Sentences with phrase «problems accessing school»

These problems and challenges include delays in reimbursement payments, problems accessing school - based resources, accessing mental health services for children with significant needs, accessing respite services, and much more.

Not exact matches

«Expect a burden of mental health problems, which will include depression, post-traumatic stress disorder, and it's particularly going to impact groups who don't have access to rapid opportunities for recovery,» Sandro Galea, dean of the Boston University School of Public Health, told Vox after Hurricane Harvey hit Texas.

The problem isn't wide access to military - style weaponry, Rubio argued; it's Broward County Public Schools» disciplinary policies and the previously little - known program PROMISE (Preventing Recidivism Through Opportunities, Mentoring, Interventions, Supports & Education).

No problem — you can access the online presentation materials through the School Nutrition Association website.)

«The Coalition Government's plans to extend the freedoms of schools will potentially make a bad situation worse by compounding the problem of sex discrimination in access to leadership of schools.

Thursday Introduction — Lord Trees Questions — Developing separate drug treatment programmes for addiction and withdrawal from legally prescribed drugs, distinct from programmes for illegal drug addiction; copyright exemption for schools; reducing unemployment in Wales Debate — Implications relating to the parliamentary boundary commission's current proposals Debate — Problems faced by families in the rented housing sector Short debate — Coastal access in England

Sir Liam Donaldson, the chief medical officer for England, said: «The problem is not access to medical school, but rather how we ensure the female medical workforce is able to fulfil its potential once in employment.

According to a New York Post editorial, Mayor Bill de Blasio's solution to this problem is to limit access to charter schools, which could force a student to transfer to a failing school instead:

I am not naive enough to believe that building schools and providing access to safe and secure environments for learning will alone solve our problems — we will need to create economic opportunities as well.

His research areas include HIV / AIDS education and prevention in Kenya, improving access and quality of primary education, and educational benefits of treating health problems in preschool - and school - aged children through projects based in India, Kenya, Tanzania, and Gambia.

Lifelong learning arrangements, particularly those in informal and non-formal settings, can confer a number of benefits: they can provide people who live in countries that do not have universal education with access to learning opportunities on a continuous basis; they can address the problem of conventional formal schooling being too far removed from local cultural and social environments; and they can alleviate economic hardship, particularly for young people in developing countries who may experience strong pressures to earn income to help support their families or, particularly if they are girls, to take on significant responsibilities at home (1, 4).

This problem is exacerbated when the school seeks to access help itself, because of the chaos in the health and social care system.»

BYOD programmes were considered not only plagued with e-safety problems, but facilitated the digital divide by prohibiting access to much - needed devices and placed financial burdens on schools to manage diversified BYOD programmes.

Many authorities turned to temporary solutions, otherwise fondly known as «huts», and whilst the huts of 2015 provide good classrooms, there is still the tendency to send either the Newly Qualified Teacher (NQT) or the long service teacher out to the hut but they do not solve the problem of needing to integrate them into the school as a whole and so they often stand detached and forlorn at extremes of the playground with teachers and pupils having to brave the elements to gain access to the main building.

The fact that socio - economically disadvantaged pupils are not equally exposed to these more complex problems at school can contribute to lower performance in mathematics and PISA advises that widening access to mathematics content could simultaneously work to improve performance and reduce inequalities.

Besides providing you with immediate access to the school in an emergency, a cell phone also allows you to contact the parents of a student who presents a problem.

