Sentences with phrase «academic needs of youth»

Talbott's research addresses the mental health and academic needs of youth with disabilities, particularly urban youth.

Not exact matches

The term «Gifted» is defined by the Elementary and Secondary Education Act as Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.

Sri Lanka's National Institute of Education, is honoured for its «Open School Programme», which addresses the learning needs of disadvantaged groups and offers an alternative route for out - of - school youth and adults to resume academic or technical and vocational training.

Following is a look at some of the academic success programs Boys & Girls Clubs have place to provide all youth with the support, resources and opportunities they need to ensure they are on the path to pursue their dreams.

Last year he launched the Dreams Never Die Foundation in Vallejo with the objective of providing the youth of the city with the resources needed to reach their maximum potential — whether in academics, athletics, or both.

Academic Standards (PDF) Academic and Career Plan (PDF) ADA 504 Notice (PDF) Asbestos Management Plan (PDF) Assessment Information (PDF) ATOD (PDF) Attendance Policy (PDF) Bullying (PDF) Child Nutrition (PDF) Directory and Yearbook Information (PDF) District Wellness Policy (PDF) Education for Employment — Career Counseling (PDF) Education Options Available to Resident Children (PDF) Homeless Education Program (PDF) Human Growth and Development (webpage) Indoor Air Quality (PDF) Limited English Proficiency (PDF) Meal Charge Policy (PDF) Participation (PDF) Public Use of School Facilities (PDF) Possession or Use of Cell Phones (PDF) Program and Curriculum Modifications — Programs for Children At Risk (PDF) School Accountability Report (webpage) Special Education (PDF) Special Needs Scholarship Program (PDF) Student Locker Searches (PDF) Student Non-Discrimination and Complaint Procedures (PDF) Student Records (PDF) Suicide Prevention Resources (PDF) Student Privacy — Pupil Records (PDF) Student Privacy — Directory and Yearbook Information (PDF) Title I Family Engagement Policy (PDF) Title I Professional Qualifications — Teacher (PDF) Title I Professional Qualifications — Teacher Assistant Youth Options Courses (PDF)

After obtaining her degree, she transitioned into the nonprofit sector, first as a Site Director, then as the Academic Program Director of South Asian Youth Action (SAYA), where she designed and implemented a successful college advisory program tailored to the cultural needs of the population served by SAYA.

Teachers who work with youth at high risk of academic failure need to feel supported and need to have an avenue by which they continue to develop skills, techniques, and learn about innovative strategies.

Teachers who work with youth at high risk of academic failure need to feel supported and have an avenue by which they can continue to develop skills, techniques, and learn about innovative strategies.

The intent of California's Local Control Funding Formula (LCFF) is to give districts more flexibility with their state funding but at the same time to create a new school finance system that recognizes that students with specific demographic factors need greater support to address their academic needs and improve educational outcomes: English Learners, low income students and foster youth.

His recent work analyzes the social, educational and cultural experiences of Black male K — 12 teachers who have been effective in addressing the academic and social needs of Black male youth, and how the practices and pedagogy translate to all teachers meeting the needs of vulnerable populations of students.

The term «gifted and talented», when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.

The Javits Act uses the federal definition of «gifted and talented students,» which is located in the definitions section of the Elementary and Secondary Education Act: Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.

Gifted E525: Blending Gifted Education and School Reform (1994) E492: Career Planning for Gifted and Talented Youth (1990) E359: Developing Individualized Education Programs (IEPs) for the Gifted and Talented (1985) E485: Developing Leadership in Gifted Youth (1990) E514: Developing Learner Outcomes for Gifted Students (1992) E510: Differentiating Curriculum for Gifted Students (1991) E484: Fostering Academic Creativity in Gifted Students (1990) E493: Fostering the Post Secondary Aspirations of Gifted Urban Minority Students (1990) E427: Giftedness and Learning Disabilities (1985) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E486: Mentor Relationships and Gifted Learners (1990) E483: Personal Computers Help Gifted Students Work Smart (1990) E494: Supporting Gifted Education Through Advocacy (1990) E478: Underachieving Gifted Students (1990)

Additional programs undertaken by the Foundation include free art classes for New York City youth, grants to MFA graduates to aid in their transition from academic to professional studio work, grants to arts organizations, and grants to artists and arts communities in need of emergency support after a disaster.

Additional programs undertaken by the Foundation include free art classes for New York City youth, grants to MFA graduates to aid in their transition from academic to professional studio work, and grants to artists and arts communities in need of emergency support after a disaster.

I am experienced in establishing academic standards, overseeing implementation of those standards, and ensuring teachers have the resources needed to meet those benchmarks.As an assistant principal, I have been involved in managing school finances, ensuring our campus is safe inside and out, and meeting with parents and teachers to measure progress and correct youth behavior issues.

The Network is committed to building capacity of schools to prevent problem behaviors, promote positive school culture, and to evaluate the impact on both social and academic success of all youth, including those with the highest level of need.

By Sameer Hinduja and Justin W. Patchin As increasing numbers of youth embrace computer - mediated communication to meet academic and social needs, interpersonal violence directly and indirectly related to the Internet is occurring more often.