Sentences with phrase «programs on an as need basis»

For HRD trainers, the ability to design mobile learning software programs on an as needed basis and return on investment is lower costs for personnel training and development and ability to evaluate employee performance.

It may assess fees for field trips and extracurricular programs on an as need basis.

Not exact matches

The rise of co-working spaces has solved this problem, allowing you to rent as much (or as little space) as you need, either on a monthly basis or through subscription programs that allow you to use desks on an ad hoc basis without the overhead of a regular office.

We provide a customized investment solution to clients in need of a targeted investment program, as well as discretionary strategies to assist clients in building investment programs based on the University Endowment Model.

The 25 % non-mandatory portion of Adjustable Block Programs will not be divided evenly between three sections of systems (under 10 kW distributive generation (DG), 10 - 2,000 kW DG and community solar), but directed to be allocated based on need as the initial blocks are drawn down.

Finally, this is one piece of advice that is likely to do you well if you've chosen to build a long - term, conservative investment portfolio based upon dollar cost averaging, low - cost ownership methods such as a dividend reinvestment program (also known as a DRIP account), and do not expect to retire or need the funds for ten years or more, the best course of action based upon historical experience may be to go on autopilot.

Perusing the index of Origins, the weekly publication of representative documents and speeches compiled by Catholic News Service, our imaginary historian will note, for example, the following initiatives undertaken at the national, diocesan and parish levels in 1994 - 95: providing alternatives to abortion; staffing adoption agencies; conducting adult education courses; addressing African American Catholics» pastoral needs; funding programs to prevent alcohol abuse; implementing a new policy on altar servers and guidelines for the Anointing of the Sick; lobbying for arms control; eliminating asbestos in public housing; supporting the activities of the Association of Catholic Colleges and Universities (227 strong); challenging atheism in American society; establishing base communities (also known as small faith communities); providing aid to war victims in Bosnia; conducting Catholic research in bioethics; publicizing the new Catechism of the Catholic Church; battling child abuse; strengthening the relationship between church and labor unions; and deepening the structures and expressions of collegiality in the local and diocesan church.

In this regard, the National Housing Task Force recommends that increased federal spending for housing be allocated through a program of entitlements to states and localities based on need as well as through a program of matching funds based on the willingness of local governments, businesses and nonprofits to provide land and financing.

Acceptance into the Prairie Moon Waldorf School Early Childhood Program is based on the school's ability to meet children's needs, as well as on factors such as age ratios.

Acceptances into the Early Childhood programs at the Hartsbrook School are based on the school's ability to meet the particular child's needs, as well as on factors such as age ratios in the class.

Our Program Coordinators will visit with individual Young Carers on an as - needed basis.

You need to, at least, review the extensive footnotes, and honestly, you need to dig even deeper than that to get a meaningful understanding of the process, because some superficially similar state insurance regulation programs are much more rigorous than others on an as applied basis.

New York State has modeled the Certified Application Counselors on successful community assistance programs in New York, as the program is designed for local districts to help meet the needs of county residents by providing assistance in convenient, community - based locations.

James Mead, a vertebrate paleontologist with East Tennessee State University, said more research into the evolutionary history of native plants and animals on Abaco is needed as well as conservation programs based on paleontological research that aims to restore these species.

In today's computer chips, memory management is based on what computer scientists call the principle of locality: If a program needs a chunk of data stored at some memory location, it probably needs the neighboring chunks as well.

Multi-joint exercises such as squats may be introduced into the program based on individual needs and competencies.

Follow up actions include treatment of abnormal physical findings, such as muscle imbalance, recommending optimal eating, and creating a training program based on individual needs.

Motivated by the struggles so many have with food and weight and other diet - linked chronic conditions, I created WPIE as an evidence - based, optimal eating program (my research on WPIE is published in two peer - reviewed medical journals) that provides the dependable and comprehensive essentials you need to nourish «all of you» — physically, emotionally, spiritually, and socially — each time you eat.

«With needs - based funding in place, schools and teachers will have the support they need as well as resources they can use to focus on the programs that are best suited to their students,» he said.

This formula rewards campuses based on their prior participation in the program, as well as those with high sticker prices and unmet student need.

It's common for the community aspect of online learning to be ignored as instructors are not seeing their students face to face on a daily basis, but one of the most important aspects in building a great program is forming an online learning community that can provide the help and support that a learner needs.

