for longer school days, including through the 21st Century Community Learning Centers program, Student Support and Academic Enrichment Grants, and the newly authorized Promise Neighborhoods and Full - Service Community Schools programs under Title IV.

The board also supported new instructional interventions, full - service community schools, and an all - day, year - round preschool center for disadvantaged students from birth to age 5.

Full - day kindergarten and half - day preschool; n School support staff, such as a full - time counselor, part - time health assistant, certified music teacher, and PE teacFull - day kindergarten and half - day preschool; n School support staff, such as a full - time counselor, part - time health assistant, certified music teacher, and PE teacfull - time counselor, part - time health assistant, certified music teacher, and PE teacher;

Additional measures that have a critical impact on student achievement are reported only (not included in schools» ratings) such as access to quality state - funded preschool; half - day vs. full - day kindergarten; the percentage of first - year teachers; teacher turnover; teachers with certifications in their specialized area; career counselors / coaches; out - of - school suspensions; and whole child supports such as access to a school - based counselor or mental health services provider; nurse or health services provider; librarian / media specialist; and a family resource / youth service center.

«It's taking the teachers away from supporting the children in those crucial early days in school, when they need emotional support as they settle into full - time education,» he said.

Partnering with the school districts that refer students to one of our stand - alone, independently staffed, whole - school sites, we offer full - day, comprehensive academic and behavioral education for students who need individualized programs, continual attention and support, and intensive interventions.

Project Management will include three (3) full - time Carnegie Learning, Inc., certified Project Managers providing job - embedded support from the first day of school in the 2018 - 2019 school year; approximately 36 weeks.

Tre: We offer full day workshops (AUSL Institutes), multi-day onsite workshops, and ongoing coaching, tools, and support to improve school climate and culture, drive curriculum and instructional leadership, mitigate teacher turnover, and build a data - driven culture.

Founded in 2009, the program aims to supply high - need schools with effective and well - supported new teachers.47 Participating teachers must pass a rigorous selection process, which includes submission of a transcript, resume, and essay, as well as a digital performance exercise and a full - day interview with performance - based tasks.48 Fifty - one percent of Urban Teachers» teachers are people of color.49 Once selected, participating teachers receive intensive training, including 1,500 hours of clinical experience and three years of instructional coaching.50 Urban Teachers» thorough selection process and focus on their teachers» residency and induction experiences likely contributes to the program's success.

Just instituting extended hours in and of itself will not lead to the benefits full - day kindergarten offers — teachers must be trained in and be able to use methods that evoke the most developmental benefits and «school district administrators can play important leadership roles in building comprehensive professional development systems that support PreK - 3rd teachers and their efforts to create effective learning environments.»

These dolllars will help ensure that the new Full School Day and year this fall will be a quality one for students by helping to fund investments in teaching positions, support staff, technology and other tools to help teachers and principals implement the Full Day.

FREE Universal Pre-K (UPK); Grades Pre-K to 8; AdvancEd Accredited; Full - day programs for 3 and 4 year olds; Full - day Kindergarten; Early drop off program starting at 7:30 am; Hot lunch program; After - school program until 6 pm daily; Computers in every classroom; Computer lab with laptops and wireless internet; SmartBoards in every classroom; Air Conditioning in grade classrooms, the library and cafeteria; Newly updated library; Indoor gym with full - sized basketball court; Enrichment program includes: Physical Education, Art and Music; After - school Fine Arts program includes: Piano and School Choir; Educational Support Services for reading / writing, math; Guidance Counselor available; Resource room program with Individual Education Program (IEP) accommodatiFull - day programs for 3 and 4 year olds; Full - day Kindergarten; Early drop off program starting at 7:30 am; Hot lunch program; After - school program until 6 pm daily; Computers in every classroom; Computer lab with laptops and wireless internet; SmartBoards in every classroom; Air Conditioning in grade classrooms, the library and cafeteria; Newly updated library; Indoor gym with full - sized basketball court; Enrichment program includes: Physical Education, Art and Music; After - school Fine Arts program includes: Piano and School Choir; Educational Support Services for reading / writing, math; Guidance Counselor available; Resource room program with Individual Education Program (IEP) accommodatiFull - day Kindergarten; Early drop off program starting at 7:30 am; Hot lunch program; After - school program until 6 pm daily; Computers in every classroom; Computer lab with laptops and wireless internet; SmartBoards in every classroom; Air Conditioning in grade classrooms, the library and cafeteria; Newly updated library; Indoor gym with full - sized basketball court; Enrichment program includes: Physical Education, Art and Music; After - school Fine Arts program includes: Piano and School Choir; Educational Support Services for reading / writing, math; Guidance Counselor available; Resource room program with Individual Education Program (IEP) accommodaschool program until 6 pm daily; Computers in every classroom; Computer lab with laptops and wireless internet; SmartBoards in every classroom; Air Conditioning in grade classrooms, the library and cafeteria; Newly updated library; Indoor gym with full - sized basketball court; Enrichment program includes: Physical Education, Art and Music; After - school Fine Arts program includes: Piano and School Choir; Educational Support Services for reading / writing, math; Guidance Counselor available; Resource room program with Individual Education Program (IEP) accommodatifull - sized basketball court; Enrichment program includes: Physical Education, Art and Music; After - school Fine Arts program includes: Piano and School Choir; Educational Support Services for reading / writing, math; Guidance Counselor available; Resource room program with Individual Education Program (IEP) accommodaschool Fine Arts program includes: Piano and School Choir; Educational Support Services for reading / writing, math; Guidance Counselor available; Resource room program with Individual Education Program (IEP) accommodaSchool Choir; Educational Support Services for reading / writing, math; Guidance Counselor available; Resource room program with Individual Education Program (IEP) accommodations.

A covariate was included in the multivariate analyses if theoretical or empirical evidence supported its role as a risk factor for obesity, if it was a significant predictor of obesity in univariate regression models, or if including it in the full multivariate model led to a 5 % or greater change in the OR.48 Model 1 includes maternal IPV exposure, race / ethnicity (black, white, Hispanic, other / unknown), child sex (male, female), maternal age (20 - 25, 26 - 28, 29 - 33, 34 - 50 years), maternal education (less than high school, high school graduation, beyond high school), maternal nativity (US born, yes or no), child age in months, relationship with father (yes or no), maternal smoking during pregnancy (yes or no), maternal depression (as measured by a CIDI - SF cutoff score ≥ 0.5), maternal BMI (normal / underweight, overweight, obese), low birth weight (< 2500 g, ≥ 2500 g), whether the child takes a bottle to bed at age 3 years (yes or no), and average hours of child television viewing per day at age 3 years (< 2 h / d, ≥ 2 h / d).

A provincial mandate and supporting funding arrangement to make the Designated ECE position in full - day kindergarten a full - time, full - year position comparable to that of elementary school teachers.

Provide a flexible timetable to support a graduated return to school — that is, allow the child to attend for a short time as a first step, and then gradually return to a full school day.

working with schools to consider a flexible timetable to support a graduated return to school - that is, allow the child to attend for a short time as a first step, and then gradually build up to a full school day.

Provide a flexible timetable to support a graduated return to school - that is, allow the child to attend for a short time as a first step, then gradually return to a full school day.

Add at least $ 150 million to the Statewide Universal Full — Day Prekindergarten Program to provide upfront funding for districts outside New York City, and fully support New York Citys plan to reach universal service in the 2015 — 16 school year.

By building on existing services, including support for any unregulated caregivers who chose to become trained early childhood educators, the New Deal would provide part - and full employment - day programs in child care centres, schools and licensed family homes to all who chose to use them.