Sentences with phrase «amount needed for the school»

You can make the necessary adjustments according to your child's age and amount needed for the school.

Not exact matches

Other economists don't agree that you need $ 350,000 to be considered rich, however an amount of money that exceeds $ 200,000 per year is enough for a family to lead a more than comfortable lifestyle; this means having the chance to live in a big house, send the kids to private schools, have enough money to travel internationally, own at least 2 cars, and have no debt except a mortgage which will help them build equity.

The pragmatic way that it's taught in the school, with one eye towards responsibility and one eye towards business, and the need to strike a balance between the two, was a real eye - opener for me.The primary reason I believe this is that the amount of international baking I was exposed to while at Escoffier was about as much variety as you could reasonably fit into a PA program.

The school must also provide a reasonable amount of break time to accommodate an employee needing to express breast milk for up to one year following the birth of her child.

Jim Davis, acting assessor for Nassau County, said, «this school tax roll is what the school bills are based on in October and what was needed to establish the amount of the rebate check.

«What this simply meant was that at least an amount of GHc3.6 billion would be provided for in the budget to cater for the needs of an estimated 840,000 SHS students due to be in school in the 2016/2017 Academic year.Paragraph 575 of the Budget Statement however paints a completely different picture and tells a tale of total deception.

Assembly Education Committee Chair Cathy Nolan agrees there is a «severe» need for more resources for the state's financially stressed schools, but was not ready to endorse the amount of spending directed by the court order.

«Class size is a major issue, for example at School # 6 they have class sizes in elementary level of over 30 - students with students that have a high amount of students with special education needs, ELL - English Language Learners, and so lowering class size is something that has been priority and that's been a part of those plans.»

Education Department sources said that in each school year, clearing space for Success Academy could have been done for half the amount if the work were spread out over a few days, eliminating the need for extra manpower and overtime.

Women who are at greater risk for birth defects, for instance those taking anti-seizure medications, will need a prescription for a prenatal with a higher amount of folic acid, says Carl P. Weiner, MD, professor and chair of obstetrics and gynecology at the University of Kansas School of Medicine in Kansas City and coauthor of The Complete Guide to Medications During Pregnancy and Breast - feeding.

I've made it super easy for you to do what I do with my 4 - week program — just packed with helpful insight about how to know what foods to eat every day, what the right amount of protein is for you, what the right kind of carbs are, how to order when you're eating out — all the practical knowledge you need to know without having to go to school for nutrition.

As schools move away from local authority control and the government gives them an increasing amount of autonomy to spend their budgets as they see fit the need for teachers, the reason for ICT heads and school leaders to visit Bett strengthens.

Setting the sums insured for contents is a little trickier and unless the school has an asset register with each and every item included, then a certain amount of estimating will be needed.

Money raised as part of the Sugar Levy will to be used to double the amount of money spent on sports in schools, and schools will be able to bid for funding to offer five hours or more a week of additional lessons or extracurricular activities, with the new flexibility arguably offering such schools the ability to tailor the structure and duration of their school day to suit their pupils» needs.

The broader range of eligibility could cause concern for schools in terms of the amount of administration needed to manage this.

As transactions are electronic, they take away the need for a large amount of cash to be stored on site is an attractive security improvement for any school.

For example, the amount of money or configuration of schooling resources needed to compensate educationally for impoverishment, disability, or language deficiency is simply not knoFor example, the amount of money or configuration of schooling resources needed to compensate educationally for impoverishment, disability, or language deficiency is simply not knofor impoverishment, disability, or language deficiency is simply not known.

If, for example, one - third of all schools found themselves «in need of improvement,» then the minimum amount of federal support required to fund grants of $ 50,000 per school would be $ 1.6 billion.

The program is a hybrid: it gives formula grants to states, but to receive their share of funds (fixed amounts calculated by a formula tied to the states» levels of need) states had to submit applications specifying in detail how they would set up competitive grant programs for their districts aimed at helping low - performing, high - poverty schools improve reading instruction in grades K — 3.