School grounds should be inspected for potential hazards such as: • Verandah poles outside doorways, in thoroughfares or in situations where students are unlikely to see them, especially while running; • Steps and changes in level which are poorly proportioned, difficult to see or lack handrails; • Fencing, gates and railings which students climb and which have structural problems, sharp protrusions, splinters or other hazards; • Trip hazards at ground level — protruding drainage pit covers, irregular paving, cracks or tree roots in thoroughfares, broken off post or other remnants of old structures; • Loose gravely surfaces on slopes and where students run; • Slippery patches which may stay damp in winter; • Rocks which students can fall onto or throw around; • Embankments which students can slip down or which have protruding sharp objects; • Blind corners in busy areas; taps and hoses which are positioned where students play or walk; window glass at low levels through which students could fall; • Holes, cracks or exposed irrigation fixtures in ovals; • Trees or shrubs with poisonous parts, sharp spikes or thorns or branches at eye level; • Splinters and deteriorating timbers in seats, retaining edges and other wooden constructions; • sSeds or other areas with hazardous chemicals or machinery to which students have access; rubbish skips which students can climb into or around, or which place students at risk when trucks enter the school; • Areas within the site used for car parking when students are present; and, • Sporting equipment such as goal posts or basketball rings which have structural or other design or maintenance proSchool grounds should be inspected for potential hazards such as: • Verandah poles outside doorways, in thoroughfares or in situations where students are unlikely to see them, especially while running; • Steps and changes in level which are poorly proportioned, difficult to see or lack handrails; • Fencing, gates and railings which students climb and which have structural problems, sharp protrusions, splinters or other hazards; • Trip hazards at ground level — protruding drainage pit covers, irregular paving, cracks or tree roots in thoroughfares, broken off post or other remnants of old structures; • Loose gravely surfaces on slopes and where students run; • Slippery patches which may stay damp in winter; • Rocks which students can fall onto or throw around; • Embankments which students can slip down or which have protruding sharp objects; • Blind corners in busy areas; taps and hoses which are positioned where students play or walk; window glass at low levels through which students could fall; • Holes, cracks or exposed irrigation fixtures in ovals; • Trees or shrubs with poisonous parts, sharp spikes or thorns or branches at eye level; • Splinters and deteriorating timbers in seats, retaining edges and other wooden constructions; • sSeds or other areas with hazardous chemicals or machinery to which students have access; rubbish skips which students can climb into or around, or which place students at risk when trucks enter the school; • Areas within the site used for car parking when students are present; and, • Sporting equipment such as goal posts or basketball rings which have structural or other design or maintenance proschool; • Areas within the site used for car parking when students are present; and, • Sporting equipment such as goal posts or basketball rings which have structural or other design or maintenance problems.

In focusing on who should be laid off in times of budget crises, he omits the larger problem at play: full and fair funding of our schools so all kids have access to the classes — like music, art and physical education — and opportunities they need.

They explore complex contemporary issues and problems facing education and society — including issues of community - focused leadership development for high - poverty rural schools, college access and student success, sexual violence, cross cultural counseling, community college leadership, and state and institutional policies that affect children and adult learning — with a view toward solutions that will make a real, positive difference for students, teachers, counselors, administrators, policy makers, and communities.

Here's the problem: due to arbitrary enrollment caps, families who want access to public charter schools are being turned away.

Some of her projects have included: «Improving Access to College Information and Financial Aid,» a study on the effects of simplifying the financial aid application process; «Understanding Barriers and Examining Interventions,» a series of research studies focused on college enrollment and completion for the Bill and Melinda Gates Foundation; and «Addressing the Problem of Insufficient High School Preparation,» which focuses on state efforts to regulate college remedial programs and reforms that attempt to reduce the need for remediation.

At first, finding time in the school day and gaining access to computers was a problem.

Existing research on other conventional school voucher programs point to a number of problems, including: lower student performance, less accountability, reduced access and increased segregation.

http://www.rti4success.org/ Implementing Response - To - Intervention at the School, District, and State Levels: Functional Assessment, Data - based Problem Solving, and Evidence - based Academic and Behavioral Interventions Howard M. Knoff, PhD This groundbreaking new resource from national expert Howard M. Knoff, PhD, represents the most comprehensive, up - to - date single - authored volume on RtI and published as an e-book to minimize cost and improve access.

Demand that school leaders invest in really supporting students by providing social and emotional support, like access to school psychologists and restorative justice counselors, and spaces where students can work through problems instead of calling law enforcement to deal with discipline issues.

At issue are problems of equity and access to school resources for students.

In a report drawn from a convening of school district superintendents, charter leaders, school finance experts, and other education experts in Houston earlier this year, CRPE recommends that urban districts and charter schools collaborate to solve the problems associated with declining enrollment so that all students can have access to a high - quality education.

