Sentences with phrase «developed school action»

The Anti-bullying Alliance and Red Balloon have developed a school action plan and some template letters that you can download and use:

In between workshops and physical activity sessions, ambassadors and program advisors brainstormed improvements to school breakfast menus, developed school action plans, and participated in the «Make Your Own Meme» Contest on the Fuel Up to Play 60 Facebook page.

Not exact matches

His office has receivedrequests for copies of the document from dioceses in the United States, Canada, Australia, France (interesting), and Malta following a public endorsement by Archbishop Mauro Piacenza, Secretary for the Congregation for Clergy, who sent Bishop O'Donoghue the Congregation's congratulations on his «courageous examination of the state of evangelisation and catechesis in the diocese of Lancaster's schools and colleges» and for developing a positive programme for action in harmony with the «operative Magisterial documents».

Much later, as a graduate student at Northwestern University's School of Speech, I began to develop some tools for investigating intersections between language and action, angling toward such forms of aesthetic expression as oral reading, acting and directing in the theatre, and storytelling.

In previous chapters I have suggested what concerned citizens can do to deal with television without censorship: create local television councils and community action to get stations to accept their responsibility for the public welfare; introduce media education courses in the schools and churches to create media literacy; organize community groups to develop programs relating to community issues on the «narrowcast» media of cable - TV, videocassettes, low - power TV, public - broadcasting facilities, and commercial side - band channels; employ stockholder action and other economic measures.

While not mandated by law, best youth sports health and safety practices require that school, independent and community - based youth sports organizations develop, implement, and practice an emergency action plan (EAP) to protect the safety of athletes, spectators, coaches, and officials in case of a medical emergency.

(The process includes sending a team to an intensive conference and working with a dedicated coach to develop, implement and evaluate a school action plan.)

Adopted by the State Board of Education, the action guide includes lessons learned from the state's school nutrition policy pilot projects to help inform districts in implementing and developing their wellness policies.

The statute requires each school to develop a venue specific emergency action plan to deal with serious injuries and acute medical conditions in which the condition of the patient may deteriorate rapidly.

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 children.

Anyone Can Save a Life Emergency Action Planning Program (The Anyone Can Save A Life program was originally developed and released in 2008 as a joint effort of the Minnesota State High School League and the Medtronic Foundation.

Purpose of the Best Practice Examples: The following CSH best practice examples were developed to support health sector partners in working through a CSH lens using a particular health area as a focus for collaborative action in the school setting.

National LAC Meeting Scholarship In an ongoing effort to help its members develop professionally, the Georgia School Nutrition Foundation is offering a scholarship to attend SNA's Legislative Action Conference (LAC) 2017.

Cherokee Nation has developed parent - and caregiver - driven action teams that seek to improve, coordinate, and collaborate with child - serving systems, such as schools and clinics.

The new School Meal Flexibility Rule... reflects USDA's commitment, made in a May proclamation to work with program operators, school nutrition professionals, industry, and other stakeholders to develop forward - thinking strategies to ensure school nutrition standards are both healthful and practical... This action reflects a key initiative of USDA's Regulatory Reform Agenda, developed in response to the President's Executive Order to alleviate unnecessary regulatory buSchool Meal Flexibility Rule... reflects USDA's commitment, made in a May proclamation to work with program operators, school nutrition professionals, industry, and other stakeholders to develop forward - thinking strategies to ensure school nutrition standards are both healthful and practical... This action reflects a key initiative of USDA's Regulatory Reform Agenda, developed in response to the President's Executive Order to alleviate unnecessary regulatory buschool nutrition professionals, industry, and other stakeholders to develop forward - thinking strategies to ensure school nutrition standards are both healthful and practical... This action reflects a key initiative of USDA's Regulatory Reform Agenda, developed in response to the President's Executive Order to alleviate unnecessary regulatory buschool nutrition standards are both healthful and practical... This action reflects a key initiative of USDA's Regulatory Reform Agenda, developed in response to the President's Executive Order to alleviate unnecessary regulatory burdens.

