Sentences with phrase «professional providing services to students»

§ A full - time educator holding a valid educator license or a licensed professional providing services to students in a school district, an education cooperative, the Montana School for the Deaf and Blind, the Montana Youth Challenge Program or a state youth correctional facility.

Not exact matches

Tutor Doctor franchisees, who manage a team of professional tutors, benefit from our successful one - to - one tutoring model that provides at - home service to students of all ages.

Pope specifically cited successful initiatives in Texas and Massachusetts that incorporate AP but «are working with kids early on, they're doing professional development with teachers, and they're providing other services to students,» she said.

The Society serves scientists, health professionals, and the public by providing forums to: (1) share research results through the ASHG Annual Meeting and in The American Journal of Human Genetics; (2) advance genetic research by advocating for research support; (3) educate current and future genetics professionals, health care providers, advocates, policymakers, educators, students, and the public about all aspects of human genetics; and (4) promote genetic services and support responsible social and scientific policies.

More than 500 UT Southwestern Medical Center students, physicians, and health professionals will team up on Saturday, April 21, for the 14th annual Carnaval de Salud, which provides free health care services to underserved populations in Dallas.

BeYogi Insurance Plus is included as a member benefit of Protection Plan Association, Inc., an association for health, wellness and beauty professionals and students created for the purpose of providing valuable and important benefits and services to its members.

So consuming was The Division of Student Services, its programs and school - based professionals provide prevention and intervention services to PK - Adult students inServices, its programs and school - based professionals provide prevention and intervention services to PK - Adult students inservices to PK - Adult students in support

• 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.

Through local collective bargaining agreements, teachers have a say in district salary schedules, the number and type of sick and personal leave, the length and timing of the school day and year, the number of students per classroom, the amount and type of support services offered to students, and the professional development provided for teachers.

nurses and qualified health professionals at school every day who, in addition to providing direct student health services and screenings, will proactively share health - related information with students, staff, and families.

The center provides professional development and technical assistance to the Texas Education Agency and the state's 20 regional education service centers to build their capacity to support districts and schools in meeting student achievement goals.

Rather than taking on a general reorganization of the schools, they focused mainly on providing professional development to teachers, formal and informal assessment feedback to teachers, and within - classroom coaching services to students.

an opportunity to consult with the student's regular classroom teacher (s), and other professional staff providing academic intervention services, at least once per semester during the regular school year;

The SDSU College of Education is committed to preparing teachers, school administrators, counselors, community college faculty and leaders, performance improvement / technology professionals, and community service professionals to provide the highest quality learning environments to ensure student and client success and achievement through our teaching, research, and service.

Match Beyond is a non-profit located in Boston that provides professional coaching, support, and career services to students enrolled in Southern New Hampshire University's unique College for America program.

(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.

Mission: As registered professional school nurses, we provide comprehensive school health services to ensure that all students achieve their full education potential.

Our collaboration efforts with local districts to support academic success by providing job training for students, professional development, special education, technology services and support, administrative services, leadership training, and more in a cooperative and cost - effective manner.

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.

Silver Spring, Maryland (November 29, 2017)-- In an effort to bring financial education into more classrooms and promote fiscal responsibility among high school students, Discover Financial Services, a recognized leader in the financial education space, and Discovery Education, the leading provider of digital content and professional development for K - 12 classrooms, today announced their collaboration to launch Pathway to Financial Success in Schools, a standards - aligned suite of materials to provide students, educators, and their families with tools and expertise to make intelligent financial decisions and achieve their personal goals.

The Student Performance and Improvement team provides schools with unparalleled levels of service to ensure that the district effectively and efficiently implements continuous improvement systems that support, measure, and inform the district's work in the areas of teaching and learning, professional development, and educator effectiveness.

For example, if a large number of students are observed to be struggling, schools can use that information to make broader changes to service delivery or provide targeted professional development opportunities for teachers.

The Regulations Governing Educational Services for Gifted Students (PDF) require that school divisions provide professional development based on the teacher competencies outlined in 8VAC20 -542-310 related to gifted education.

We provide a wide array of services and professional development activities designed to strengthen the capacity of school districts to meet the diverse needs of individual students within their educational programming.

Given the unique needs of this population, we are conducting a study to determine the training needs of teachers when working with students who are deafblind, and to identify the professional competencies these educators view as necessary to provide appropriate educational services.

That relationship included a contract for the district to provide special education services at the school, opportunities for staff to participate in districtwide professional development, and access to job candidates and student applicants.

Title II, Part A funds can also, as part of an overall strategy to improve teacher quality, be used for teacher incentives — for example, to provide stipends for teachers recruited for hard - to - fill positions or to retain teachers who have been effective in helping low - achieving students succeed — or for the salaries of master teachers who provide or coordinate professional - development services for other teachers.

We address community inequality by partnering with high - poverty schools to provide critical professional development and family engagement services that strengthen the learning relationships among students, teachers, and families.

