Sentences with phrase «need access to a public education»

If the American dream is to mean anything for children from low - income backgrounds, they need access to a public education that helps them overcome economic and social barriers and achieve at high levels.

Not exact matches

Blacks now have broad access to public secondary and higher education, and the need for church - related institutions to fill an educational vacuum has lessened considerably.

Ten to 12 new centers may be selected this year to share in the $ 5 million that is expected to be available, and interested institutions will need to reach out to geographical areas where there is little access to education for public health workers.

Could «former President» Obama use his platform to effect the change so many of our minority students need by embracing educational opportunity, and access to quality public, private and charter schools, over the politics - as - usual of the education establishment?

Gatlin says she is proud of Romney's education plan, particularly its focus on increasing choice for parents, which would allow for expanded access to highquality public charter schools, and make Title I and IDEA funds portable, so that low income and special needs students can choose which schools to attend and bring the funding with them.

Applicants will receive a bespoke programme, including briefings relating to the UK's education system and the international education market, business training and advice on public relations, marketing and sales, access to BESA's research database, market intelligence reports on education industry suppliers» market confidence and sales and briefing sessions with headteachers and curriculum subject experts to gain insights on schools» resourcing needs.

Many high - performing public schools employ strategies to screen out such students as well, either by not providing the services needed for special education students, or by employing admissions policies that make it difficult or unlikely for such students to gain access.

Over the past 50 years, the role of the federal government in K - 12 public education has been to ensure equal educational access and to provide resources for those students who need additional supports.

Laws that provide for public schools reflect a commitment to the concept that all children should have access to an excellent K - 12 education, regardless of their race, socioeconomic status, language proficiency, academic readiness, or special education needs.

If we are going to truly become the great public school system we want to become, we need to transform public education, and we need to transform it so that every child has access to a good public school.»

Others include the 1975 civil rights law mandating public education for special needs children, the bilingual education act of 1968, and the original civil rights education law, which passed in 1965 as part of President Johnson's war on poverty and mandated federal funding to states, equal access for all children, and higher standards.

Many vulnerable children across the Deep South are being denied access to a quality public education and the mental health services they need.

Students would need to be registered for 100 days in a public school before they could access public funds for private education.

«Rather than working to pit one type of public school against another, now is the time to work toward solutions that ensure all Arizona schools are supported and every Arizona student has access to the quality education they need.»

A Montessori parent, teacher, and school founder, she has worked in public charter schools and is committed to expanding access to free, high - quality Montessori education for the children who need it the most.

He believes all children need access to a high quality, life - defining education, and that charter public schools are a key tool in creating that reality.

E4E has given me a place where I can say that it isn't okay that students in many districts don't have the same materials and resources that students in many other traditional public schools have and where I can advocate on behalf of students who need additional resources to access education.

It means talking with parents and community activists worried about children with greater needs having access to fewer resources, local business leaders concerned about protecting the critical contributions of public schools to their local workforce and economy, and many others who have a stake in public education and our country's future.

Montana, whose governor is very pro-preschool, won a federal Preschool Development Grant in 2014, planning to use the funds to «improve access to high quality preschool education in 16 high needs communities,» according to the Montana Office of Public Instruction.

The Center for Public Education distinguishes between the two concepts by defining equality as treating all students the same, with equal access to resources, as compared to equity, which «is achieved when all students receive the resources they need so they graduate prepared for success after high school.»

Our antiquated education delivery system should be allowed to evolve from a «school system» to a «system of schools», with comprehensive traditional public school choice, expanded charter school capability, access to more choices for special needs children, and a fully paid exit option for students in failing schools.

Georgia's Qualified Education Expense Tax Credit, a tax - credit scholarship program, was enacted and launched in 2008 to help prior public school students access schools that best fit their needs.

The state's Superintendent of Public Instruction has enacted regulations that ban special education services at religious schools, meaning children must travel off - site to some «nonsectarian» location in order to access the services they need.

KIPP Academy Boston Charter Public School and KIPP Academy Lynn Charter Public School do not discriminate on the basis of race, sex, color, religion, gender identity, ethnicity, national origin, sexual orientation, mental or physical disability, homelessness, age, athletic performance, special need, proficiency in the English language or a foreign language, shall have equal access to the general education program and the full range of any and all education programs offered at our schools.

That constitutional guarantee means that the state must ensure that Plaintiff Students have equal access to a public education system that will teach them the skills they need to succeed as productive members of modern society.

