Sentences with phrase «recommendations on community schools»

Not exact matches

The ways pediatricians can protect, promote, and support breastfeeding in their individual practices, hospitals, medical schools, and communities are delineated, and the central role of the pediatrician in coordinating breastfeeding management and providing a medical home for the child is emphasized.3 These recommendations are consistent with the goals and objectives of Healthy People 2010,4 the Department of Health and Human Services» HHS Blueprint for Action on Breastfeeding, 5 and the United States Breastfeeding Committee's Breastfeeding in the United States: A National Agenda.6

The UFT delegates voted overwhelmingly on March 20 to support the 60 - member UFT Task Force on School Governance's recommendations to limit mayoral control of the school system to give more say to parents and communSchool Governance's recommendations to limit mayoral control of the school system to give more say to parents and communschool system to give more say to parents and communities.

Assemblyman Dov Hikind and a Jewish group criticized a state report on the East Ramapo school district, saying that the report's recommendation to install monitor with veto power over the school board is «unjust» and «an insult to the community.»

«PittVax will continue collecting, analyzing and reporting on flu cases and flu vaccine effectiveness in the Pittsburgh region, helping guide flu immunization recommendations,» said senior author Richard K. Zimmerman, M.D., M.P.H., professor in Pitt School of Medicine's Department of Family Medicine and Pitt Graduate School of Public Health's Department of Behavioral and Community Health Sciences.

Many endorsers have already committed to implementing changes consistent with the report recommendations — from revised essay questions and marketing materials, to the development of entirely new recruitment, scholarship and high school programs focused on community engagement and caring for others.

Amongst the report's policy recommendations calling for action on play from the Department for Education, the API has asked for: «Children's health and wellbeing to be prioritised with suitable availability of outdoor play spaces for early year's children, schools and communities.»

Obama Administration to Schools: Clear, Limited Roles for Police Get Police Out of Schools, Coalition of Student, Parent Groups Says Body Cameras on School Police Spark Student Privacy Concerns State Laws That Can Lead to School Arrests Targeted for Change Military Surplus Program Provides Weapons to School Police School Police Should Stay Out of Discipline, Organization Says Community Policing Task Force Has Recommendations for Schools, Too

Their school -, district -, and state - level recommendations focus on deepening teachers» ability to teach trauma - impacted students, cultivating a trauma - informed school community and updating the funding formula to reinforce schools with the resources to educate vulnerable students.

On November 14, the Learning Policy Institute (LPI) held a briefing to share research - based findings and recommendations on investing in community schools as a means to school improvemenOn November 14, the Learning Policy Institute (LPI) held a briefing to share research - based findings and recommendations on investing in community schools as a means to school improvemenon investing in community schools as a means to school improvement.

The following recommendations focus specifically on countering the effects of immigration enforcement in schools to support students and provide safety and stability in school communities.

The CCSA Advocates Political Council considers positions on statewide political matters, such as candidates and ballot measures, makes recommendations to the CCSA Advocates Board, and helps foster the political leadership of the charter school community.

First, we've taken a support position on the Call for Action to Prevent Gun Violence in the United States of America by the Interdisciplinary Group on Preventing School and Community Violence, a group convening experts from all over the country to offer policy guidance and recommendations that we so urgently need.

At the heart of their recommendations, compiled in two separate policy papers, are the following strategies: empowering principals and educators with more autonomy over staffing; leadership and coaching opportunities for excellent teachers; student - focused professional development designed at the school site; direct investment in community engagement; and financial incentives to attract and keep teachers making progress with their students (based on a multi-measured evaluation system) in hard - to - staff schools.

Speaking on behalf of NSBA, Gentzel's recommendations address local governance and flexibility, underscoring the importance of community leadership and ownership of our country's public schools.

