Sentences with phrase «local education leaders provided»

As part of these studies, which were summarized in two earlier CEP reports, state and local education leaders provided feedback about challenges of implementing SIGs and their influence on the direction of school reform.

Not exact matches

«Agents provide community health education through regular community health talks, especially leveraging connections with local community groups, schools, places of worship, and support from local leaders and council members.»

Local Groups, led by experienced mothers who have been accredited as Leaders by La Leche League International, provide free education, information, and support to women who want to breastfeed.

Besides the dashboard, and the VA's opioid prescribing guidelines introduced in 2010, the OSI also encouraged local hospital leaders to provide education to clinicians about pain care and opioid prescribing.

For example, earlier this year Mayor Baraka, the Newark City Council, school board members, the leaders of many charter organizations, education - related nonprofit groups, the Newark City Council, and several local and state representatives all signed a letter asking Christie to provide additional state aid.

The research involved surveying 1,100 school leaders, the results of which suggested that 82 per cent of mainstream schools in England do not have sufficient funding to adequately provide for pupils with SEND; 89 per cent of school leaders believe cuts to local authority services have had a detrimental impact on the support their school receives for pupils with SEND; three - quarters of schools have pupils who have been waiting longer than expected for assessment of special educational needs or an education, health and care plan; and 88 per cent of school leaders think initial teacher training does not adequately prepare teachers to support pupils with SEND.

All proceeds raised by the 5cent campaign will support our local leaders removing barriers to accessing education, providing children with the resources they need to stay in school and increasing their capacity to succeed.

In an effort to help school districts provide students with a well rounded education that includes the humanities and arts, the U.S. Department of Education sent a letter to state and local education leaders outlining creative ways they may enhance holistic education programs by utilizing in conjunction various federal resources.The department defines humanities in the letter as history, civics, government, economics, geography, literature, art, music and other non-STEM subjects not usually found in the English / language arts cueducation that includes the humanities and arts, the U.S. Department of Education sent a letter to state and local education leaders outlining creative ways they may enhance holistic education programs by utilizing in conjunction various federal resources.The department defines humanities in the letter as history, civics, government, economics, geography, literature, art, music and other non-STEM subjects not usually found in the English / language arts cuEducation sent a letter to state and local education leaders outlining creative ways they may enhance holistic education programs by utilizing in conjunction various federal resources.The department defines humanities in the letter as history, civics, government, economics, geography, literature, art, music and other non-STEM subjects not usually found in the English / language arts cueducation leaders outlining creative ways they may enhance holistic education programs by utilizing in conjunction various federal resources.The department defines humanities in the letter as history, civics, government, economics, geography, literature, art, music and other non-STEM subjects not usually found in the English / language arts cueducation programs by utilizing in conjunction various federal resources.The department defines humanities in the letter as history, civics, government, economics, geography, literature, art, music and other non-STEM subjects not usually found in the English / language arts curriculum.

The brief provides state and local policymakers and education and juvenile justice leaders with information about how they can use the accountability requirements under ESSA to improve the quality of education and postsecondary and workforce success for youth in juvenile justice facilities.

At the state and local levels, many educational leaders have labored mightily to provide all children with access to a decent education, and we should not ignore their successes.

This handbook by Partners for Each and Every Child and the Council of Chief State School Officers provides helpful guidance to local education agencies (LEAs) and school leaders as they engage with stakeholders to think about how the Every Student Succeeds Act (ESSA) can be best leveraged locally.

This handbook is intended to support and provide helpful guidance to local education agencies (LEAs)-- including school districts, county offices of education, regional education offices, and charter schools — and school leaders as they engage with stakeholders to think about how ESSA can be best leveraged locally.

State funds for driver's education are slated to dry up beginning this fall — and while the House proposed to keep funding this program that is run by local school districts, Senate leaders want to move the responsibility of providing students with driver's education to community colleges by 2016, and they have no plan in place yet to fund the measure.

He has provided extensive assistance to state education agency leaders, superintendents, state and local boards of education, unions and leadership teams throughout the United States.

This research brief provides advice from local leaders on implementing competency education in K - 12 school systems.

The Committee has been an active participant with the Kentucky Department of Education and other stakeholders in creating a new accountability system for the state that sets ambitious goals for student learning, educates and empowers parents with information about schools, and provides state and local education leaders and policymakers with data to help make more informed decisions to improve opportunities for eachEducation and other stakeholders in creating a new accountability system for the state that sets ambitious goals for student learning, educates and empowers parents with information about schools, and provides state and local education leaders and policymakers with data to help make more informed decisions to improve opportunities for eacheducation leaders and policymakers with data to help make more informed decisions to improve opportunities for each student.

However, it addresses so many of NSBA's objectives, such as requiring the U.S. Department of Education to collaborate with local school leaders and not simply impose its will on them, eliminating the existing one - size - fits - all approach to school accountability, providing more state and local opportunity to shape workable school improvement plans, and ensuring state control over academic standards, while excluding «portability» (i.e., vouchers).

Governors and state education officials can provide direction to empower local leaders by supporting a collaborative decision - making system that brings a new relationship between policy and practice.

Judge Moukawsher emphatically reminds state leaders that they have a «non-delegable» duty to provide an adequate public education to all Connecticut children, and the state can not abdicate its responsibilities by adopting policies (like local control) that impede its ability to get the job done.

