Sentences with phrase «develop local child»

With Early Milestones Colorado's help, communities have been engaged in an eight - month local participatory planning process to develop local child maltreatment prevention plans and promote family well - being by completing the following tasks, as outlined in the framework:

The conference, and the new report, is to aid local authorities in developing their local child poverty strategies to meet the need generated by social security cuts and reforms, and to look at the opportunities they have to make progress on poverty prevention and reduction.

Not exact matches

«In addition to ensuring the quality of the products themselves, we want to make sure there is no child labor being used, as well as to support female work forces in developing nations,» he states.The company also makes a point of hiring local women who, many times, have difficulty finding adequate employment.

Developed by a local high school culinary student in partnership with Medical City Children's Hospital in Dallas, El Fenix's Kids Fit Menu allows kids to build their own meals by choosing from an array of delicious, low - fat / calorie entrées and sides, along with a glass of apple juice.

The scheme developed out of networking between the manager of the two Children's Centres, Suzy Turner - Jones, and the local homeless families unit, where residents were complaining of isolation and a lack of support when leaving the unit.

In other parts of the country, where children grow their own vegetables and schools partner with local farmers, the children are happy to eat food that they feel connected to, and develop eating habits that will make them healthier and happier for the rest of their lives.

With that in mind, we have developed a program that allows you to benefit homeless children in your local area.

The Department developed the Action Guide for Child Care Nutrition and Physical Activity Policies (2010) to help local and community child care, early education and after school programs establish and implement policies and practices that encourage healthy lifestyles in chilChild Care Nutrition and Physical Activity Policies (2010) to help local and community child care, early education and after school programs establish and implement policies and practices that encourage healthy lifestyles in chilchild care, early education and after school programs establish and implement policies and practices that encourage healthy lifestyles in children.

Any school that participates in a program authorized under the National School Lunch Act or the Child Nutrition Act must develop a local wellness policy as specified in the Section 204 of the Public Law 108 — 265, the Child Nutrition and WIC Reauthorization Act of 2004.

I don't know of any schools (I can definitely speak to our local schools in this regard anyway) which have developed enough nutritional credibility to even suggest to me that they know better than I do what my child should eat.

By focusing on local nature, children develop a sense of place and an awareness of their natural surroundings.

If your child ever seems to be having trouble breathing, has swelling of the face or lips, or develops severe vomiting or diarrhea after eating, call 911 or your local emergency number right away.

We offer workshops, classes, summer camps, and training opportunities to both children and adults, and we partner with local and emerging artists to develop new work.

So, overall, Cuomo and his cronies come off as petulant children who can't handle dissent without calling it an attack, don't care about the opinions of local representatives or urban democrats, and aren't doing anything to develop leadership among their base.

Take Your Child to the Library Day was developed to spotlight libraries as vital community resources that enrich, enlighten and entertain — and to encourage adults and families to introduce children of all ages to their warm and friendly local public libraries, where everyone is always welcome to discover, learn and grow.

The Regents also plan to work with local school districts to cut down on unnecessary tests and develop a different curriculum for mentally disabled children, instead of holding them to the standards of non-disabled students.

The findings further suggest that TAs would benefit from more opportunities to develop their understanding of children's behaviour and national and local SEN processes, through training and support.

Kids who get regular physical activity experience a slew of important health benefits, and strengthening exercises such as yoga could help: in a 2014 study, kids with stronger muscles were found to have a lower risk for developing conditions like heart disease and diabetes. If your children are interested in trying yoga,  ask your local studio if they offer any classes targeted at kids.

In the meantime, Ringwald began to develop an interest in acting: she was four when she started hanging around the local community theater and five when she started getting small parts, including the role of a preacher's child in Truman Capote's The Grass Harp.

This includes Heritage Schools, a programme run by Historic England, which aims to ensure school children develop an understanding of their local heritage.

States that want to help parents become more savvy education consumers should consider contracting with third - party validators who can provide parents better information about their children's schools, and also about other resources that are available to families through organizations like Communities in Schools, which works to develop partnerships between schools and other student service providers in the local area.

Developed by Plan International in collaboration with the Ghana Education Service, local communities and Educate a Child, REACH has scaled up an existing national program.

As part of the initial three - year program strategy for NCPI, FWI has worked with FMCSV and HCDC to develop a research plan with two overarching goals: (1) to build the best possible approach to communicating the science of child development in a Brazilian context, and (2) to create local capacity to lead this research effort over the long term in Brazil.