The HSN School Grant encourages approaches to inquiry such as the Healthy Schools Process as seen in the Healthy Schools BC Resource Guide for Teaching and Learning and the Healthy Schools BC Learning Framework, which is a framework of inquiry and action to support improvements in health and learning in school communities across British Columbia, as well as the Spiral of Inquiry, developed by the Networks of Inquiry and Innovation (School Grant encourages approaches to inquiry such as the Healthy Schools Process as seen in the Healthy Schools BC Resource Guide for Teaching and Learning and the Healthy Schools BC Learning Framework, which is a framework of inquiry and action to support improvements in health and learning in school communities across British Columbia, as well as the Spiral of Inquiry, developed by the Networks of Inquiry and Innovation (school communities across British Columbia, as well as the Spiral of Inquiry, developed by the Networks of Inquiry and Innovation (NOII).

So we work with schools, parents and students to develop a plan of action specific to their school around the issues of student health, well - being, and engagement with learning.

Public, Private, and Charter schools must also develop a school - specific emergency action plan for interscholastic athletic activities to address the serious injuries and acute medical conditions in which the condition of the student may deteriorate rapidly.

It will also help the DOE implement a new protocol that requires schools to develop individual student action plans to address instances when a bullied student has several substantiated claims.

Senior author A. David Paltiel, MBA, PhD, professor of Public Health (Health Policy) at the Yale School of Public Health, says, «Our aim is to confront donor nations with the clinical and economic consequences of any decision to substantially cut HIV program funding and to help recipient nations respond in the least harmful ways possible to the actions of countries in the developed world.»

During a yearlong study of my actions as a campus TIS, I developed a list of ten reflective questions that I ask myself before I enter a new school year.

Kate Copping - Westgarth Primary School, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Using Data to Develop Collaborative Practice and Improve Student Learning Outcomes Dr Bronte Nicholls and Jason Loke, Australian Science and Mathematics School, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, South Australia Using New Technology for Classroom Assessment: An iPad app to measure learning in dance education Sue Mullane - Sunshine Special Developmental School, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Dr Kim Dunphy - Making Dance Matter, Victoria Effective Differentiation: Changing outcomes in a multi-campus school Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western Ausschool Yvonne Reilly and Jodie Parsons - Sunshine College, Victoria Improving Numeracy Outcomes: Findings from an intervention program Michaela Epstein - Chaffey Secondary College, Victoria Workshop: Developing Rubrics and Guttman Charts to Target All Students» Zones of Proximal Development Holly Bishop - Westgarth Primary School, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Victoria Bree Bishop - Carwatha College P - 12, Victoria Raising the Bar: School Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool Improvement in action Beth Gilligan, Selina Kinne, Andrew Pritchard, Kate Longey and Fred O'Leary - Dominic College, Tasmania Teacher Feedback: Creating a positive culture for reform Peta Ranieri - John Wollaston Anglican Community School, Western AusSchool, Western Australia

All participants are required to design action projects in which they identify an issue of equity in classrooms, schools, or the district and develop a research - based intervention to address it.

Despite different histories and demographics, there have been similarities among school districts in the district - level strategies for implementation that are important to study to take the kind of courses developed in the Knowledge in Action research to scale.

There exist four major ways to develop global awareness within the international schools: 1) curriculum design which embraces themes of awareness, empathy and a more holistic educational approach; 2) the use of technology that fosters connections between classrooms and destinations around the world; 3) social action projects that use service - based learning to create a deeper awareness of global issues; and 4) extra-curricular projects that offer a variety of tools to promote global citizenship.

In Montgomery County, Maryland, community members develop action plans to improve opportunity for students of color and to build community in their diverse schools.

National Schools of Character exemplify CEP's Eleven Principles, among them defining ««character» comprehensively to include thinking, feeling, and behavior»; implementing «a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to succeed»; providing «students with opportunities for moral action»; and using «a comprehensive, intentional, proactive, and effective approach to character development.»

Stay tuned: We'll be taking a closer look at the collaborative action research process developed at Craigslea State High School in a forthcoming article.

Opportunities to develop social skills, teamwork, leadership, subject knowledge, self - awareness and confidence abound in the outdoors; whether you are in a canoe, on a lake or outside in the school grounds on a cold December day, situations are real and actions often have very real consequences.

