Sentences with phrase «community expectations for children»

increase student expectations of their own academic performance, teacher expectations of ALL students» academic performance, and parent and community expectations for children's high academic performance

Not exact matches

Every group that applies to use the community's facilities should be required to go through a brief educational program that addresses the importance of youth sports in a child's development, and what the behavior expectations are for the adults, regardless if they're a coach, official, or simply a spectator.

They saw the win - at - all - costs coaches daily at their facilities, in addition to the many parents who destroyed sports for kids in their community by their over expectations of their children.

My children are not in Bais Medrash but my friends and community have every right and expectation to receive the same opportinities that city college offers to any college student if they choose to send their children to chaim berlin, mir, tv, etc for their higher education.

«I think if you're going to urinate on someone's property, on your child's school, then there should be the expectation that you will face arrest and I think that is the foundation for making sure all communities feel safe,» he added.

The to - do list seems to grow longer, not shorter, as the expectations to work, care for family, be involved in your community, plus care for yourself, can easily overwhelm both men and women (and children too).

This year, faculty and community members also distributed gift bags to families, with household items such as plastic containers and paper towels, and erasers and buttons for the children, as well as a list of the school's expectations for the year.

Distinct from his school department (which, like more than 90 percent of Rhode Island's school districts, is governed by an elected school committee), OCYL's mission was to extend learning time for as many Cumberland children and youth as possible while raising the community's expectations regarding educational outcomes.

By overstating the economic return, advocates may be creating unrealistic expectations and ultimately dooming the long - term community support for providing high - quality educational programs to all young children.

The expectation is that the resulting intervention, titled «SECURe for Parents and Children (SECURe PAC)» is feasible to implement within existing school - and community - based services in urban areas with a high concentration of families and children living in Children (SECURe PAC)» is feasible to implement within existing school - and community - based services in urban areas with a high concentration of families and children living in children living in poverty.

HGSE's and HBS's new certificate program will equip current and aspiring principals with key management and leadership skills needed to lead and sustain high - performing schools, and prepare them to set and meet high expectations for all children, create conditions for excellent teaching, and engage positively with families and communities.

«Subtle» aspects of family involvement — parenting style and parental expectations, for example — may have a greater impact on student achievement than more «concrete» forms such as attendance at school conferences or enforcing rules at home regarding homework.144 Some researchers, policy makers, and practitioners argue that these subtle forms of family involvement are not easily influenced by schools.145 In contrast, we argue that the value of creating participatory structures in schools lies in its potential for increasing family and community members «sense of engagement in children «s education, and, as a consequence, augment and reinforce the subtle behaviors responsible for improved outcomes.146

Better school climates and better relations with administration and the community were also reported, as well as greater parent involvement and more parents with high expectations for their children's future educational attainment.

The policy brief urges policymakers to support programs for the parents of English language learners, implement nontraditional programs that offer reciprocal involvement by schools and parents, sponsor targeted teacher professional development, and provide community - based education to inform parents about school values and expectations and help parents become advocates for their children.

Parents and communities send children to school every day with the expectation that that school is doing its job and preparing their children for future success.

Just as there are standards for regular day classroom expectations, the Expanded Learning community realized that having those North Star goals about what high quality programming looked like from both a point of service and programmatic perspective were important to communicate how expanded learning programs contribute to children and youth's overall intellectual growth and development.

also describes program expectations, goals for children and questions for reflection to promote learning through collaborative relationships with children, parents, colleagues, and the community.

In preparing for starting school, health and community professionals can help support and encourage families to attend information nights and transition sessions held by their school, set up meetings or phone calls and share information about their child and their previous environment, get to know school processes, expectations and communication procedures; and speak with school staff regarding concerns and possible support strategies.

Early childhood mental health has been defined as a young child's ability to «experience, regulate and express emotions; form close and secure interpersonal relationships; and explore the environment and learn all in the context of family, community and cultural expectations for young children.

Developing a sense of belonging within multiple communities can be challenging for children as there can be different expectations and priorities.

The prospective adoptive parents must have the: capacity to give and receive affection; ability to provide for a child's physical and emotional needs; ability to accept the intrinsic worth of a child; ability to risk and share the child's past; ability to understand the impact of the separation and loss that the child has experienced through adoption; capacity to have realistic expectations and goals; flexibility and ability to change; ability to cope with problems, stress and frustration; ability to make a commitment to a child placed in the home; and ability to use community resources.

The cultural contexts at play here are personal for both Mr. Lorenzo and Ms. Flores; professional child care provider for Mrs. Flores; and possible community context for Mr. Lorenzo (e.g. acceptable activities for boys and how others view him), as well as the child care setting and expectations of parent / teacher interaction for both.

all within the context of family, community and the cultural expectations for young children (Adapted from ZERO TO THREE Infant Mental Health Task Force, 2001).