Sentences with phrase «in a traditional school setting for»

Karen Faucett taught middle - school math in a traditional school setting for 13 years before moving to virtual education.

Not exact matches

Martin imbibed the traditional culture and kept his place in a severe social hierarchy, shuttling between various respectable and well - set - up families, the Schalbes and the Cottas for whom he did baby sitting, and accompanied Heinrich Schalbe's son to school.

Whether it's year - round school, or nine months out of the year like in traditional school settings, you need to decide how your school schedule will look for the upcoming academic year.

The curricula for all diploma programs in the School of Acupuncture and Oriental Medicine meet or exceed the licensing standards set by the College of Traditional Chinese Medicine Practitioners and Acupuncturists of British Columbia.

School curricula tend to be designed for delivery in traditional classroom settings, at a time when new technologies are transforming how courses are delivered and learning takes place.

Our new findings demonstrate that, while segregation for blacks among all public schools has been increasing for nearly two decades, black students in charter schools are far more likely than their traditional public school counterparts to be educated in intensely segregated settings.

Its success has inspired the opening of a similar school in Kansas and is a model for intergenerational learning, even in more traditional settings.

It may surprise some that the readers still sell about a hundred thousand copies a year, mostly for use in home - school or traditional community settings (such as among the Amish).

After studying teacher training at Boston College, Hristic spent a few years teaching in Massachusetts, first at an alternative high school for «behaviorally and emotionally challenged students, but also students so bright and brilliant they were bored out of their minds in a traditional setting,» he says.

A: In unique circumstances this might be possible, but an SGO appropriate for a school librarian might be too narrow for a teacher in a traditional classroom settinIn unique circumstances this might be possible, but an SGO appropriate for a school librarian might be too narrow for a teacher in a traditional classroom settinin a traditional classroom setting.

The uncertainty shrouding this term has the potential to create anxiety for teachers in the traditional school setting.

PROSE, which stands for Progressive Redesign Opportunity Schools of Excellence, allows traditional public schools to break from some traditional restrictions set by the city and state in order to bring forth innovative school improvement straSchools of Excellence, allows traditional public schools to break from some traditional restrictions set by the city and state in order to bring forth innovative school improvement straschools to break from some traditional restrictions set by the city and state in order to bring forth innovative school improvement strategies.

Barriers to success for students in the traditional classroom setting include life circumstances that can prevent regular attendance and impact focus during school hours and decreased confidence from lack of success.

In addition, they are not required to be accredited or meet any of the standards set for traditional public schools.

When the charter school cap was lifted in North Carolina in 2011, it set the stage for dramatic growth in the state's charter sector — and growth in tension between charters and traditional schools.

Webinar Recording: Trends and Opportunities in Accountability for Alternative Education Discussion of alternative education is growing across the country as states and districts look for ways to better serve students whose needs are not met in traditional school settings.

Discussion of alternative education is growing across the country as states and districts look for ways to better serve students whose needs are not met in traditional school settings.

One of the most glaring omissions in the article is a failure to set in context what is happening in our nation's charter schools in comparison to what has persisted for decades throughout the traditional public education establishment.

Public funds should remain in public schools and should not be used to support private or parochial schools.Alternative Education Alternative educational opportunities should be made available to students for whom the traditional classroom setting is not the optimal learning environment.

Using an individual panel data set to control for student fixed effects, we estimate the impact of charter schools on students in charter schools and in nearby traditional public schools.

ELOs include traditional afterschool activities with an academic focus, but also incorporate activities such as internships with employers, independent study in alternative settings, classes on college campuses for high school students, and wraparound support services.

Also, without the teacher and students in one traditional classroom setting, assigning teacher candidates to a brick - and - mortar school for a field experience emphasizing VS would be pointless.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. PageIn the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Pagein Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

Studies are showing, for example, that black students in charter schools are more likely than their counterparts in traditional public schools to be educated in an intensely segregated setting.

This section addresses topics related to using time flexibly to structure innovative opportunities for learning both in school and beyond the traditional school day through a range of educational opportunities, including, for example workplace - based learning, competency - based education and alternative education settings.

The project will have two main components: (1) The implementation of a model, named «The Link Crew High School Orientation and Transition Model,» designed to create a shared experience for freshmen, upperclassmen, and staff, where a group of upperclassmen will serve as mentors and tour guides to help the freshmen understand how to be successful at the high school level; and (2) an overhaul of the In - School Suspension program (ISS) to transform ISS from a traditional punitive intervention to a non-punitive, strengths - based, educational setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).&School Orientation and Transition Model,» designed to create a shared experience for freshmen, upperclassmen, and staff, where a group of upperclassmen will serve as mentors and tour guides to help the freshmen understand how to be successful at the high school level; and (2) an overhaul of the In - School Suspension program (ISS) to transform ISS from a traditional punitive intervention to a non-punitive, strengths - based, educational setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).&school level; and (2) an overhaul of the In - School Suspension program (ISS) to transform ISS from a traditional punitive intervention to a non-punitive, strengths - based, educational setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).&School Suspension program (ISS) to transform ISS from a traditional punitive intervention to a non-punitive, strengths - based, educational setting based on Ross Greene's «Collaborative & Proactive Solutions (CPS).»

Most significant in the elementary English as a Second Language (ESL) setting was the evolution of roles played by university and school members of the collaborative (see McVee, Pearson, McLellan, Svoboda, & Roehler, 1997), from the more traditional division of labor in which university folks do the research and school folks implement the practices to a model of shared responsibility for all roles.

US News & World Report's «High School Notes» queries NDPC / N Director Sandy Addis in a look at how alternative education settings provide a model for students to earn their diploma outside the traditional high school seSchool Notes» queries NDPC / N Director Sandy Addis in a look at how alternative education settings provide a model for students to earn their diploma outside the traditional high school seschool setting.