The Center on the Developing Child will provide access to science and strategy underlying their materials on the science of early childhood development (ECD) and its implications, consult on key scientific content messages designed to empower and influence local decision makers and program managers, and will co-facilitate orientation to the key messages with FrameWorks, UNICEF staff and local government officials.

Preparing for adulthood • Planning for young people's futures • A broad range of education and learning opportunities: Wolf Review • Employment opportunities and support: the role of disability employment advisers • A coordinated transition to adult health services: joint working across all services • Support for independent living Services working together for families • Local authorities and local health services will play a pivotal role in delivering change for children, young people and families • Reducing bureaucratic burdens on professionals • Empowering local professionals to develop collaborative, innovative and high quality services • Supporting the development of high quality speech and language therapy workforce and educational psychology profession • Encouraging greater collaboration between local areas • Extending local freedom and flexibility over the use of funding • Enabling the voluntary and community sector to take on a greater role in delivering services • Exploring a national banded funding framework • Bringing about greater alignment of pre 16 and post 16 funding arrangeLocal authorities and local health services will play a pivotal role in delivering change for children, young people and families • Reducing bureaucratic burdens on professionals • Empowering local professionals to develop collaborative, innovative and high quality services • Supporting the development of high quality speech and language therapy workforce and educational psychology profession • Encouraging greater collaboration between local areas • Extending local freedom and flexibility over the use of funding • Enabling the voluntary and community sector to take on a greater role in delivering services • Exploring a national banded funding framework • Bringing about greater alignment of pre 16 and post 16 funding arrangelocal health services will play a pivotal role in delivering change for children, young people and families • Reducing bureaucratic burdens on professionals • Empowering local professionals to develop collaborative, innovative and high quality services • Supporting the development of high quality speech and language therapy workforce and educational psychology profession • Encouraging greater collaboration between local areas • Extending local freedom and flexibility over the use of funding • Enabling the voluntary and community sector to take on a greater role in delivering services • Exploring a national banded funding framework • Bringing about greater alignment of pre 16 and post 16 funding arrangelocal professionals to develop collaborative, innovative and high quality services • Supporting the development of high quality speech and language therapy workforce and educational psychology profession • Encouraging greater collaboration between local areas • Extending local freedom and flexibility over the use of funding • Enabling the voluntary and community sector to take on a greater role in delivering services • Exploring a national banded funding framework • Bringing about greater alignment of pre 16 and post 16 funding arrangelocal areas • Extending local freedom and flexibility over the use of funding • Enabling the voluntary and community sector to take on a greater role in delivering services • Exploring a national banded funding framework • Bringing about greater alignment of pre 16 and post 16 funding arrangelocal freedom and flexibility over the use of funding • Enabling the voluntary and community sector to take on a greater role in delivering services • Exploring a national banded funding framework • Bringing about greater alignment of pre 16 and post 16 funding arrangements

As a school it is required that we should «develop a joint understanding of the outcomes that their local population of children and young people with SEN and disabilities aspires to, and use it to produce a joint plan, which they then deliver jointly, and review jointly.»

I listened carefully to the local community in that although parents chose single sex education for their children, they also wanted meaningful ways for the boys and girls to develop positive relationships with each other.

In developing the series we focused on the strengths that Aboriginal and Torres Strait Islander children bring to school, getting schools ready for children as well as children ready for school, and the importance of two - way learning, with teachers and schools, and local communities learning from each other.

All of them are important local institutions that strive to give every child the self - confidence to develop a lifelong love of learning they can use in whatever they choose to do in the future.

In the case of our Caretakers of History project, the children published an op - ed in the local newspaper, created a comprehensive website using their own research and writing as content, developed interactive exhibits, presented to high school students and important members of their community, and developed an online virtual timeline of both the museum and their own project process.

If the goal is to improve outcomes for children, we must support local leaders in developing the habit of piloting and evaluating their initiatives before rolling them out broadly.

In an era of widespread disagreement on education reform, increased confidence in local control of education, and the absence of a dominant theory on where reform goes from here, visionary mayors are emerging as leaders of thought and action in defining a new role for municipalities to play in developing and educating young people, with particular attention to children living in poverty.