In 2016, the GLC initiated a pilot project to develop practitioner action research to investigate problems of practice identified by each school in their strategic planning documents.

If schools remain in limited improvement status, NCLB would require, in year four of improvement, that states develop with schools «limited corrective action plans.»

My students use these leadership dimensions to develop theory of action for their schools or school districts.

Developing Leadership Capacity Through Strategic Action: A Campaign Approach to Transforming High Schools in Los Angeles Unified School District.

This school has worked with academics from Western Sydney University to develop its action learning model.

Partner Build Grow, a new action guide from the Center for Health and Health Care in Schools, helps administrators, civic leaders, program directors, and other advocates develop plans to maintain and strengthen programs that give children the emotional and behavioral skills they need to thrive.

Encourage families to explore scholarships, to begin an early review of financial aid guidelines for the schools in which they're interested, and to disclose their immigration status so that you can help them develop a plan of action as soon on as possible.

Idea into action is of prime concern to Independent Schools Victoria (ISV), a membership - based organization comprising 220 independent schools in Victoria, Australia, dedicated to developing and supporting good leadership and teaching praSchools Victoria (ISV), a membership - based organization comprising 220 independent schools in Victoria, Australia, dedicated to developing and supporting good leadership and teaching praschools in Victoria, Australia, dedicated to developing and supporting good leadership and teaching practices.

Develop a theory of action for turning around under performing schools, and learn strategies for successful implementation.

It starts with action planning in the early fall (in which schools develop and submit an improvement plan); a provincial learning session in mid-fall for staff teams from all OFIP schools in the province (knowledge is shared from previous experience as well as new learning about emerging needs - for example, student and staff resiliency in 2012, and staff learning in mathematics in 2013); mid-year conversations in early spring (monitoring and identifying mid-year successes and challenges in order to modify plans and activities); and a summative conversation in late spring (in which staff reflect on the year, successes, and challenges, and begin discussions about the coming year's OFIP strategy).

That in turn creates the basis for further united action within the school, particularly to the extent it is linked to knowing the students well, and hence developing a more personalised teaching and learning approach to ensure their needs are met.

After a school fails to make AYP for five consecutive years, it must develop a restructuring plan, which goes into action if the school fails to make AYP for a sixth consecutive year.

According to Cuban, «They have clear and shared purposes; they believe that all children can learn; each school staff has developed a working culture that embodies these common beliefs and enjoys collective action; and parents are deeply involved with the school.

The purpose of this grant is to build a community of scholars, based at Harvard Graduate School of Education (HGSE) but reaching out across the broader Harvard community, that will support the development of a highly select group of Early Career Scholars, stimulate significant work in the field of civic learning and action, and establish a major site for developing and disseminating empirical and theoretical work in these areas to the worldwide research community.

NCLB has a fairly simple structure: states were required to develop learning standards along with consistent assessments of student accomplishment of these standards; schools were required to be on a glide path to get all of their students up to a state - defined proficiency level by 2013; and the federal government established a series of corrective actions — including provision of supplemental services, broad student choice, and reconstitution — that were required of individual schools after continual deviation from this glide path.

Lesson plans include - How much energy does our school use and how to develop materials for an Action against energy waste!

How can a school community develop a shared understanding of what this means and what it looks like in action?

There are too many to mention here, but examples include free twilight CPD programmes to all staff within an alliance; placement schemes for senior leaders to gain experience of working in other schools and contexts; a mentoring programme for newly - employed heads; developing innovative programmes for School Direct trainees; SLEs offering one - day diagnostics as well as longer deployments focused on increasing attainment and progress in specific subjects; and the establishment of cross-alliance research groups meeting regularly to develop action research.

The challenge for schools then is to ensure that all their stakeholders, be they parents, governors, staff or students, all develop a shared understanding of conflict and identify the priority actions needed to develop a culture where people are not afraid to speak out if they have concerns.

Our Annual Literacy Review for Primary supports literacy leaders to review their school's current literacy provision and develop an action plan for moving forward.

The actions developed by change agents in crèches, schools and communities are evaluated, registered and disseminated by CECIP in books and Manuals in which the social technologies are made available, to be recreated.