Sentences with phrase «learning opportunities for youth»

Our hope is to identify where gaps in service may exist to be able to effectively advocate for more funding and resources to support quality expanded learning opportunities for all youth in Oregon.

Despite this, LAUSD's Deasy bio still says he's «a man on a mission» who's «championed rigorous and ambitious learning opportunities for youth, fair teacher and administrator evaluations, pay ‐ for - performance, staff development and training, and data ‐ based decision ‐ making.»

NSLA is a national nonprofit organization focused on closing the achievement gap by increasing summer learning opportunities for all youth.

«I started thinking about how small businesses and informal relationships provide critical learning opportunities for youth.

IEL and the DC Alliance of Youth Advocates seek applicants for the DC Youth Workforce Leaders Academy, a free 10 - month professional learning opportunity for youth workforce development professionals.

Not exact matches

The former includes identity — and self - esteem — strengthening experiences for youth and opportunities to learn communication and relationship skills.

Hence, let us motivate the youth to learn very many different professions and give them opportunity for that.

Learn about the wide variety of job opportunities for youth and students while exploring the many jobs available this summer and in the near future.

There will be opportunities for all to earn their stripes in the front three, but Callum Hudson - Odoi threatens to be one of the first names on the team sheet already at the tender age of 16 after proving he had little left to learn at youth team level last season despite being a schoolboy.

Youth sports offer a great opportunity for kids to enjoy physical activity, learn teamwork and leadership skills, and most importantly, have fun.

This is a great opportunity for the youth in our area to learn more about this exciting and growing sport.

Legislator Baskin is dedicated to using creative learning methods as a platform for equipping under - served youth with the tools they need to fully take advantage of the educational opportunities available to them.

This partnership with University of Chicago is part of a larger citywide strategy to invest in expanding access for youth to learning, mentoring and employment opportunities that will better ensure all of our students graduate 100 percent college ready and 100 percent college bound.»

CIRRICULUM Learn how to support youth as they navigate through the tween and teen years by providing opportunities to build self - esteem and promote healthy body image while teaching as well as tools for coping with stress and peer pressure in a fun, non-competitive, inclusive environment.

Broadening our ideas about where, when, and how learning happens helps communities to create richer learning pathways that have the potential to include more nonacademic opportunities to help youth gain the skills necessary for a healthy adulthood,...

Broadening our ideas about where, when, and how learning happens helps communities to create richer learning pathways that have the potential to include more nonacademic opportunities to help youth gain the skills necessary for a healthy adulthood, offer a seamless learning environment that can help stem summer learning loss, and tap resources outside of schools for additional opportunities to help close the achievement gap.

The plan for the ISTE Student Technology Leadership Symposium was for high school students to have an opportunity to use their leadership and technology skills in educational change and to develop models for learning that involve youth and adults working together in full partnership.

At the same time, they also share a passion for equity and a desire to learn how their work can equalize opportunity for all children and youth.

Through the four domains of enriched learning, environmental awareness, positive youth development, and socio - cultural awareness, Envoys offers young students a unique opportunity for global learning.

The United States is engaged in an ongoing, public discussion about how to best expand afterschool time and opportunities for children and youth, to support their learning and development across the day, throughout the year, and from kindergarten through high school.

Another endeavor is the New York City Youth Video Festival, an annual contest that offers real opportunities for students to learn the media arts.

The SECD Lab collaborated with Watters School to develop opportunities for students at the school to clarify their sense of positive purpose and develop social and emotional learning skills to support their purpose, and to provide opportunities for the youths to engage in social action for their classrooms, school, and larger community.

Re-engaging out - of - school - youth — The Opportunity Links for Youth Initiative applied Linked Learning to re-engage those who are no longer in school, who are underemployed or unemployed, and who are actively seeking a way into colyouth — The Opportunity Links for Youth Initiative applied Linked Learning to re-engage those who are no longer in school, who are underemployed or unemployed, and who are actively seeking a way into colYouth Initiative applied Linked Learning to re-engage those who are no longer in school, who are underemployed or unemployed, and who are actively seeking a way into college.

Documenting and analyzing youth cultural, identity, and literacy practices to inform the development of opportunities to learn for adolescents in underserved communities.

VDOE funds, through a competitive process, projects that provide significant expanded learning opportunities for children and youth, and that will assist students to meet or exceed state and local standards in core academic subjects.

The excerpt below, taken from my recent book, Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap (Teachers College Press, 2013), describes what I call Equity Literacy, a framework first used by my super-genius colleague, Katy Swalwell, to describe a kind of literacy youth should learn in school.

For example, LRNG Cities (www.lrng.org/cities) has developed more than 200 «playlists» (sequences of skills to be learned in a given field, with students earning a badge for each one they master), which are «designed to engage youth in exploring and pursuing their passions and provide new opportunities to hone valuable skills for the 21st - century workplace.&raqFor example, LRNG Cities (www.lrng.org/cities) has developed more than 200 «playlists» (sequences of skills to be learned in a given field, with students earning a badge for each one they master), which are «designed to engage youth in exploring and pursuing their passions and provide new opportunities to hone valuable skills for the 21st - century workplace.&raqfor each one they master), which are «designed to engage youth in exploring and pursuing their passions and provide new opportunities to hone valuable skills for the 21st - century workplace.&raqfor the 21st - century workplace.»

