Sentences with phrase «full access to the learning»

It gave full access to learning.

The Apps provide full access to the learning materials and track the students» progress, resynchronising seamlessly when the student next has a connection.

Not exact matches

In addition, SYSPRO and its channel partners offer a full range of services including classroom training, on - site implementation services, telephone technical support, specific consulting services and 24/7 access to the SYSPRO Learning Channel.

The seat in this jumper rotates 360 degrees to give your child full access to all of the toys and learning tools.

PoliticsHome has also learned that Shadow Cabinet members were only given the section of the draft manifesto which specifically related to their brief, meaning none of them had access to the full document.

If you'd like to learn about how to use these training tools in your athlete's programmes or your own training, you can access the full presentation inside the community.

The «Also from Broad Green Pictures» section provides individual and group access to full previews for I Smile Back, Samba, Eden, 10,000 km, Break Point, A Walk in the Woods, Learning to Drive, Last Days in the Desert, Knight of Cups, Song of Lehore, and 99 Homes.

The difference here is that users get a full LMS experience with access to learning dashboards and Learning Analytics, plus the ability to consume content, take surveys, view training plans and buy and launch learning dashboards and Learning Analytics, plus the ability to consume content, take surveys, view training plans and buy and launch Learning Analytics, plus the ability to consume content, take surveys, view training plans and buy and launch courses.

The University's aim is to increase access to world - class education globally through its flexible learning model, expanding its digital campus to cater for both offshore international students and full - fee paying students in Australia.

To find out more about the Professional Learning Evaluation Project and to access PDF versions of the full research report and executive summary click on the linTo find out more about the Professional Learning Evaluation Project and to access PDF versions of the full research report and executive summary click on the linto access PDF versions of the full research report and executive summary click on the link.

Undaunted, educators are committed to providing students full access to the well of deep - learning knowledge that will unlock their potential.

Our Dream is to provide every child with the ability to reach their full potential by ensuring they have access to the best learning opportunities.

«We will invest $ 1.2 billion in new schools and school upgrades over the next four years, because we know that having access to new, modern learning facilities helps young people reach their full potential — this investment will fund more than 200 school infrastructure projects around the state.

Instead of offering a full - time program that drew students away from traditional settings, the program focused on filling curricular gaps and expanding access to additional courses and learning opportunities.

Both projects have set good examples of how to harness the full potential of ICT in education worldwide, bypassing constraints, across countries, continents and cultures, in line with the Education 2030 Agenda: strengthening access, equity, inclusion, quality and learning outcomes in education.

As mobile technology becomes ever more part of our daily lives, and the lines between formal and informal learning ever more blurred, tracking the full range of content viewed, accessed, and interacted with has been revealed to be beyond the capability of traditional learning management systems.

Get full, ad - free access to all our learning resources — curated and vetted by teachers and curriculum specialists — for one - low price.

Because children can not devote their full energies to learning when they are not in good health, Head Start would ensure access to medical care.

Besides the familiar learning and assessment features, the eFrontPro mobile application offers users access to their profile information, including their full gamification progress, and lets users belonging to a specific Branch in the web portal to connect directly to their respective Branch on the mobile app as well.

They need quick access to relevant information and the ability to learn within the confines of full daily agendas.

Or take eFrontPro for a test drive today, to access for yourself its intuitive and full featured Learning and Talent Development engine.

Florida — Learning Sciences International working in partnership with Mifflin Harcourt's (HMH) Educational Consulting Services group and The Leadership and Learning Center to provide Florida educators with full access to Dr. Robert Marzano's Art and Science of Teaching Causal Teacher Evaluation system as they review, develop and implement new evaluation systems.

Personalized learning is the only way in which we can provide full access to ideas, opportunity, and excellence

Download both apps to ensure your students have access to the full catalog of DreamBox Learning Math lessons.

Increasing access to full - day k: A key strategy for boosting learning and closing achievement gaps for children.

Subscribe to Learning List for access to the spec sheet, full editorial review and detailed alignment report for this material, and thousands of other widely used Pk - 12 resources.

Subscribe to Learning List for access to full editorial reviews, alignment reports and spec sheets.

Participants will leave with access to a full suite of over 200 activities designed to support students in learning highly transferable skills.

«The Child Nutrition, Integrity and Access Act is an important and promising first step toward incorporating the local school district governance perspective in implementation of school meal programs, and ensuring a healthy and positive learning environment for children to achieve their full potential,» stated Thomas J. Gentzel, Executive Director, National School Boards Association, in the letter.