But first, the outcome I was expecting from the first day that this «independent, objective» group announced their intentions to develop recommendations to address the shocking «crisis in our schools» using the same scare tactics that have preceded every other attack on public schools, their teachers and communities:

The $ 1 billion initiative builds on a key recommendation from the President's Council of Advisors on Science and Technology to establish a national STEM Master Teacher Corps to recognize and retain the United States» most talented STEM teachers and build a community of practice among them and their peers to strengthen STEM education in the nation's public schools.

She is the author and co-author of several articles and books about the role of families and community members in the work of student achievement and school improvement including: A New Wave Of Evidence: The Impact of School, Family and Community Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School Reforcommunity members in the work of student achievement and school improvement including: A New Wave Of Evidence: The Impact of School, Family and Community Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School Reform (school improvement including: A New Wave Of Evidence: The Impact of School, Family and Community Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School Reform (School, Family and Community Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School ReforCommunity Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School Reform (School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School ReforCommunity Organizing as a Catalyst for School Reform (School Reform (2011).

As discussed in the recommendations of the Committee on Racial Equity, the «community schools» model and other school - community and public - private partnerships hold immense promise to meet critical needs of students and their families.

The recommendations included in the process guide are largely based on the experiences of authorizers, school operators, education support organizations, and community leaders that have participated in restart initiatives in communities throughout the country, including: Camden, NJ; Denver, CO; Massachusetts; Memphis, TN; New Orleans and Baton Rouge, LA; New York, Philadelphia, PA; and Washington D.C..

The guide's recommendations are based on the experiences of authorizers, school operators, education support organizations, and community leaders with experience in restarts nationwide.

The Chief Education Office has commissioned this report on chronic absenteeism in Oregon schools to better understand this problem in general, to specifically hear from students and families most likely to be chronically absent, and to present recommendations for the State and local communities.

The Achievement Advisory Council (AAC), a volunteer group of 24 community leaders from all across Memphis, just presented their recommendations on which ASD - eligible Priority schools should be matched with ASD - authorized public charter operators for the 2015 - 16 school year.

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 Disschool 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 Disschool; (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 Disschool; 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 DiSchools 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 Dischools 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 DisSchool District.

An online petition created by a user known as «Nottingham Community» on April 19 is urging the board to spurn a recommendation from school staffers and maintain Nottingham's status as a «neighborhood school.»

The report concludes with recommendations that focus on training teachers, building relationships between schools and immigrant communities, and encouraging more varied, culturally sensitive learning experiences.

on Library and Information Community - Related Recommendations of the Truth and Reconciliation Commission on Indian Residential Schools

Library Boy Library and Information Community - Related Recommendations of the Truth and Reconciliation Commission on Indian Residential Schools

Lincoln High School / Office of School Redesign, City • CA 2006 — 2008 School Improvement Facilitator Successfully coordination, implementation and approval process for six small learning communities, processes and procedures and provided recommendations on improvement initiatives.

This bipartisan legislation builds on recent recommendations by the Centers for Disease Control and prevention (CDC) that families, schools, and communities all need to work together to create an environment that facilitates healthy development for children.

Dr. Mapp is the author and co-author of several articles and books about the role of families and community members in the work of student achievement and school improvement including: A New Wave Of Evidence: The Impact of School, Family and Community Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School Reforcommunity members in the work of student achievement and school improvement including: A New Wave Of Evidence: The Impact of School, Family and Community Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School Reform (school improvement including: A New Wave Of Evidence: The Impact of School, Family and Community Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School Reform (School, Family and Community Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School ReforCommunity Connections on Student Achievement (2002); «Having Their Say: Parents Describe How and Why They are Engaged in Their Children's Learning» (2003); Beyond the Bake Sale: The Essential Guide to Family - School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School Reform (School Partnerships (2010); «Debunking the Myth of the Hard to Reach Parent» (2010); «Title I and Parent Involvement: Lessons from the Past, Recommendations for the Future» (2011); and A Match on Dry Grass: Community Organizing as a Catalyst for School ReforCommunity Organizing as a Catalyst for School Reform (School Reform (2011).