Working in partnership with schools, teams of mental health professionals help to create a culture of openness and promote positive mental health, ensuring that potential problems can be identified at an early stage and that children can access support in a safe and familiar environment.

«It's something that puts huge amount of pressure on schools and individual teachers who are there at the moment covering those lessons in sciences and it's a big problem for students in terms of access to that science specialism as well as access to individual support.»

Part of the problem is due to students who leave for charters and private schools in hopes of improving access to better schools.

Overview The goal of this study tour is to learn how schools are promoting equity, diversity, and personalized learning to ensure all students have access to «deeper learning» — the mastery of rigorous core academic content; critical thinking and problem

This is not to say there is not a problem with access that affects the economically poorest learners, but the respondents here missed the reality that they were using technology as practice — technologies that were free and shareable, came standard to most hardware purchases, or were widely purchased by school systems — replicating real - world experiences that crossed class lines.

«In order to address these problems, Bridgeport Superintendent of Schools Paul Vallas has been working vigilantly to ensure every child in the state's largest city will someday have access to a high quality public education regardless of race, wealth or zip code.

Superintendents and union leaders looking for an alternative to a high - stakes, data - driven movement in education have showered the community schools model with praise, noting that it has expanded access to health care and social services, tackling problems thought to be causes of academic failure.

Dr. Neill testified that exit exams fail to address the serious problems many Maryland public schools face, noting, «Maryland, like most states, has gaps in educational access, quality and outcomes.

This keeps the size of the Cherwell at a reasonable level while giving the Swan access to all the expertise and experience of the parent ship — a very satisfactory solution to the problem of a shortage of school places in a growing city.

The goal of this study tour was to learn how schools are promoting equity, diversity, and personalized learning to ensure all students have access to «deeper learning» — the mastery of rigorous core academic content; critical thinking and problem solving; teamwork and collaboration; effective communication; learning how to learn; and cultivation of an academic mindset.

In my last post, I mentioned a couple of reports showing huge disparities in the courses offered by high schools, with especially serious problems in access to advanced math, chemistry, and physics.

Part of the problem is access to challenging high school curriculum: Only 33 % of high schools with high black and Latino student enrollment offer calculus, compared to 56 % of high schools with low black and Latino student enrollment.

This draft is a detailed plan to develop school leadership aimed at strengthening and improving the public education system while addressing one root of the existing problem of unequal access to quality education — state and local leadership «capacity.»

For example, schools must ensure students can't access a calculator on the computer to solve math problems or that anti-virus updates don't pop up, wasting a student's time.

«The Government must also bear responsibility for the problems schools and colleges have accessing services, such as CAMHS, which have been hit by funding cuts.

Malcolm Trobe of the Association of School and College Leaders, said the major problem schools faced was a lack of access to local specialist NHS care and said government plans had to be «backed up with the funding».

Early recognition of these problems can lead to better access to specialist services, and whole - school approaches to some problems can be effective (Douglas, 2011).

Poor oversight when it comes to ensuring accurate student attendance, dramatically lower test scores than their traditional public school counterparts and difficulty accessing technology were only some of problems the report found with CAVA and were echoed by Golovich, who was not involved in the compilation of the study.

Access to this information in real - time makes it possible for a school to identify, and intervene in, an attendance problem quickly and effectively.

According to a state audit of access to and completion of college preparatory coursework in California released Tuesday, another problem may be that lower expectations in some high schools and a lack of relevant support services makes it too easy for students to fall of track in their completion of college prep work.

From the nefarious achievement gaps, to the racial isolation in our increasingly segregated schools; from the digital divide that results in kids not having access to computers, to the poverty gulf that results in kids not having homes; from boys» reading difficulties and girls» problems with math, to the disparities among rural, suburban, and urban school needs — these gaps present baffling problems.

Berman and McLaughlin (1978), for example, found that some school districts adopted programs for bureaucratic (i.e., compliance) or opportunistic motives (e.g., access to funds, to appear «innovative») and were less successful in facilitating the implementation into practice of those programs than districts that adopted programs as a means of solving previously identified problems in student and school performance.

Worldreader is using solar power to solve this problem and provide access to digital books to all schools.