This brief provides state and local policymakers as well as education and juvenile justice leaders with information about how they can use requirements under the Every Student Succeeds Act (ESSA) to improve education and workforce outcomes for youth in long - term juvenile justice facilities.

The DLLF seeks to address the questions and issues of educational inequity, by bringing together education leaders and providing them with learning and networking opportunities to help them lead reform efforts in their local systems and around the country.

But in spite of our financial challenges, our commitment to providing every child in every community with a high - quality education is as strong as ever, and the district, parents, teachers, principals, community members, local elected officials and business leaders must work together to protect investments in student learning that will maintain the tangible progress being made by our students.

The purposes of the chapter are to advocate for the professional development of education technology directors, administrators, and leaders of North Carolina; elevate the professional practice of education technology leaders by coordinating and providing professional development, peer networking, and collaborative opportunities for members; support education technology leaders in providing visionary leadership, sound research, and best - in - class examples and case studies; and foster collaborative teams with other professions (e.g. curriculum, finance) to coordinate strategic leadership for North Carolina Local Education education technology directors, administrators, and leaders of North Carolina; elevate the professional practice of education technology leaders by coordinating and providing professional development, peer networking, and collaborative opportunities for members; support education technology leaders in providing visionary leadership, sound research, and best - in - class examples and case studies; and foster collaborative teams with other professions (e.g. curriculum, finance) to coordinate strategic leadership for North Carolina Local Education education technology leaders by coordinating and providing professional development, peer networking, and collaborative opportunities for members; support education technology leaders in providing visionary leadership, sound research, and best - in - class examples and case studies; and foster collaborative teams with other professions (e.g. curriculum, finance) to coordinate strategic leadership for North Carolina Local Education education technology leaders in providing visionary leadership, sound research, and best - in - class examples and case studies; and foster collaborative teams with other professions (e.g. curriculum, finance) to coordinate strategic leadership for North Carolina Local Education Education Agencies.

To help with new Parent and Family Engagement requirements under the Every Student Succeeds Act (ESSA) and to meet the civil rights obligations of schools in working with Limited English Proficient (LEP) and English Learner (EL) families across the state of Maine, leaders in the Maine Department of Education are partnering with TransACT ® Parent Notices to provide all 266 local education agencies representing thousands of schools and teachers with unlimited access to expertly written parent notifications that meet legal requirements and guidance on required audiences, and recommended tEducation are partnering with TransACT ® Parent Notices to provide all 266 local education agencies representing thousands of schools and teachers with unlimited access to expertly written parent notifications that meet legal requirements and guidance on required audiences, and recommended teducation agencies representing thousands of schools and teachers with unlimited access to expertly written parent notifications that meet legal requirements and guidance on required audiences, and recommended timelines.

The streamlined State plan template provides flexibility for State and local education leaders to do what is best for children, while also maintaining essential protections for subgroups of students, including economically disadvantaged students, students with disabilities and English learners.

It is our goal to provide financial leadership to the Chicago Board of Education according to government regulations, Board policies and sound financial practices; to maintain the fiscal integrity of the organization; to develop internal and external partnerships; to educate students in a safe and well - rounded environment; and to work with leaders at the federal, state, and local levels to ensure adequate funding and support for educational initiatives.

If local school leaders are not successful in stopping parents from utilizing their right to opt their children out of the SBAC testing, the Malloy administration will «withhold» funds from that school district, thereby reducing the amount of money that schools need to provide their students with the education that they deserve, and are entitled to, under the Connecticut Constitution.

To acknowledge concerns related to marginalization and institutional bias associated with transgender students; state the association's opposition to legislation and policies that discriminate against transgender students; and to provide recommendations for federal, state, and local policymakers and school leaders on how to better support transgender students in the K - 12 education system.

Through my consultancy work, I support school and local authority leaders by undertaking value for money reviews, advising on school funding reforms and statutory requirements in school and education funding, and providing training on topical issues such as the National Funding Formula, High Needs funding, budget preparation and monitoring, and reviewing school financial plans.

A new online reporting tool, developed in part using C - SAIL's research on state assessments, provides state and local education leaders with up - to - date details on state STEM assessment policies.

Leveraging the Every Student Succeeds Act to Improve Educational Services in Juvenile Justice Facilities This brief provides state and local policymakers as well as education and juvenile justice leaders with information about how they can use requirements under the Every Student Succeeds Act to improve education and workforce outcomes for youth in long - term juvenile justice facilities.

To express support of Competency - Based Education (CBE) as a method for personalizing student learning, and to provide recommendations to leaders at the federal, state, and local levels who wish to integrate CBE systems into schools with best practices for design and implementation.

These efforts will be increasingly productive as research provides us with more robust understandings of how successful leaders make sense of and productively respond to both external policy initiatives and local needs and priorities, and of how those practices seep into the fabric of the education system, improving its overall quality and substantially adding value to our students» learning.

When these points were put to the Department for Education, a spokesperson said RSCs provided crucial local support, helped underperforming academies and encouraged the best leaders to support other schools.

Additionally, the Council on Post Secondary Education provided grants to promote learning experiences for other faculty and local district and school leaders.

The nonprofit group works with local leaders to provide food, clothing, shelter, sanitation, health, education and community - building.

In that role, she led a national team that worked with over 200 leaders from state and local education agencies and non-governmental national organizations to strengthen their capacity to provide quality, evidence - based prevention programs to youth.

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