Projects have included: teacher career pathway programs that diversified roles in the teaching force; teacher career pathways that recognize, develop, and reward excellent teachers as they advance through various career stages; incentives for effective teachers who take on instructional leadership roles within their schools; incentives that attract, support, reward, and retain the most effective teachers and administrators at high - need schools; rigorous, ongoing leadership development training for teacher leaders and principals, leadership roles for teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.

The «new and improved» summer school program CPS proposes sounds a lot like hours and hours of computer test prep: «weekly acceleration / intervention sessions as part of the full school day; access to instructional tool that provides focused lessons based on individual needs,» which CPS calls «personalization» (slide 14 of CPS PowerPoint Presentation)

And so, in order to evaluate the programs that are «on the market,» educators need to begin with programs that have been identified as evidence - based, and that are listed on one or more of the federally - designated behavioral or mental health registries.

Free and appropriate public education (FAPE)-- Special education and related services provided pursuant to the federal Individuals with Disabilities Education Improvement Act of 2004 for students with disabilities at public expense, under public supervision, at no charge to the parents and based on the child's unique needs as set forth in the student's individualized education program.

As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures»As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures»as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures»as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures»as teacher judgment, interviews with parents, and developmentally appropriate measures».

Franks, who holds a B.A. in English education, has worked primarily in school - based programs, but has served in community and non-profit organizations as well, providing direct services, supervising others who provide direct services, volunteering in programs, and serving on committees that address needs related to the provision of high quality afterschool programs.

The concept for Family Playlists is built on a strong evidence base from the Johns Hopkins University's «Teachers Involve Parents in Schoolwork» (TIPS) program, as well as a growing body of research highlighting the power of text messaging to engage families in high - need communities.

The Maine Department of Education aims to offer top - notch initial preparation programs that are research - driven and classroom - based, as well as ongoing professional development opportunities that are rigorous, relevant and directed by real - time data on the needs of both learners and educators.

Founded in 2009, the program aims to supply high - need schools with effective and well - supported new teachers.47 Participating teachers must pass a rigorous selection process, which includes submission of a transcript, resume, and essay, as well as a digital performance exercise and a full - day interview with performance - based tasks.48 Fifty - one percent of Urban Teachers» teachers are people of color.49 Once selected, participating teachers receive intensive training, including 1,500 hours of clinical experience and three years of instructional coaching.50 Urban Teachers» thorough selection process and focus on their teachers» residency and induction experiences likely contributes to the program's success.

Students are placed based on the services and supports that they need as identified on their Individualized Education Program (IEP).

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

As an organization that doesn't represent any part of the system (school leaders, teachers, or program providers), rather just what's best, based on research, for kids, we are happy to see that more and more leaders and organizations are finally focusing on personalized learning, student - centered learning, individualized learning, and youth development approaches that consider the needs of each individual youth.

Each school principal may determine the number of qualifying students for each category — Educational Excellence and Educational Achievement — based on program criteria and request the distinguished awards as needed.

These practices include the TEACCH structures developed at the University of North Carolina; Project - Based Learning strategies and tools; a multi-dimensional emphasis on Character Development; a commitment to Arts Integration as a support to high rigor and; a state - of - the - art Diagnostic and Evaluation center that uses highly - skilled professionals and practices to identify the programs and services each student needs to reach his or her optimal academic potential.

(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.

A key frustration of the cohort - based programs, however, was that working as a group often constrained their time and did not focus on what they needed most to advance their work.

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

The Oakland - based work has formed a structure that comprises the core design of this prospectus: a fellowship of 28 teachers from 16 schools or organizations working together to build individual maker - centered learning practices and think through new ideas as a learning community; a leadership team made up of educators able to offer personalized professional development according to the needs of participants; a grants program designed to provide schools and organizations with the tools and materials needed to reach their goals; thoughtful partnerships with key organizations in the field; and a primary focus on equity in the work.

Institutions distribute them in amounts ranging from $ 100 to $ 4,000 every year, and, as with the Perkins program, grant awards vary based on student need and the federal allotment to the school.

Teachers of the gifted in pull - out classrooms are encouraged to remain informed of the content and scope of literacy experiences afforded students in the regular classroom setting so that gifted program experiences provide opportunities for greater depth, complexity, critical - thinking opportunities, creative production, and research based on the individual needs of gifted students as reflected in the use of ongoing assessment information.

