Sentences with phrase «local secondary school programs»

Not exact matches

APMI provides educational programs in the local elementary and secondary schools, developed multilingual asthma educational materials used by providers and caregivers, provides comprehensive asthma home visits to improve self - management through assessment, education, and establishment of a plan towards environmental control of asthma triggers, and advocates for improved access to asthma related services.

In this program, we take local secondary school kids on a five - day camping trip into the mountains, trying to raise their awareness and appreciation for the environment and nature.

Culture College is an Arnhem Land - based Indigenous cultural and outdoor education immersion program tailored for secondary school students and designed to simultaneously educate and inspire our «leaders of tomorrow» and to invigorate the local homeland economies in the Northern Territory.

Implemented in eight secondary schools and a local college, this program was designed to build students» college preparedness by training instructors in shared teaching strategies and best practices, strengthening academic rigor in the classroom, and promoting collaboration and consistency in teaching and study strategies across grades and schools.

«Contrary to the lower court's view, Connecticut and its school districts may not choose to provide special education and related services only for those students whom local educators believe may ostensibly benefit more from a traditional, elementary or secondary academic program,» Ryder wrote.

The Local Wellness Committee will represent all school levels (elementary and secondary schools) and include (to the extent possible), but not be limited to: parents and caregivers; students; representatives of the school nutrition program (e.g., school nutrition director); physical education teachers; health education teachers; school health professionals (e.g., health education teachers, school health services staff (e.g., nurses, physicians, dentists, health educators, and other allied health personnel who provide school health services), and mental health and social services staff (e.g., school counselors, psychologists, social workers, or psychiatrists); school administrators (e.g., superintendent, principal, vice principal); school board members; health professionals (e.g., dietitians, doctors, nurses, dentists); and the general public.

Local educators, in partnership with other stakeholders, can then use an ongoing data based decision - making model utilizing secondary transition data related to graduation (Indicator 1), dropout (Indicator 2), transition compliance of the IEP (Indicator 13), and post-school outcomes (Indicator 14) to improve in - school transition programs for youth with disabilities.

The Office of Program Administration and Accountability (PAA) assists local school divisions with implementation of the requirements under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA).

1973 — A complete tax base equalization program is enacted that provides a much higher appropriation of equalization aid to relieve local property taxes; discontinues general flat aids; institutes a power equalizing program providing for «negative aids»; and separates the shared cost into primary and secondary levels with a two - level system of state aid in which school costs which exceed the statutory ceiling of aidable costs are supported at a lower level of state aid to serve as a disincentive to high levels of spending.

Delisle has coordinated and recommended policy for programs designed to assist state and local education agencies in improving the achievement of elementary and secondary school students.

In 1965, Oregon received a federal grant to expand the program under the first Elementary and Secondary Education Act, which allocates federal funding to schools for categories ranging from teacher education to supplementing local schools serving low - income students to innovative school programs.

The funding from Title II, Part B from the U.S. Department of Education supports a competitive grant competition for projects that increase the academic achievement of students in mathematics and science by encouraging state education agencies, institutions of higher education, local education agencies, elementary schools, and secondary schools to participate in programs that improve instruction and upgrade the status and stature of mathematics and science teaching.

A member of the National Consortium of Specialized Secondary Schools of Mathematics, Science and Technology (NCSSSMST), HTHS, along with local science and technology firms, has established a program that enriches the learning experience and motivates students to academic excellence.

With the re-authorization of the Elementary and Secondary Education Act on the table, Race to the Top continuing, the Investing in Innovation (I3) rules set, a reorganization of Madison schools (scroll for links) and local budget choices that may privilege new initiatives over existing programs and services; it is a good time to repost one of my favorite essays on education reform: David Tyack's «A Conservationist Ethic in Education?.»

The bill requires such program to include a process by which school boards and community partnerships may apply to the Department of Education to designate an elementary or secondary school in the local school division as a community school.

The Secondary School Partners Committee strengthens concurrent enrollment programs by educating local stakeholders, communicating and collaborating with higher education partners, recognizing students» accomplishments, and supporting CEP program quality standards.

Plans are to integrate these gardens into secondary grade culinary arts programs, school grounds landscaping plant production, and cut flower business serving local restaurants.

Dr. Klein Friedman has served New York City students since the mid 1970s as a teacher of special education and reading in elementary, middle and high schools; staff development trainer; principal; director of literacy and social studies; regional director of academic intervention services and local instructional superintendent; director of secondary school reform, director of academic intervention services, director of a Supplemental Educational Services program internal to the New York City Department of Education (NYCDOE); interim superintendent; and currently as executive director of literacy and academic intervention services at NYCDOE.

Local 21st CCLC programs, which are either located in an elementary schools, secondary schools or similarly accessible community facilities, provide high quality support services to students during non-school hours or periods when school is not in session.

Under the Carl D. Perkins Career and Technical Education Act of 2006, states are provided with funding to develop the technical skills of secondary and postsecondary students who elect to enroll in CTE programs.46 Currently, 12.5 million high school and college students are enrolled in CTE programs.47 These programs help keep students in school; the graduation rate of CTE students is about 90 percent, 15 percentage points higher than the national average.48 However, research on their effectiveness is still in the preliminary stages.49 The best and most effective CTE programs are linked to and supported by local business or industry; provide real - world experiences or work opportunities; give students tangible outcomes such as an industry credential or college credit; and create pathways for pursuing college or career after graduation.50

Delisle coordinated and recommended policy for programs designed to assist state and local education agencies in improving the achievement of preschool, elementary, and secondary school students.

Requires eligible partnerships to include: (1) at least one local agency eligible for funding under the Perkins Career and Technical Education Act of 2006 (PCTEA) for secondary education programs or an area career and technical education school or education service agency; (2) at least one post-secondary institution eligible for PCTEA funding; and (3) representatives of the community with experience in clean energy.

Each school participating in the DELAP program must be included in a public or private secondary education program, courses must follow the DOE curriculum framework and student performance standards must be approved by the local school board's pupil progression plan.