I teach at a KIPP school, and I taught for over 10 years in a traditional public school setting.

A recent report published by the Thomas B. Fordham Institute sets out to describe «the size and range of the critical cost drivers for online schools in comparison to traditional brick - and - mortar schools» (p. 2).

Set for large - scale use during the 2014 — 2015 school year, the DLM alternate assessment system will let students with significant cognitive disabilities show what they know in ways that traditional multiple - choice tests can not and is designed to more validly measure what students with significant cognitive disabilities know and can do.

MPS offers a wide array of partnership schools for students who are identified as being at risk of dropping out or who are experiencing difficulty in the traditional school setting.

Tall Pines STEM Academy's innovative model is ideal for self - motivated students who want to experience success outside the traditional middle school setting in a small group, hands - on learning environment with a rigorous curriculum based on teamwork.

Some students choose to complete these at online teaching schools in Arizona, though it is more common for students to study at traditional institutions because they provide increased access to teaching practicum programs, which allow students to teach in classroom settings and gain experience before acquiring their degrees, as well as other student teaching resources.

As states continue to grapple with the most appropriate ways to hold schools accountable under the Every Student Succeeds Act (ESSA), there is a lack of consensus on how alternative settings should fit into accountability systems and whether those systems should be separate from or included in accountability systems for traditional schools.

For educators who work in charter, parochial and other non-traditional settings, this could indicate additional resources, but for established educators and administrators in traditional schools, expect increasing competition for students and resourcFor educators who work in charter, parochial and other non-traditional settings, this could indicate additional resources, but for established educators and administrators in traditional schools, expect increasing competition for students and resourcfor established educators and administrators in traditional schools, expect increasing competition for students and resourcfor students and resources.

For the purposes of the brief, we operationalized access and equity as follows: to evaluate access, we examined districts» choice and recruitment policies and assessed the degree to which pathways were representative of their districts» high school student populations; to evaluate equity, we compared academic outcomes for Linked Learning student subgroups with those of similar peers in traditional high school settinFor the purposes of the brief, we operationalized access and equity as follows: to evaluate access, we examined districts» choice and recruitment policies and assessed the degree to which pathways were representative of their districts» high school student populations; to evaluate equity, we compared academic outcomes for Linked Learning student subgroups with those of similar peers in traditional high school settinfor Linked Learning student subgroups with those of similar peers in traditional high school settings.

The majority of my students have come from traditional high school settings that did not work best for them for some reason, but here, at Catapult Learning, I am able to teach in an alternative learning environment specific to each student.

Next fall, in collaboration with OPSB and Tulane Medical School, the RSD will open a therapeutic program for students with mental and behavioral health needs that affect their ability to succeed in a traditional school seSchool, the RSD will open a therapeutic program for students with mental and behavioral health needs that affect their ability to succeed in a traditional school seschool setting.

In 1968, New Way Academy opened the door to a new way of learning for a growing population of students who were smart, motivated, curious and fun loving children; but had difficulties learning in a traditional school settinIn 1968, New Way Academy opened the door to a new way of learning for a growing population of students who were smart, motivated, curious and fun loving children; but had difficulties learning in a traditional school settinin a traditional school setting.

For many students who struggle in the traditional classroom setting, after school and summer programs can be incredibly effective.

® is written to be taught in a traditional school classroom setting, please use the curriculum for the same age students in any other suitable setting you discover!

The Report's central conclusion is that, although traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional traditional legal pedagogy is very effective in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in certain aspects, it overemphasizes legal theory and underemphasizes practical skills and professional development.5 By focusing on theory in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in the abstract setting of the classroom, the Report argues, traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional traditional legal education undermines the ethical foundations of law students and fails to prepare them adequately for actual practice.6 Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional Traditional legal education is effective in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in teaching students to «think like lawyers,» but needs significant improvement in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in teaching them to function as ethical and responsible professionals after law school.7 As I will discuss in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in greater detail below, in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in general, the Report recommends «contextualizing» and «humanizing» legal education by integrating clinical and professional responsibility courses into the traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional traditional core curriculum.8 In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.In this way, students will learn to think like lawyers in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in the concrete setting of actual cases and clients.9 The Report refers to pedagogical theories developed in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in other educational settings and argues that these theories show that teaching legal theory in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.in the context of practice will not only better prepare students to be lawyers, it will also foster development of a greater and more deeply felt sense of ethical and professional identity.10

If you wish to attend traffic safety and defensive driving classes in a traditional classroom setting, you can contact the Collinsville Illinois Driver Services Department at 1 [phone], for a complete list of state - approved schools.

If you wish to attend traffic safety and defensive driving classes in a traditional classroom setting, you can contact the Maywood Illinois Driver Services Department at 1 [phone], for a complete list of state - approved schools.

If you wish to attend traffic safety and defensive driving classes in a traditional classroom setting, you can contact the O'Fallon Illinois Driver Services Department at 1 [phone], for a complete list of state - approved schools.

If you wish to attend traffic safety and defensive driving classes in a traditional classroom setting, you can contact the Homer Glen Illinois Driver Services Department at 1 [phone], for a complete list of state - approved schools.

If you wish to attend traffic safety and defensive driving classes in a traditional classroom setting, you can contact the Elmwood Park Illinois Driver Services Department at 1 [phone], for a complete list of state - approved schools.

If you wish to attend traffic safety and defensive driving classes in a traditional classroom setting, you can contact the Westmont Illinois Driver Services Department at 1 [phone], for a complete list of state - approved schools.

If you wish to attend traffic safety and defensive driving classes in a traditional classroom setting, you can contact the Vernon Hills Illinois Driver Services Department at 1 [phone], for a complete list of state - approved schools.