Cooling Down Yourh Classroom Carla Tantillo, Founder, Mindful Practices - Cooling Down the Classroom Community Schools 101: The who, what, when, where, and WHY of community schools Anya Tanyavutti, Manager, Metropolitan Family Services Kevin Curtin, Principal, Peoria School District 150 - PowerPoint Presentation - Garfield Elementary - Garfield Elementary School Partners Meeting Parents Where They Are: One community's unique approach to ensuring parents have access to the information and services they need Julie Lonteen, Peoria School District 150 Tranforming the High School Culture to Breed Success for All Students Tony Majors, Assistant Superintendent of Student Services, Metro Nashville Public Schools Gini Pupo - Walker, Director of Family Involvement and Community Services, Metro Nashville Public Schools - Powerpoint Presentation Trust Amount District Administrators, School Teams, and Community Members Drives the Community School Model Dr. Diane Hensley, Director of Community Schools, Tulsa Public Schools Dr. Kathy Dodd, Director Elementary Education, Union Public Schools Jan Creveling, Director, Tulsa Area Community School & Senior Planner for Community Service Council - PowerPoint Presentation The Great at 8 Initiative: How community schools can create linkages to early childhood Madelyn James, Director of the Great at 8 Initiative, Voices for Illinois Children If You Build They Will Come?

As I have blogged before, the Government Accountability Office (GAO) released a report in 2012 that indicated that Federal intervention is needed to ensure that students with disabilities are able to access their free appropriate public education (FAPE) in charter schools.

Over the past quarter of a century — and since well before NCLB was enacted — access to arts education in the public schools has become less and less equitable, with minority students and students attending high - needs schools most often shortchanged (Rabkin & Hedberg, 2011; Yee, 2014; GAO, 2009; Stringer, 2014).

With nearly 500,000 students enrolled in private school choice programs and 3.1 million students enrolled in public charter schools across the country, coupled with the demand from millions of families wanting these offerings, AFC is committed to helping as many families as possible access the education environment that best meets their child's needs.

As a local education leader, elected in 2014 to serve on the Yolo County School Board, I know firsthand that our public schools need big changes to give all students access to the education they deserve.

This month, the state of Connecticut is in state court facing a lawsuit for failing to provide the financial support cities and towns need to ensure that all students have access to their constitutionally guaranteed right to a quality public school education.

More Clark County students need access to a high - quality public education.

«We are meeting the needs of families in St. Louis by providing access to world - class education and character formation at our public charter schools,» says Matt Hoehner, executive director for Open Sky Education's St. Louieducation and character formation at our public charter schools,» says Matt Hoehner, executive director for Open Sky Education's St. LouiEducation's St. Louis Region.

CPD is committed to ensuring that all children have access to strong public schools that provide high - quality education, address the full - range of student needs, engage parents, teachers and community members in decision - making and are both transparent and accountable to the communities they serve.

For students with disabilities, this means that the student must be provided with a free, appropriate, public education (FAPE) designed to meet his or her needs and to provide the student with access and opportunity to attain those high standards.

(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?

LRAP Minnesota helps reduce the education debt burden experienced by dedicated public interest lawyers who represent low income clients seeking legal services to secure essential needs like food, shelter and safety, and fundamental rights like equal access to justice.

Building on its 157 - year history as a competitive and innovative undergraduate institution, Bard College has expanded its mission as a private institution acting in the public interest across the country and around the world to meet broader student needs and increase access to liberal arts education.

The Moore case says that students with disabilities are entitled to receive the accommodation measures they need to access and benefit from the service of public education.

Common challenges include: legal education reform and preparing lawyers for a future that is already here; solving access to justice; defending the rule of law; creating appropriate guidelines for social media, ensuring that its role in the court of public opinion does not marginalize the legal system; and narrowing the delta between current legal delivery methods and customer needs and expectations.

Their work in providing public legal education and information is essential to meet the spectrum of legal needs that comprise access to justice, but they can not do it all.

Two research teams explore the needs of survivors which we summarize as follows: a. Establishing an historical record; remembrance b. Acknowledgement c. Apology d. Accountability e. Access to therapy or counselling f. Access to education or training g. Financial compensation h. Prevention and public awareness

With eight health centers throughout the region, it is PPSWO's goal to provide reproductive health care services to any individual who wants or needs them; to advocate public policies which guarantee each individual's access to services, right to privacy, and ability to make reproductive decisions free of coercion; and to provide human sexuality education which enhances the health and well - being of individuals in the community.

With seven health centers throughout the region, it is Planned Parenthood's mission to provide: reproductive health care services to any individual who wants or needs them, to advocate public policies which guarantee each individual's access to services, to advocate individual's right to privacy and their ability to make reproductive decisions free of coercion, and to provide human sexuality education which enhances the health and well - being of individuals in the community.

With seven health centers throughout the region, it is Planned Parenthood's goal to provide reproductive health care services to any individual who wants or needs them, to advocate public policies which guarantee each individual's access to services, to advocate individual's right to privacy and their ability to make reproductive decisions free of coercion, and to provide human sexuality education which enhances the health and well - being of individuals in the community.

In January, he challenged more Americans — elected officials, business leaders, philanthropists, and the public — to help more children access the early education they need to succeed in school and in life.

Here in B.C., we are enjoying a right - of - centre government that doesn't want to create more bureaucracy, but — given a perceived need for the public to get involved in education, they are restructuring the College of Teachers to allow direct public access and membership on that board.