Sentences with phrase «family access to more resources»

Not exact matches

Some of Clinton's plans include guaranteeing 12 weeks of paid family and medical leave, expanding early childhood education, capping childcare expenses at 10 percent of a household's income, helping the families of children with autism and other special needs get access to more resources and support, and insuring more families through the Affordable Care Act.

Resources for parents such as menus, My Plate guidelines, and government resources provide even more education for students and their families to accessResources for parents such as menus, My Plate guidelines, and government resources provide even more education for students and their families to accessresources provide even more education for students and their families to access at home.

The TLC foundation «lightens the load» by providing easy access to adventures, respite and information about adaptive sports and camps for children, parent getaways, accessible family vacations, specialized child care resources, support groups and more.

For example, wealthier families tend to have fewer children than other families, and so have a higher proportion of first - borns who also have access to more resources that may influence their IQ or personality, she said.

Our incredible graduates are integrated into the tight knit KAY family through an invitation only teacher's forum and receive access to MANY more resources via the back pages of our website.

The cycle of poverty is a phenomenon where poor families, more severely in LEDCs, become trapped in poverty for generations due to limited or no access to fundamental resources such as education, financial and subsequent generations also being underprivileged.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

• Overwhelming parental support for the following elements of an education agenda: Provide extra resources to turn around struggling neighborhood schools; hold charter schools accountable; provide more support / training for struggling teachers; expand / improve new - teacher mentoring; reduce class sizes, especially in the early grades; make public schools hubs of the neighborhood with longer hours, academic help and health services for families; provide extra pay for teachers in hard - to - staff schools; and ensure access to high - quality preschool for all 3 - and 4 - year - olds.

An even more complete and accurate picture of how a school is doing must have a framework that considers governance efficacy, appropriate resources, parent and family engagement, student engagement, teaching quality, and access to quality curriculum.

The size of this effect is larger in some studies than in others, and, in some cases, additional funding appears to matter more for some students than for others — in particular students from low - income families who have access to fewer resources outside of school.

Sustaining our democratic values and improving our education system call for a host of more coordinated and widespread education, economic, and housing policies — including policies to raise curricular standards, tackle insufficient funding for schools with a large share of low - income students, promote access to education resources from early childhood to college, improve dual language programs, provide economic support for families, and create more integrated schools and neighborhoods.

Duarte wishes that more families, especially in minority and low - income communities, would have more resources available to them — such as specialized doctors and schools with a better understanding of the autism spectrum — and have easier access to those resources.

She called the proposed school a «win win win»: New Haven families get access to an innovative school design; the district gets more state resources to reduce class sizes; and Achievement First gets to try out a «high - potential new model that we want to learn from as a network.»

A more comprehensive and accurate picture of how a school is doing would consider governance efficacy, appropriate resources, parent and family engagement, student engagement, teaching quality and access to quality curriculum.

According to a press release issued at the time, «The reorganization addresses Governor Dannel P. Malloy's six principles on education reform, including: (1) Enhancing families» access to high - quality early childhood; (2) Turning around Connecticut's lowest - performing schools and districts; (3) Expanding the availability of high - quality school models; (4) Removing red tape and other barriers to success; (5) Ensuring that our schools are home to the very best teachers and principals; and (6) Delivering more resources, targeted to districts with the greatest need - provided that they embrace key reforms that position our students for success.»

In today's data - overload and «research findings du jour» world, it's more critical than ever to ensure that your school has access to valid and reliable information as well as the resources necessary to build a healthier school environment for students, staff and families.

The Resource Centre sought funding and support to undertake renovations in order to expand their licence to enable more local families access to quality childcare.

With numbers like that, we realized it was possible to learn even more from the experiment and so this year we teamed up with the Canadian Research Institute for Law and the Family (where JP Boyd is now executive director) to commission a multi-phase evaluation exploring not only what people think about the resource, but how this wikified approach to disseminating legal information actually impacts on outcomes and access to justice.

People can now learn more about family law in Ontario at www.yourontariolaw.com, a website that offers parents free information and access to resources on the emotional, financial, legal and social considerations relating to child custody, access and child support.

Click on the icons below to read more about each action step and to access resources to help you working with mothers and their families.

While the federal partnership is vital to strengthening home visiting and expanding access to more families (see below), it is estimated that federal funds account for approximately 30 % of total home visiting resources.

Advocacy regarding neglect may be at several levels as outlined in the following examples: 1) at the child's level, for example, explaining to a parent that responding to a crying infant does not risk spoiling him / her is a form of advocacy on behalf of a preverbal child; 2) at the parental level, helping a depressed mother access mental health care or encouraging a father to be more involved in his child's life; 3) at the community level, supporting efforts to develop community family resources; and 4) at the societal level, supporting government policies and programs such as those that reduce access to health care, food benefits, and subsidized child care.

DHS is providing more than $ 20,000 in grant funding to 19 community organizations to host free neighborhood events and programs that provide access to resources and information for families and kids.

This section includes information and resources regarding who can adopt and be adopted, consent to adoption, rights of presumed fathers, intercountry adoption, access to family information, and more.

In the long term, those participating children are more likely to be employed and less likely to be dependent on government assistance.9 The positive effects are larger, and more likely to be sustained, when programs are high quality.10 In addition, the impact is greatest for children from low - income families.11 Differences in children's cognitive abilities by income are evident at only nine months old and significantly widen by the time children are two years old.12 Children living in poverty are more likely to be subject to stressful home environments — which can have lifelong impacts on learning, cognition, and self - regulation — while parents living in poverty have limited resources to provide for their families and high barriers to accessing affordable, high - quality child care.13 High - quality early learning programs staffed by warm and responsive adults can help mitigate these effects, offering a safe and predictable learning environment that fosters children's development.14

Attachment Parenting International strives to ensure that parents have access to the most complete information and resources to help strengthen families and create a more compassionate world.

This means: increasing the qualifications of the workforce to include expertise in infant and toddler development; working with institutions of Higher Education to instill more infant - toddler content in degree programs; and ensuring that babies living in families with a severe lack of resources, including those on Temporary Assistance for Needy Families, have access to quality care commensurate with Early Heafamilies with a severe lack of resources, including those on Temporary Assistance for Needy Families, have access to quality care commensurate with Early HeaFamilies, have access to quality care commensurate with Early Head Start.

The program will increase the school community's mental health awareness and literacy, which serves as a prevention tool for the community regarding adolescent depression; offer two - level screening to students in one middle school and two high school grades, including universal, self - report screening for all students, followed by in - depth interviews with students who screen as high risk; and communicate with Holliston parents / guardians about youth depression and resources, provide more significant follow - up (both immediate and long - term) with parents / guardians of high - risk teens, and provide all school families with access to the Interface Referral Network.

Access to content you can use right away — such as ideas for implementing developmentally appropriate practice, fostering strong family engagement, and more — through NAEYC digital resources.

«Especially for some of the families in the more rural reservations or communities, they don't have access to a lot of resources, and the fact that we can travel to their home — they don't have to travel an hour to get the services — is very much needed,» Jensen added.