By blending technology, analytics, consulting, and professional services, ECRA provides school districts turn - key solutions to support a best practices approach to student data, anchored to a multi-dimensional definition of student success and college and career readiness.

Safeguarding the rights of students with disabilities by providing professional development and technical support to schools regarding compliance with applicable laws and regulations related to providing educational services to students with disabilities.

if the teacher has met State - approved or State - recognized certification, licensing, registration, or other comparable requirements These requirements apply to the professional discipline in which the teacher is working and may include providing English language instruction to English learners, special education or related services to students with disabilities, or both; and

PURPOSE:: The purpose of the professional development provided by the Educator Effectiveness division is to provide leadership, technical assistance, resources, and consultative services to the North Carolina public and charter schools with the goal of improving student learning and achievement through organizational development and professional learning.

We partner with Summit Behavioral Services to provide our general education and special education teams with individual and group professional development for strategies and systems to support positive student behavior and optimal student learning within our school's unique educational model.

School psychologists provide a variety of professional services to support the academic achievement, positive behavior, and social - emotional wellness of all students, especially those who struggle with barriers to learning.

The Student Performance & Improvement team provides schools with unparalleled levels of service to ensure that the district effectively and efficiently implements continuous improvement systems that support, measure, and inform the district's work in the areas of Teaching and Learning, Professional Development, and the Educator Effectiveness.

Discovery Education provides a professional development session to Uckfield Community Technology College on its Secondary service to support student - centred and 21st century learning.

(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.

IDEA requires that public schools provide any services or accommodations determined necessary by a team of teachers, support professionals, parents, and the students themselves to support the education of students with disabilities at no cost to families.

The Mathematics Design Collaborative (MDC) provides instructional tools and professional support services meant to help teachers collect ongoing and immediate evidence of student learning.

Through this new partnership, Discovery Education will continue to empower teachers and captivate students by providing forward - thinking professional development on up - to - date pedagogy supporting the effective use of its services, such as Discovery Education Espresso, Discovery Education Coding, and Discovery Education Secondary, all of which are aligned to the National Curriculum.

Partner institutions are required to submit specific plans aimed at reducing the need for remedial classes, expanding student participation in Tech Prep programs, and providing effective professional development services to teachers of dual enrollment courses.

Funding: School Improvement Grant Budget Code: 5152 - F -14102-2070-0844 Description: Professional Development Justification: As an indirect services to students, teachers and administrators will attend professional development provided by the International Institute on Restorative Practices to engage in content that will support the engagement and empowerment of parents aProfessional Development Justification: As an indirect services to students, teachers and administrators will attend professional development provided by the International Institute on Restorative Practices to engage in content that will support the engagement and empowerment of parents aprofessional development provided by the International Institute on Restorative Practices to engage in content that will support the engagement and empowerment of parents and families.

Funding: School Improvement Grant Budget Code: 5152 - F -14102-2070-0844 Description: Professional Development Justification: As an indirect service to students, staff will attend professional development provided by Coordinated Care Services Inc. to develop an understanding of the foundations of trauma responsiveness as a model for addressing social emotProfessional Development Justification: As an indirect service to students, staff will attend professional development provided by Coordinated Care Services Inc. to develop an understanding of the foundations of trauma responsiveness as a model for addressing social emotprofessional development provided by Coordinated Care Services Inc. to develop an understanding of the foundations of trauma responsiveness as a model for addressing social emotional needs.

The Office of Special Education Instructional Services provides leadership for professional development and technical assistance to programs serving students with disabilities, preschool through graduation.

I support Colorado charter public schools by providing them with various opportunities for academic and instructional development to support continuous growth and ongoing quality via student performance.I am fortunate to work with an amazing team of professionals in the Colorado League of Charter Schools» Academic Services department who dedicate their time to quality development in the areas of performance management and governance.

Educators, health professionals, and community members work as a team to provide not only more and better instruction but also health services and social supports to students and families alike.

It is a comprehensive program that combines research and practice while equipping current special education professionals with knowledge and skills to provide services, mentor and coach other professionals and foster academic, behavioral and social success for students.

And as Park Hill continues to seek new ways to more efficiently manage talent — whether by enhancing applicant screening using data - based assessments, designing more effective professional development, or ensuring the most qualified substitute teachers are placed in classrooms — TalentEd will continue to deliver the support and services they need to meet their mission: «Through the expertise of a motivated staff... [to] provide a meaningful education in a safe, caring environment to prepare each student for success in life.»

The Special Education Teacher will provide small group and one - on - one instruction to students requiring support in the areas of reading, writing, math and other areas as needed; communicate on - going student progress to parents / guardians, general education teachers, school administration, district personnel and other service professionals via progress reporting and Individual Education Plans; and is responsible for maintaining on - going compliance in accordance with IDEA (Individuals with Disabilities Education Act).

Grant recipients use funds to help close the gap between student and staff member ratios, reduce the number of disciplinary referrals in schools, and support other project - specific goals, including: strategies to improve attendance and achievement, counselor and teacher professional development, social skills development, and initiatives that foster community - based organization involvement to provide mental health services.