Large amounts of power is needed to operate ovens and hobs because a large secondary school typically uses this equipment for more than 10 hours a week.

The need for richer data constitutes a primary reason why fellow researchers and I support the creation of a citywide program that offers vouchers set at the amount of per - pupil funding in area public schools.

The NSN used figures for the amount of fixed term exclusions in each local authority as evidence that more social integration is needed, and that free schools can fill that gap.

Under the LAO plan, the Legislature would provide an annual grant amount for school facility needs based on the replacement value of existing school buildings as well as an estimate of the average useful life of the buildings.

Charters there get some additional funds for students who receive limited services, more funds for those students in need of moderate services, and the highest amount of additional funds for the relatively few students enrolled in a charter school who need costly services for most or all of the school day.

In order to implement effective PD, school leaders need to plan ahead to build in the right amount of time for activities.

One concern is that districts receiving the minimum amount, such as KPS, which serves high - poverty neighborhoods, won't get the resources they need for the challenges they face, and that smaller, lower - funded charter and cyber schools will receive more than they need.

Conversely, the U.S. Department of Education's proposed investment in IDEA Part B grants doesn't reflect the amount promised when the law was initially enacted, nor is it commensurate with the needs and services that our nation's school districts provide for the more than 6.5 million students who are educated through the program.

The proposed investment in Title I, including the increased amount directed to interventions and support for schools in need of improvement, is welcome, as our states and school districts develop new plans to advance academic achievement under the Every Student Succeeds Act (ESSA).

About half of those questioned said there was a need for a new school in their area - with the same amount saying there was not.

She is lead counsel on ACLU's education equity litigation, including lead counsel for Community Coalition v. Los Angeles Unified School District, a lawsuit seeking to compel LAUSD to provide the proper amount of funding and services to high - need students.

She said local authorities were now offering cash that schools could pitch for before requesting an EHC needs assessment, which resulted in teachers being «pitted» against one another for a limited amount of funding.

It focuses mostly on standards for accountability and transparency, and vastly increases the amount of information states will be required to share in annual «school report cards,» which will give parents better data on school performance and help guide where federal education money is most needed.

Free schools are driven by a selfish agenda — they are not built where most needed, they are driven by the self - interested, and they are black holes for large amounts of our taxpayer money.

So, broadening that accountability to culture and climate of a school, taking into account whether kids are safe, assessing non-cognitive skills like grit and resilience — when you look at all of these in total and ask a district to pay attention to the whole child, and the school responds to what each child needs, it will amount to better preparedness for college and career.

So there has already been a significant amount of money moved out of school and early years budgets to support extra places in specialist provision; this is now in the baseline for High Needs.

Paul Tough, author of a book about the Harlem Children's Zone, describes the philosophy behind «no excuses» secondary schools that target at - risk students: «The schools reject the notion that all that these struggling students need are high expectations; they do need those, of course, but they also need specific types and amounts of instruction, both in academics and attitude, to compensate for everything they did not receive in their first decade of life.»

It helped us also to get a consistent amount of minutes throughout our school system for students in need.

Once the schools put together their game - plan — implementing the money they already have — they might come to Make Schools Safe and say «We need this and it costs this amount of money,» and then Make Schools Safe could help to use the money made from — like today's fundraiser — to pay for it.schools put together their game - plan — implementing the money they already have — they might come to Make Schools Safe and say «We need this and it costs this amount of money,» and then Make Schools Safe could help to use the money made from — like today's fundraiser — to pay for it.Schools Safe and say «We need this and it costs this amount of money,» and then Make Schools Safe could help to use the money made from — like today's fundraiser — to pay for it.Schools Safe could help to use the money made from — like today's fundraiser — to pay for it.»

«The decision we made was that it'd be just impossible to open the school given the amount of construction and repairs that was needed for a one - year lease,» he says.

The local levy is for a FIXED amount and this fixed amount is determined by the actual amount needed to run the school.

In exchange for a parent's agreement not to enroll their special needs student in a public or charter school, the state agrees to make quarterly deposits into an educational savings account in an amount slightly less than the public school would have received to educate the child.14 Parents are required to «provide an education for the qualified student in at least the subjects of reading, grammar, mathematics, social studies and science.»