«This historic FCC decision in support of a $ 1.5 billion increase in E-rate program funding levels the playing field by ensuring students in low - income and rural communities gain full access to today's digital learning environment.»

Leaders learn through a proven adult learning process that provides local, in - person development sessions, ongoing technical assistance, peer learning communities and access to a full suite of digital tools and resources.

Third, to ensure that all students have full access to digital learning, take advantage of federal funding and explore innovative partnerships with private sector to cover the cost of home broadband access for students from lower - income families.

We are dedicated to a future where all children reach their full potential through equitable access to learning opportunities and supportive, effective schools.

This includes expanding access to quality early childhood education, full day kindergarten, increasing the amount of time available for learning, raising the bar for powerful instruction, and creating positive, safe, nurturing school environments that are conducive to learning and that foster our students» creativity and motivation.

Students receive support through after - school tutoring, access to an early childhood multimedia library staffed with a full - time librarian, and are encouraged to utilize online tools that promote interactive learning.

The assurance that all education stakeholders accept responsibility and hold themselves and each other responsible for every learner having full access to quality education, qualified teachers, challenging curriculum, full opportunity to learn, and appropriate, sufficient support for learning so they can achieve at excellent levels in academic and other student outcomes.

In this framework, accountability is defined as: the assurance that all education stakeholders accept responsibility and hold themselves and each other responsible for every learner having full access to quality education, qualified teachers, challenging curriculum, full opportunity to learn, and appropriate, sufficient support for learning so they can achieve at excellent levels in academic and other student outcomes.

Subscribe to Learning List for access to the spec sheet, full editorial review and detailed alignment report for these materials.

Our networks are vibrant learning communities that give you full access to our premium resources as well as support from peers who are also leading the charge to transform their schools and school districts.

Inclusion and Learning Differences in Essential Schools: This issue of Horace forcuses on inclusion that creates full access for students with language - based learning disabilities as a way to focus specifically on issues of teaching and lLearning Differences in Essential Schools: This issue of Horace forcuses on inclusion that creates full access for students with language - based learning disabilities as a way to focus specifically on issues of teaching and llearning disabilities as a way to focus specifically on issues of teaching and learninglearning.

Fostered through a demonstration project funded by The James Irvine Foundation, Linked Learning is part of a vanguard of programs designed to attain these dual goals by integrating rigorous, college - preparatory academics with career - technical education and exposure to work - based learning experiences in high school career pathways that afford both equitable access and the opportunity for full participation to all sLearning is part of a vanguard of programs designed to attain these dual goals by integrating rigorous, college - preparatory academics with career - technical education and exposure to work - based learning experiences in high school career pathways that afford both equitable access and the opportunity for full participation to all slearning experiences in high school career pathways that afford both equitable access and the opportunity for full participation to all students.

Our vision is that children and youth experiencing homelessness have full access to quality learning, birth through higher education, so they will never be homeless as adults, and the next generation will never be homeless.

«Parents still want to know that their children are getting a full - bodied education that includes access to arts opportunities, to unique learning opportunities,» Warren - Jones said.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About InclusioTo Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Know About Inclusion?

Blending and Braiding Early Childhood Program Funding Streams Toolkit The toolkit is designed to provide state advocates and policymakers with strategies, tools, resources and options to make policy choices that facilitate the blending and braiding of funding streams to improve access to and length of children's participation in full - workday, full - year, high - quality early learning programs that benefit vulnerable young children and working families.

Kids have access to a full curriculum from Pre-K through 6th grade to learn and parents can track their growth.

Educators can easily add authenticated record URLs to any website or learning management system for direct access to full titles, chapters, or pages.

VPL users have full, free access to the Lynda.com service, a popular learning site for online courses and video tutorials on design, video, photography, production and more.

Because of border collies I have had friends in the darkest hours companions who became outdoor shadows and learned the meaning of unconditional love Because of border collies I have been taught how to approach the day how to see places and objects with refreshingly new eyes and to appreciate the possibilities of the mundane Because of border collies I have been denied access to pubs had to apologise to picnickers for missing sandwiches and to Sunday walkers for water - sprayed clothes Because of border collies I have possessed hard - working vacuum cleaners had black hair hiding in carpets and clothes and mini-collie clumps under sofas and beds Because of border collies I have had the pain of ending life watch ageing take over willing but incapable bodies and cried so long and so hard in emptiness Because of border collies I have had a life that is full and beautiful that has made me a person who knows how to love and to be loved in an uncomplicated world Ronnie Goodyer, Indigo Dreams Publishing Ltd www.indigodreams.co.uk

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