Sentences with phrase «e.g. parents at the school»

To summarize, the written regulations (R - 3600 (c)-RRB- require the Board to notify parents of a potential school closure, prepare a closing study using multiple criteria that is conducted by a committee (the selection process and requirement for a committee are vague), allow people close to the decisions (e.g. parents at the school) to have input in deliberations about closing a school before the final decision is made, and arrange public hearings on the topic.

Not exact matches

• If one parent is better - educated than the other, some children may benefit from the better - educated parent undertaking more care: e.g. in Norway, girls (but not boys) have been found to do better at school when a father who was better educated than their mother took longer - than - average leave (Cools et al, 2011.)

In the end, it all comes back to education: In the ideal world, a parent's decision about whether to allow a child to start playing or continue playing collision sports before high school under current rules of play (which are evolving in the direction of safety, fortunately, as seen, for instance, in USA Hockey's ban on body checking at the Pee Wee hockey level and below, and limits on full - contact practices instituted at every level of football, from Pop Warner, to high school, college, and the NFL), will be a conscious one; a decision in which the risks of participating in a particular sport - provided it is based on the most up - to - date information about those risks and a consideration of other risk factors that might come into play for their child, such as pre-existing learning disabilities (e.g. ADHD), chronic health conditions (e.g., a history of history of multiple concussions or seizures, history of migraines), or a reckless and overly aggressive style of play - are balanced against the benefits to the child of participating.

Because academic resources are relatively scarce in higher - poverty schools (e.g., there are more disruptive peers, lower academic expectations, fewer financial resources, and less - competent teachers), parents in these schools seek teachers skilled at improving achievement even if this comes at the cost of student satisfaction.

Parents generally arrived at their chosen school through a largely linear process that began with the ruling out of large segments of the broader educational market of schools (e.g. ruling out all traditional public schools based on prior negative experiences, ruling out the private sector due to financial constraints) followed by the identification of a particular school through the parent's social network of family, friends and work colleagues.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowlingschool community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowlingschool and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowlingschool led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowlingSchool prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowlingschool graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowlingschool community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowlingschool extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

These expenses are defined in the Child Support Guidelines as including: a) the costs of child care that is necessary to enable a parent to go to work or school, or is necessary because of the parent's health needs b) medical and dental insurance premiums attributable to the child c) health - related expenses for the child that exceed insurance reimbursement by at least $ 100 annually (e.g. orthodontic expenses, prescription drugs, etc.) d) extraordinary expenses for educational programs that meet the child's particular needs e) expenses for post-secondary education, and f) extraordinary expenses for extra-curricular activities.

For children who were pre-adolescent and in early adolescence at the beginning of these studies, negative impacts on schooling outcomes (e.g. grade repetition) are found, regardless of whether the program included earnings supplements or not.21 These negative effects were most pronounced for adolescents with younger siblings, suggesting that single parents may have relied on their adolescents for the care of the younger children as they went to work, and these responsibilities may have impeded adolescents» schooling.

Traditional methods of family engagement within schools (e.g., parent - teacher associations, volunteering in classrooms, sending written communication home in backpacks) often are not successful at engaging families from nondominant cultures.

Research shows that children exposed to this type of conflict between parents are more likely to have emotional and behavioural difficulties (e.g. depression or anger, trouble getting on with others, problems settling and achieving at school, sleep difficulties and poor physical health).

Highlights the focus of PBS on ecological validity; that is, the practical application and translation of science - based knowledge to natural agents of change in natural settings under natural conditions (e.g., teachers and administrators in school, parents and family members at home and in the community).

Our study expanded the literature to determine, within the adoptive context, how non-child-related family stress (NCR - family stress; e.g., parent's problems at work) and parenting styles were related to internalizing and externalizing problems in school - age girls adopted from China.

Longitudinal research indicates that young children who develop disruptive behaviour problems are at an elevated risk for a host of negative outcomes including chronic aggression and conduct problems, substance abuse, poor emotion regulation, school failure, peer problems and delinquency.4, 5 Early - appearing externalizing behaviours can disrupt relationships with parents and peers, initiating processes that can maintain or exacerbate children's behavioural problems.6 Therefore, very early intervention (e.g., in day care, preschool, or kindergarten) can be important in interrupting the potential path to chronic aggression in children who display aggressive behaviour or who are at risk for developing aggressive behaviour.

(The suggestion in the father's rights writeup, above that conflict can be solved by, e.g. merely having the parents exchange children at school is an example of commonly held misperceptions about «conflict.»)