Adopting a citywide, weighted student funding formula addresses two key needs: It recognizes that some students, e.g., students with disabilities, require higher levels of funding; and, for the first time, the same amount of money will follow a particular student, whether that student attends an RSD or an OPSB school.

Cooling Down Yourh Classroom Carla Tantillo, Founder, Mindful Practices - Cooling Down the Classroom Community Schools 101: The who, what, when, where, and WHY of community schools Anya Tanyavutti, Manager, Metropolitan Family Services Kevin Curtin, Principal, Peoria School District 150 - PowerPoint Presentation - Garfield Elementary - Garfield Elementary School Partners Meeting Parents Where They Are: One community's unique approach to ensuring parents have access to the information and services they need Julie Lonteen, Peoria School District 150 Tranforming the High School Culture to Breed Success for All Students Tony Majors, Assistant Superintendent of Student Services, Metro Nashville Public Schools Gini Pupo - Walker, Director of Family Involvement and Community Services, Metro Nashville Public Schools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools 101: The who, what, when, where, and WHY of community schools Anya Tanyavutti, Manager, Metropolitan Family Services Kevin Curtin, Principal, Peoria School District 150 - PowerPoint Presentation - Garfield Elementary - Garfield Elementary School Partners Meeting Parents Where They Are: One community's unique approach to ensuring parents have access to the information and services they need Julie Lonteen, Peoria School District 150 Tranforming the High School Culture to Breed Success for All Students Tony Majors, Assistant Superintendent of Student Services, Metro Nashville Public Schools Gini Pupo - Walker, Director of Family Involvement and Community Services, Metro Nashville Public Schools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They Wilschools Anya Tanyavutti, Manager, Metropolitan Family Services Kevin Curtin, Principal, Peoria School District 150 - PowerPoint Presentation - Garfield Elementary - Garfield Elementary School Partners Meeting Parents Where They Are: One community's unique approach to ensuring parents have access to the information and services they need Julie Lonteen, Peoria School District 150 Tranforming the High School Culture to Breed Success for All Students Tony Majors, Assistant Superintendent of Student Services, Metro Nashville Public Schools Gini Pupo - Walker, Director of Family Involvement and Community Services, Metro Nashville Public Schools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools Gini Pupo - Walker, Director of Family Involvement and Community Services, Metro Nashville Public Schools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They WilSchools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They Wilschools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They Will Come?

The department shall, subject to appropriation, provide funding to charter schools for a portion of the per pupil capital needs component included in the charter tuition amount and shall reimburse the sending school districts for said costs.

For example, stakeholders also need information about school context, including the amount or quality of resources a school receives.

Learning gains for charter school students are larger by significant amounts for black, Hispanic, low - income and special needs students in both math and reading, the study found.

The final budget bill cut state K - 12 spending by nearly $ 800 million, over7 percent — the largest amount in Wisconsin's history — and limited local governments» abilities to make up for these cuts through property taxes.14 That same year, Gov. Walker passed major tax cuts primarily targeted toward corporations and the wealthy that totaled $ 2.33 billion over 10 years.15 Gov. Walker and Act 10 proponents argued that the bill's reforms would allow schools to offset these cuts by reducing teachers» benefits and hiring lower - paid teachers, preventing budget cuts from affecting students.16 Gov. Walker also argued that eliminating requirements to bargain over salary structures, hiring, and working conditions would give schools additional flexibility needed to attract and retain higher - quality teachers.17

Often a school will schedule a set amount of conferences during the course of the year, figuring that parents will ask for more if needed.

This reflects the perception of students as «money» — considering the amount of funding given for enrolling certain students compared to the actual amount of resources that need to be allocated toward their education — described by Jabbar, with offending schools unwilling to bear the responsibility of serving some of the city's most vulnerable student population (2015).

The varying amount of time each counselor spends with students is influenced by the needs in each school, she said, which is «part of why we are looking at a more comprehensive model for school counseling.»