The federal No Child Left Behind Act has helped prompt some school districts to develop, for the first time, a well - articulated curriculum for English - language learners — and even to work together in tackling what can be a daunting task for local educators.

Lesson PowerPoint, planning and activities for identifying invertebrate groups and developing children's understanding of invertebrates that live in their local environment.

For example, IDEA supported local communities that were developing and implementing early childhood programs; schools serving students with low - incidence disabilities, such as children who are blind or deaf or children with autism or traumatic brain injury; and schools in rural or large urban areas, where financial and other resources are often scarce.

To support these efforts, Partners for Each and Every Child (Partners for) and the Council of Chief State School Officers (CCSSO) developed Meaningful Local Engagement Under ESSA — a guide for local education agencies (LEAs) and school leaders as they engage with stakeholders on ESSA and other policy and decision - making opportuniLocal Engagement Under ESSA — a guide for local education agencies (LEAs) and school leaders as they engage with stakeholders on ESSA and other policy and decision - making opportunilocal education agencies (LEAs) and school leaders as they engage with stakeholders on ESSA and other policy and decision - making opportunities.

Reading researchers at the University of Virginia (UVA), in conjunction with the local school district, developed Book Buddies as one part of the district's goal to meet the needs of the growing number of children requiring supplemental literacy instruction (Invernizzi, Juel, & Rosemary, 1996; Invernizzi et al., 1997).

Partners for Each and Every Child and the Council of Chief State School Officers (CCSSO) have developed a handbook to assist LEA and school leaders as they engage stakeholders to effectively implement ESSA at the local level.

Together, Bay - Arenac ISD and its local districts determine the services needed to improve student achievement, serve children's individual needs, develop teachers» expertise and connect with our communities.

By working with parents to examine their privilege and understand that their impact matters more than their intentions, Integrated Schools prepares parents to support meaningfully integrated classrooms that reflect the diversity of their district as well as school communities that respect ALL families and are galvanized around supporting ALL children Through national organizing to promote local action, we support, educate, develop and mobilize families to «live their values,» disrupt segregation, and leverage their choices for the well - being and futures for their own children, for all children, and for our democracy.

When parents carve time out of a busy schedule to grab a bite at a local burger joint or window shop at the mall with the typically developing child, it conveys a message that parents «are there» for them as well.

Local authority virtual heads, who oversee children in care, should work with psychologists to develop training courses for teachers, it says.

An interactive event to enable children to develop an understanding of their role as members of both the local and...

As documented under Section 1114 of Title I, Part A of the Every Students Succeeds Act (ESEA), a local education agency receiving Title I funds «that desires to operate a schoolwide program shall first develop (or amend a plan for such a program that was in existence on the day before the date of enactment of the No Child Left Behind Act of 2001), in consultation with the local educational agency and its school support team or other technical assistance provider under section 1117, a comprehensive plan for reforming the total instructional program in the school that describes how the school will implement the components described in paragraph (1)».

According to Section 1114 (2)(A) of Title I, Part A of the Every Students Succeeds Act (ESSA), «Any eligible school that desires to operate a schoolwide program shall first develop (or amend a plan for such a program that was in existence on the day before the date of enactment of the No Child Left Behind Act of 2001), in consultation with the local educational agency and its school support team or other technical assistance provider under section 1117».

To achieve this vision, NCSI's overarching goal is to provide technical assistance that builds State Education Agency and Lead Agency capacity to develop, implement, and evaluate their State Systemic Improvement Plan and support local programs in improving educational results and functional outcomes for children with disabilities.

This research is potentially important for not only better understanding the ways in which children's science learning develops but also the generative role that local places and digital spatial tools can play in children's learning.

In partnership with the United Way, a dozen public school districts and higher learning institutions, local museums, local medical partners, and under the leadership and guidance of the YMCA of the USA, the YMCA of Greater Rochester continues to implement innovative programming that strengthens their communities, help children to be active and make healthy food choices, develop passions for arts and sciences, and strives to close the achievement gap.

Partners for Each and Every Child has been working with the National Coalition for Community Schools to engage and support the local and national Community Schools movement in developing national implementation standards.

Goals of the Project: To assist in developing and establishing a systematic Career Technical Education (CTE) Pathway in Early Childhood Education at Shoshoni High School (SHS) and for the implementation of an on campus Child Care and Development Center to give high school students real world work - based learning opportunities, and a facility to serve the needs of the local community.