The recommendation is based on aggregate evaluation data generated during the application process, considering the following key elements: (1) the quality of the proposed program as measured against the criteria contained in the charter school application; (2) the substantive issues surrounding the overall feasibility and reasonableness of the application in terms of the likelihood of the opening and operation of a successful, high quality public school; (3) the degree of public support for the proposed school; and (4) the CSDE's recommendation that the SBE give preference to the applicant due to its commitment to: (a) serving students who receive free or reduced price lunch; (b) partnering with FamilyUrban Schools of Excellence, Inc., an organization with a record of operating high - quality public schools in Connecticut; (c) serving students from the Dixwell / Newhallville community, an underserved, high - need area of New Haven; and (d) operating in New Haven, a Priority School District.

There is evidence that computer - based tutoring can yield results similar to one - on - one tutoring in certain subjects, such as science, technology, engineering, and math (STEM) fields, 27 or when certain principles of the cognitive science of learning — such as self - explanation — are embedded in the program or software.28 While these programs can not replace the need for human interaction and relationships, they may be effective for some students and allow for greater targeting of resources toward students who most need traditional one - on - one tutoring.

The state prescribes that school site councils, which are comprised of 50 % teachers / school staff and 50 % parents / community members, work together to develop the school plan and then evaluate the effectiveness of the programs in that plan on an ongoing basis, updating the school plan as needed.

The Special Education Teacher will be responsible for the successful completion of the following tasks: + Manage and provide instructional guidance, virtual teaching and general strategies for a caseload of students; + Develop, write and help implement IEPs; + Evaluate tests and assessments, complete report cards and conduct parent conferences; + Communicate regularly with parents / learning coaches of students with special needs to insure that their IEP goals are being met, and that their needs are addressed in a timely and appropriate fashion; + Consult with teachers and coordinate the implementation of specially designed instruction as defined in the IEP regarding students with specific needs and potential learning issues; + Provide direct services to students including services delivered through web - conferencing software, as needed; + Schedule, organize and conduct IEP related meetings in a virtual environment, as needed; + Participate in the school's Student Support Team; help teachers and learning coaches develop and implement program modifications and strategies for all students; + Assist, as needed, with the organization and proper implementation of all paperwork, documentation and procedures for the IEP process; + Assist with locating service providers for students needing related services as mandated by their IEPs; + Assist with negotiating and executing contracts with service providers for students requiring such services; + Maintain accurate and up - to - date data in the school's Learning Management System and special education software; + Assist with administering state testing and coordinate the special adaptations that are required based on the IEP; and + Other duties as assigned.

My gravitation toward grant seeking began as a way to solve a challenge that may be familiar to other English language acquisition teachers: ELLs at higher levels of proficiency don't need to be pulled from their general education classrooms into specialized programs; they need their general education classrooms to incorporate project - based learning that focuses on authentic, relevant, content - related activities.

On October 1, 2011, and on October 1 of each fiscal year thereafter, the Secretary shall allocate the sums authorized to be appropriated for the fiscal year for the Federal lands transportation program on the basis of applications of need, as determined by the Secretary On October 1, 2011, and on October 1 of each fiscal year thereafter, the Secretary shall allocate the sums authorized to be appropriated for the fiscal year for the Federal lands transportation program on the basis of applications of need, as determined by the Secretary on October 1 of each fiscal year thereafter, the Secretary shall allocate the sums authorized to be appropriated for the fiscal year for the Federal lands transportation program on the basis of applications of need, as determined by the Secretary on the basis of applications of need, as determined by the Secretary --

«With the hatch program we started with a very good base, having worked on the platform since 2008, but with the introduction of a new body style we needed to reassess areas such as ride and handling, noise and vibration (NVH), and powertrain,» said Peter Siablis, Holden's Program Engineering Manager for the Cruze pprogram we started with a very good base, having worked on the platform since 2008, but with the introduction of a new body style we needed to reassess areas such as ride and handling, noise and vibration (NVH), and powertrain,» said Peter Siablis, Holden's Program Engineering Manager for the Cruze pProgram Engineering Manager for the Cruze programprogram.

In addition, lenders know exactly what special payment programs (reduced payments and / or APR, settlements, pay down plans, loan mods, etc.) are available, but only share this information on an «as needed» basis.

There are other financial aid sources that can be used to fully fund your college education such as unsubsidized Direct Loans, PLUS loans, private loans, and other aid programs not based on financial need.