Through extensive study in the areas of next generation learning, social and emotional learning, wellness, urban planning, Hip - Hop culture, Chicago history, the opportunity gaps that exist among marginalized students, economic mobility, arts education, and the at - risk communities on Chicago's South Side, Art in Motion has a solid research foundation upon which to build an innovative middle and high school that has the potential to change the narrative for many Southside youth.

The American Youth Policy Forum (AYPF), a nonprofit, nonpartisan professional development organization based in Washington, DC, provides learning opportunities for policymakers, practitioners, and researchers working on youth and education issues at the national, state, and local leYouth Policy Forum (AYPF), a nonprofit, nonpartisan professional development organization based in Washington, DC, provides learning opportunities for policymakers, practitioners, and researchers working on youth and education issues at the national, state, and local leyouth and education issues at the national, state, and local levels.

Louisiana 4 - H Part of Louisiana State University's Agricultural Center, Louisiana 4 - H delivers dynamic and interactive education programs, organizes communities to deal effectively with local youth issues, and provides opportunities for youth to apply what they learn by providing service in their communities.

She is particularly interested in how school district central offices innovate and collaborate to improve opportunities for all youth to learn.

This messaging toolkit is for organizations that use expanded learning to improve opportunities and outcomes for youth.

Summary: The 2013 - 2016 cycle of the Minnesota 4 - H Foundation's Howland Family Endowment for Youth Leadership Development is dedicated to understanding social and emotional learning and its contribution to closing the achievement and opportunity gaps.

Overview This opportunity for learning and dialogue, developed in partnership with the Campaign for High School Equity, will include a small group of national education and youth - serving organizations representing the broad range of actors in the civil rights and education

We now see the need to provide expanded learning opportunities for children and youth during afterschool hours and summers.

In its current form, the program is designed to provide opportunities for academic enrichment, youth development, and family learning (Harris, 2010).

The Partnership for Children & Youth (PCY) is an advocacy and capacity - building organization championing high - quality learning opportunities for underserved youth in California, with an emphasis on after school, summer learning, and community schYouth (PCY) is an advocacy and capacity - building organization championing high - quality learning opportunities for underserved youth in California, with an emphasis on after school, summer learning, and community schyouth in California, with an emphasis on after school, summer learning, and community schools.

21st Century Community Learning Center grants are the only federal funding source dedicated exclusively to providing afterschool and summer learning opportunities for children anLearning Center grants are the only federal funding source dedicated exclusively to providing afterschool and summer learning opportunities for children anlearning opportunities for children and youth.

NAESP met with principals across the country to learn how they're leveraging afterschool and summer programs to enhance academic opportunities for youth, build children's social and emotional skills, and strengthen their communities.

Established to provide opportunities for underrepresented youth in Silicon Valley to practice creative arts, The Studio connects young people to professional resources, networks, and hands - on learning in filmmaking, visual arts, music, and storytelling.

If we are to create truly transformative learning opportunities for children and youth, especially the least advantaged, we need to examine closely the strategies this report highlights.

Year - round learning consists of intentional, community - based efforts to connect school, afterschool, and summer learning to support positive youth outcomes, develop continuous learning pathways, and provide equitable opportunities for both students and families.

Youth: Ethics in Service (YES) From the School for Ethical Education comes this meaningful opportunity for service - learning for second to twelfth graders and the educators responsible for them.

We are a state affiliate of the National AfterSchool Association (NAA), the membership association for professionals who work with children and youth in diverse school and community - based settings to provide a wide variety of extended learning opportunities and care during out - of - school hours.

A society that uses all of its resources effectively to provide an equal opportunity for all children and youth to learn, develop, and become contributing citizens of our democracy.

Louisiana 4 - H (Louisiana) Part of Louisiana State University's Agricultural Center, Louisiana 4 - H delivers dynamic and interactive education programs, organizes communities to deal effectively with local youth issues, and provides opportunities for youth to apply what they learn by providing service in their communities.

Through PACK, local organizations and leaders worked to expand learning opportunities for children and families at home and in the community through afterschool programs, neighborhood celebrations, leadership development, youth engagement, social marketing and other activities.

(Youth Achievement through Learning, Involvement, Volunteering and Employment) to help establish and support programs in science and children's museums that provided positive, hands - on work and learning opportunities for young people ages 1Learning, Involvement, Volunteering and Employment) to help establish and support programs in science and children's museums that provided positive, hands - on work and learning opportunities for young people ages 1learning opportunities for young people ages 10 to 17.

It recognizes that public schools (often neighborhood hubs), have a unique opportunity to provide access to effective and integrated service delivery that support conditions for high quality teaching and learning by partnering with organizations representing youth development, academic enrichment, mental and physical health, human services, foster care, early education, adult education, and family engagement.

New Jersey's programs operate at least 3 hours per day, 5 days per week, during the school year and at least 4 hours per day, 4 days per week, for 4 weeks in the summer to engage youth in additional learning opportunities and reduce summer learning loss.