Sentences with phrase «ensure success for every child»

Additionally, our teachers are surrounded by colleagues and professionals — ranging from academic and instructional coaches and deans of students, to guidance counselors and social workers — all committed to ensuring the success for every child.

The challenge to ensure success for every child at West Seattle Elementary was daunting.

For Educators and Professionals A critical component of counseling and parent support programs at C.A.S.E. is the need to ensure success for children at school.

Not exact matches

The Goddard School uses the most current, academically endorsed methods to ensure that children have fun while learning the skills they need for long - term success in school and in life.

And we have a real opportunity to ensure our children will be able to reach for success and live healthier lives.»

Reducing plate waste — the amount of food discarded by students — is an important goal for school food service departments within their ultimate mission: to support children's health and academic success by ensuring that they are well - nourished.

In any event, the city's premier charter school network, Eva Moskowitz's Success Academies, is having none of it: «While it is true that New York's charter sector made some gains in this year's budget, backroom manipulation... ensures public charter school children will be dangerously shortchanged for years to come,» Success asserted in a press release.

With its focus on equity, the State's newly approved ESSA plan will help drive the changes we need to ensure all children have the same opportunities for success.»

«We are very fortunate to have an outstanding office staff that always puts children first as we work together to ensure success for all,» said Davis.

So, how can we help to ensure that fair start for all American children, and improve their access to resources and supports necessary for success?

«What digital learning provides, especially «choice for the course,» is the opportunity to customize their child's schedule to ensure the greatest amount of success.

... [W] e could ensure that all children receive preschool education to set the stage for life success,» she said.

London's success in GCSE examinations is still a cause for celebration, though clearly much more also needs to be done to ensure children in our capital city are able to compete with the best in the world.»

Decades of best practice, cutting edge research in early education including the Head Start Impact Study, expert advice, and The Secretary's Advisory Committee's recommendations all culminate in a call to action for policy changes that ensure all Head Start programs provide a consistently high quality early learning experience that prepares children for Kindergarten and has long - term effects on their academic success and overall health.

Brett Wigdortz OBE, founder and CEO of Teach First said: «This year's Impact Conference is a fantastic opportunity for teachers to learn from world leading experts, to collaborate with one another and to increase their impact to ensure no child's success is limited by their background.

The Bridge will secure progress and success for each of its learners to ensure that each child is prepared for the next stage of their education when they return to mainstream education.

Despite good intentions, both ESEA and NCLB have been unable to effectively close the achievement gap, but have made it a national priority to ensure that education leaders remain accountable for the academic success of all children.

Ensuring that all children receive a well - rounded and complete education is essential for school and student success.

This will ensure success and most importantly SAFETY for all children.

In addition to righting the missteps taken under No Child Left Behind, ESSA promises to ensure that all students, regardless of «race, income, background, the zip code where they live,» will be prepared for college and career success.

-- Richard Little Ensures a Safe School — Commitment to provide for children's emotional needs is the glue that binds all staff in Louisville's CARE for Kids success story.

Listen to Kopp speak about how starting earlier with high - quaity pre-k can ensure school success and a love of learning for children.

The Orleans Parish Superintendent and the OPSB are established institutions created to ensure the educational success of the children of New Orleans yet they failed to show any leadership over the past 13 years that would create quality schools in New Orleans and they have failed to come up with and present to the people of New Orleans a strategic plan to ensure the creation of more quality schools for the children of New Orleans.

Assessments that are aligned with rigorous standards for college and career readiness help ensure that every child is prepared for success.

This incorporates the vital social - emotional components to ensure success for every school, child, and family.

After the publication of these standards, CCSSO worked with CEEDAR to create PSEL 2015 and Promoting Principal Leadership for the Success of Students with Disabilities, a complementary guidance document that states can use to ensure all school leaders - whether in preparation programs or current practice - have the skills and abilities they need to help each child succeed.

Ensuring that children from low - income or other challenged backgrounds are ready for school and can keep pace with their more affluent peers is one of those problems that is ripe for Pay for Success funding.

Devoting resources to those areas will help ensure that each child enters school healthy and ready to learn, feels physically and emotionally safe, is actively engaged in learning and connected to the broader school community, and is challenged academically and prepared for postsecondary success.

The Common Core is a critical tool for teachers so they can ensure that every child is on the path to success, and it is critical for parents to hold the system accountable.

By adopting policies that are sensitive to these connections, state boards of education can create pathways for schools and districts to better meet children's physical, social, and emotional needs and ensure their academic success.

This year, the department has included an invitational priority in both the Scale - Up and Validation competitions for applicants working on delivering high - quality early learning programs to help ensure that children, especially those from low - income families, enter kindergarten prepared for success.

It ensures reading, cognitive and emotional success for all preschool children through a print - rich environment with appropriate accommodations for English language learners and children with disabilities.

We did so because we believe the common core standards have the potential to ensure that all of our children — no matter where they grow up — will be prepared for success in college and the global workforce.

«Making sure each child is engaged in learning is one of the five tenets of the Whole Child approach to education for a reason: it ensures that our children are invested in their own success and prepared to encounter challenges in and outside of scchild is engaged in learning is one of the five tenets of the Whole Child approach to education for a reason: it ensures that our children are invested in their own success and prepared to encounter challenges in and outside of scChild approach to education for a reason: it ensures that our children are invested in their own success and prepared to encounter challenges in and outside of school.

The NVECAC has commissioned several needs assessments to help ensure Nevada's children have positive early childhood opportunities because those experiences are the foundation for lifelong success.

This plan should set meaningful, aggressive, and achievable goals for ensuring children are prepared for future success and explain how the state will hold schools and districts responsible for educating all students.

We have created proven models and spurred improvements to boost program quality across states and at the national level, ensuring that more children have access to the programs best suited for their future success.

Early reading experiences, opportunities to build vocabulary, and literacy - rich environments are the best ways to support the development of pre-reading and cognitive skills that ensure children are prepared for success in school and life.

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 Will Come?

This would also bridge communication amongst educators across grade levels to analyze the gaps that exist within our education system, to identify the resources that are needed at each level to ensure the success of children and to prepare them for college and future careers.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

Success for All focuses on ensuring success in reading for children in high - poverty elementary and middle sSuccess for All focuses on ensuring success in reading for children in high - poverty elementary and middle ssuccess in reading for children in high - poverty elementary and middle schools.

The SBAC results reveal some bright spots, while confirming that there is still much work to ensure every child in every neighborhood can be on track for success in college, career, and life.

The importance of leadership: The principal is the best positioned person to ensure successive years of quality teaching for each child and is critical to the success of any school - level reform.

However, a much greater investment of state dollars through the new funding formula is necessary in order to ensure that minority children in low - income schools in PA to receive the opportunities they need for success and that all children in the Commonwealth to have access to high - quality CTE programs.

Janatovich believes that educating the whole child is critical to ensuring academic success and is an advocate for supporting middle - level learners.

Guidera believes that information has the power to transform education to ensure every child in this country is prepared for success in college and careers.

Resource Articles, Publications & Organizations IDRA Publications Community Engagement Series for Educators — Seven - part series designed for educators to give ideas to create a culture of engagement with parents and community as partners to ensure school success for all children...

Based out of the Forum's Palm Beach office, the Program Assessment Center uses the Environment Rating Scales (ERS) and the Classroom Assessment Scoring System (CLASS) to provide program assessment services designed to increase the environmental quality of programs for young children and ensure that appropriate services are available to promote their optimal development and prepare them for school success.

In this article I have put together a list of 3 ways parents can help teachers and 3 ways teachers can help parents to ensure overall success for the child.