Sentences with phrase «not provide this service to students»

Cantor's Driving School will not provide this service to students who are not ready.

Not exact matches

The term «Gifted» is defined by the Elementary and Secondary Education Act as Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.

When Nick is «Nick» and not «Hot Mustard,» he is the Corporate and Foundation Relations Manager for the nonprofit Horizons for Youth, providing mentoring, scholarship, tutoring, and social services to students and their families in low - resource Chicago neighborhoods.

However, at a certain point, if your school food service top folks are taking the attitude that they can't afford to provide enough fresh fruits and veggies to meet student demand, parents and other advocates will need to push back.

He doesn't dumb down his food and kids rise to the occasion, eating foods that I know my own district would be afraid to serve on the theory that «kids just don't like X.» And he clearly doesn't feel that his job ends with the service of a meal — as discussed above, he uses his time and energy to bring kids into the kitchen, providing cooking and nutrition education that will serve his students well in the long run.

It's hard to concentrate on your classes if your stomach is grumbling or you can't afford your mental health medication, and so the services provided at community learning schools can be transformative in the life of students and their families,» Alcantara said.

Zellnor provided over 600 hours of pro bono service to immigrants seeking asylum, victims of police brutality and illegal stop - and - frisks, special education students not receiving services from the Department of Education, and victims of domestic violence.

Policies that develop the petrochemical industry in Nzema to offer direct employment or ancillary services for the unemployed residents to earn descent salaries to meet the high cost of living the oil discovery has brought in its wake; policies that improve education facilities in Nzema here and provide scholarships for needy students to expand their knowledge base and acquire relevant competencies for employment into the oil sector; policies that offer apprenticeship and vocational training for the youth who are unable to acquire formal education so that they are also not left out of employment; policies that develop infrastructures in Nzema are what we need.

«When a school's enrollment is persistently low — and continues to decline — it simply can not provide the services students need to thrive.»

«If the district does not properly recover the costs of providing special education services to non-resident students, it will be subsidizing these costs for other school districts,» the audit stated.

We have demonstrated the viability and sustainability of a nonprofit business model that develops the creativity, initiative, strategic capabilities, and management skills of graduate students and postdocs while providing much - needed, tangible benefits and services to local companies that could not otherwise afford them.

The lessons are not intended to provide all of the definitions for the words; rather, students should look up the words as a means of developing their Online Dating: reviews and ranks the best online dating services.

Indeed, as of September 2002, at least five states had the mistaken impression that they need not meet a key requirement of NCLB for the present school year: to provide tutoring and other supplemental services for students in failing schools.

The expo, a joint venture of Research, Innovation, and Outreach (RIO) and the Office of Student Affairs, was designed to provide students and staff with an opportunity to learn about the many different projects, opportunities, and services available at HGSE, some of which they might not encounter in their day - to - day work.

But complaints over the structure of the federal legislation haven't stopped two affiliates of the American Federation of Teachers from actually providing one of the critical services available to students who have fallen behind in school.

In Garcia v. Board of Education of Albuquerque Public Schools (2008), Gorsuch upheld an earlier ruling that a student plaintiff was not entitled to compensatory educational services despite the district's failure to provide an individualized education program (IEP) after the student left school and evidenced no willingness to return.

Moreover, given the number of deals where the provider sells directly to the district, not to the end student / family, it becomes almost impossible to assess performance because there is little sense of who is contributing what to performance (it's not transparent who is providing the service).

• too much school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and school resources, and the many other services that schools and teachers are now expected to provide their students.

A school with a 3rd grade student who was never taught to read would not be able to excuse itself of responsibility merely by classifying the child as learning disabled and providing him with «services.»

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.

Too often states have constructed Course Access programs that don't keep in mind the other services school districts likely need to provide students outside of academics alone.

Amid continuing parental and political attention focused on keeping K - 12 students safe online, some companies are providing services that aim to ensure adults can't pose as young people in cyberspace, and that minors can't claim to be older than they are.

Until 2011 St Luke's Anglican School's approach to digital services provided to staff and students was very much centralised to on - campus computing facilities with traditional laboratories, email not readily accessible off campus and unreliable file download / upload facilities.

While the goal of special education is to provide supportive services and adaptations to allow all students to access the curriculum, many view it as a way of warehousing children who may be viewed as difficult in the general education classroom — whether or not they have disabilities that would qualify them for special education.

The federal supplement, not supplant provision is intended to ensure that services provided under Title I are in addition to, and not in place of, services that would otherwise be provided to participating students with state and local funds if Title I, Part A funds were not allocated to the school site.

