Sentences with phrase «safety of all members of the school community»

Furthermore, keeping messages consistent within school policies and procedures ensures equity and safety of all members of the school community.

Not exact matches

President Donald Trump pauses during a meeting in the Cabinet Room of the White House, in Washington, Feb. 28, 2018, with members of congress to discuss school and community safety.

With donations from community members and others interested in the health and safety of Ramona's students, FORUS has paid for everything from batteries for AED units and vandal - proof soap dispensers at the secondary schools to roof repairs and water fountains.

Although state regulations may vary, all five surveyed states require that a member of the school nutrition staff be designated as the «person in charge» and pass a food safety exam from an accredited certification program.15 This person is responsible for supervising people in the kitchen, whether school staff or community members, to ensure that they comply with all state and local regulations.

This afternoon, Trump and Pence will meet with bipartisan Members of Congress on school and community safety.

President Trump speaks, watched by Sen. John Cornyn, R - Texas, during a bipartisan meeting with members of Congress on school and community safety at the White House on Wednesday.

According to research sponsored by the Council of Urban Boards of Education (CUBE) and the National School Boards Association (NSBA), they include (1) feelings of safety among staff and students; (2) supportive relationships within the school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, School Boards Association (NSBA), they include (1) feelings of safety among staff and students; (2) supportive relationships within the school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, school; (3) engagement and empowerment of students as valued members and resources in the school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, school community; (4) clear rules and boundaries that are understood by all students and staff; (5) high expectations for academic achievement and appropriate behavior; and (6) trust, respect, and an ethos of caring (Bryant & Kelly, 2006; Elfstrom, Vanderzee, Cuellar, Sink, & Volz, 2006; Perkins, 2006).

In the wake of the Fifth Circuit Court of Appeals» recent decision to uphold most of the state's immigration enforcement legislation, Senate Bill 4, we renew our call for the San Antonio Independent School District to provide meaningful protections for our undocumented students and their families, and ask that our district make ensuring the safety of our most vulnerable community members its top priority.

The district recognizes that a carefully implemented school wellness policy will improve the health and safety of all members in the school community and improve the academic achievement of students.

We also offer special initiatives to address top issues of the times, such as our current focus on school safety and preserving the sanctity of the classroom, and programming to assist members in advancing diversity, equity, and inclusion, such as the AACTE Holmes Program and the networked improvement community investigating effective strategies to recruit and retain Black, Hispanic, and Latino men in the teaching profession.

I recently heard about school and community safety issues from members of the New York State Sheriff's Association.

Reiterate lockdown procedures, remind members of the school community to report aggressive behavior, share the commitment to safety and let school community members (parents and families included) know what they can do to keep our students safe.

Thes best administrators know that a positive school culture is based upon the overall satisfaction and safety of the students, staff, and community members — and they also know that if they don't intentionally lead the shaping of the school culture, others will!

With repeal of Obamacare likely dead for now, we — parents, educators, clergy and community members — urge our elected leaders to fight forward for a budget that will preserve access to health care, adequately fund our nation's public schools and do what's right for the working poor and those that depend on America's social safety net.

• First - hand experience in building a community of creative learning practices across the school for each after school program • Track record of facilitating the long term development of creative teaching and learning at a structural level • Well - versed in coordinating development and implementation of afterschool programs based on each student's individual needs • Deeply familiar with utilizing positive strategies to support the social and emotional development of all enrolled students • Exceptionally talented in creating and implementing activities that promote physical and intellectual development of students • Documented success in building and maintaining positive and genuine relationships with students and their families • Qualified to develop procedures and policies for smooth operations of after school programs • Ability to create and maintain records of students and correlating assessments • Especially talented in recruiting, hiring and training staff members to carry out the logistics of after school programs • Proficient in monitoring after school program environments to ensure that all health and safety policies are set in place • Adept at overseeing program staff, operations and services associated with after school programs • Competent in preparing a variety of documents and reports, including incident reports and daily program content • Skilled in facilitating partnerships with appropriate public and private agencies that provide services to both students and their families

Professional Duties & Responsibilities Directed daily operations of multiple mental, emotional, and medical care facilities for at risk youth Recruited, trained, and supervised administrative, counseling, and development personnel Oversaw strategic planning, development of company goals, and implementation of action plan Designed and implemented staff development and recognition programs Built and strengthened relationships with industry figures, community leaders, and board members Managed marketing and fundraising activities enhancing community awareness and income Led individual and group therapy sessions resulting in significant personal development of participants Developed customized treatment plans for each patient ensuring the highest standard of care Responsible for patient charts, medication administration, overall health, and personal safety Established and executed daily living routine for residential therapy patients Provided transportation to school, medical appointments, and other activities as needed Built a therapeutic environment which fostered maximum growth and development of youth