The information obtained by a mentor through interaction with the new teacher while engaged in the mentoring activities of the program shall not be used for evaluating or disciplining the new teacher, unless withholding such information poses a danger to the life, health, or safety if an individual, including but not limited to students and staff of the school; or unless such information indicates that the new teacher has been convicted of a crime, or has committed an act which raises a reasonable question as to the new teacher's moral character; or unless the school district or BOCES has entered into an agreement, negotiated pursuant to article 14 of the Civil Service Law whose terms are in effect, that provides that the information obtained by the mentor through intervention with the new teacher while engaged in the mentoring activities of the program may be used for evaluating or disciplining the new teacher.

the State designated performance level on a State elementary assessment in social studies administered prior to the 2010 - 2011 school year; provided that beginning in the 2010 - 2011 school year, at which time a State elementary assessment in social studies shall no longer be administered, a school shall provide academic intervention services when students are determined to be at risk of not achieving State learning standards in social studies pursuant to subparagraph (iii) of this paragraph;

When we believe and accept the premise school boards can not appropriately provide services for their residents, we might as well sign our students over to a centralized authority to tell them how to learn and what to think.

«Schools can provide safe places for students and their families, where many services can be coordinated to reach those that need them — for example, extended hours for enrichment, not just remediation, health screenings for families,» Moore explained.

By June 30th of each school year during which a program remains under high school equivalency program review, or at the time of a student's initial application or admission to the program, whichever is earliest, the district or board of cooperative educational services shall provide direct notification to parents or other persons in parental relation to children attending the high school equivalency program that the program remains under high school equivalency program review and is at risk of not receiving continuance approval.

In a targeted assistance school, however, Title I funds may be used to provide services only to those students who are not meeting, or most at risk of not meeting, a state's academic achievement standards.

The notice shall include a summary of the academic intervention services to be provided to the student, the reason the student needs such services and the consequences of not achieving expected performance levels.

The act does provide for community schools, which provide full services to students and their families, but not in a truly significant way.

Eighty - seven percent also support schools providing mental health services to students who can't get this help somewhere else, and 79 % support offering general health services in such cases.

ESAs are particularly beneficial for these students because they require educational therapies and services that are generally not present in a typical classroom and that many schools are ill - equipped to provide.

Every imaginable reason has been proposed: to prepare students for a career, to ensure an informed electorate, to provide parents with a de facto daycare service, and, most commonly, «I don't know.»

Instead of serving as a funding source that is student - centered, Title I dollars are made available to private schools through the equitable services provision, which provides private schools that meet eligibility criteria access to Title I programs and services, not Title I dollars.

However, I understand there are concerns that some school districts have used this additional funding for expenses not directly related to providing additional services for those students.

(a) In grades kindergarten through five, the program shall be designed by a certified school counselor in coordination with the teaching staff, and any appropriate pupil personnel service providers, for the purpose of preparing students to participate effectively in their current and future educational programs, to provide information related to college and careers, and to assist students who may exhibit challenges to academic success, including but not limited to attendance or behavioral concerns, and where appropriate make a referral to a properly licensed professional and / or certified pupil personnel service provider, as appropriate, for more targeted supports.

These involve recent LEA boundary changes that have not yet been incorporated into the Census database for LEAs (which usually takes two to three years), charter schools that are treated as separate LEAs under the laws of some states but are not in the Census LEA database (because they are not based on exclusive geographical boundaries), and some special purpose LEAs that provide particular educational services (such as vocational and technical education or education for certain students with disabilities) to multiple «regular» LEAs in certain states.

Local school officials aren't blaming students with disabilities for the need to provide appropriate educational services.

«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.

It, however, should not be the district's job to mandate the services or structures schools take so long as the schools provide students with a quality education.

I'm talking about things like teacher licensing mandates, which researchers have long found do not improve teacher quality and traffic in disproven education fads (but do provide easy - access cash cows for state departments of education and teacher colleges since teachers are required to keep buying their products to maintain certification); ever - increasing testing and data - entry mandates; centralized curriculum mandates like Common Core; centralized teacher evaluation and ratings systems; and the massive data entry required to document things like student behavior problems and special education services.

Senate lawmakers approved a bill Monday evening that would allow charter schools to receive more tax dollars and private grants than to which they are currently entitled — and some of that money could be for services that charter schools may not be providing to students.

By 2015, a task force including DPS staff, community partners, and city agencies focused on providing services to DPS students will recommend to the board a metric to measure the growth of the whole child, not just by test scores.

«The school district's responsibility under the IDEA is not to cure or remediate all effects of a child's disability,» said NSBA Associate Executive Director and General Counsel Francisco M. Negrón, Jr. «Given that the student in this case is academically successful, it may be more appropriate to address the effects of Autism Spectrum Disorder through accommodations provided under Section 504 of the Rehabilitation Act of 1973 than through special education and related services under the IDEA.»

The problem is, if a public school does not provide the educational services guaranteed to a student, parents only have two options: 1.)

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.

It is not the intent of the Legislature to remove excellent teachers from their assigned classrooms; therefore, credit may not be granted by a school district or public school for mentoring or related services provided during student contact time during the 196 days of required service for the school year.