Sentences with phrase «school access within»

In her comments to LA School Report, Inouye referenced a larger battle her union is waging with the charter school movement as a nonprofit organization, Great Public Schools Now, finalizes plans to expand charter school access within the district.

Appendix table 1 reports our main estimates of potential school access within five miles for each state.

Not exact matches

Braintree found that to be the case when it engaged developers by using ASCII art to hide access to old - school arcade games within source code.

The majority of seminaries, with the exception of interdenominational graduate theological schools, have little access to universities, and thus are more sensitive to the movements within the churches than to the trends in the academic world.

And, ultimately, what each of these models — from school lunch food trucks to give - what - you can restaurants and a technology - based food share platform — proves is that the future of food access is about both thinking outside of the box and about understanding the needs within your community to deliver something healthy and meaningful.

Last year schools in Arizona, Idaho, New York, and Tennessee were able to order any quantity of Greek - style yogurt from September to November 2013, within the balance of their USDA Foods entitlement, and the response was so successful that eight new states — California, Connecticut, Illinois, Iowa, Mississippi, North Carolina, Vermont, and Washington — will have access to pilot purchasing of Greek - style yogurt for the 2014 - 15 school year.

You can join any existing school nutrition committees as a parent representative and have direct access to the people who are already working on better school food within the district.

Articles on Science and Disability, 1970s Correspondence, 1970s Articles on Science and Disability, 1980s Conferences on Science and Disability, 1980s Correspondence, 1980s Articles on Science and Disability, 1990s Conferences on Science and Disability, 1990s Correspondence, 1990s Project Proposals (funded) on Science and Disability, 1990s Articles on Science and Disability, 2000s Conferences on Science and Disability, 2000s Correspondence, 2000s AAAS Annual Meeting - Barrier Free, 1976 A Disgn for Utilizing Successful Disabled Scientists as Role Models - Final Report, 1977 - 1978 Utilization of Scientific Professional Society Placement Services - Final Report, 1978 - 1980 Within Reach: Out of School Opportunities for Youth - A Guide, 1981 Appropriate Technology: Its Design and Use by Disabled People, Workshop, Tel Aviv, Israel, Nov. 20, 1984 Appropriate Technology Workshop Papers, Nov. 20, 1984 Linkages Project meeting, Feb. 11, 1986 China Fund for the Handicapped: Deng Pufang, US Visit, Oct. 10,1987 Teaching Science and Mathematics to Students with Learning Disabilities: Challenges and Resources (NSF Grant 9552586), Jan. 1990 Recruitment and Retention of Students and Faculty with Disabilities in Schools of Engineering (NSF Grant EID 9101122), 1990 - 1995 Agenda for Access: Scientists and Engineers with Disabilities, Oct. 1991 High School, High Tech, 1993 Model Undergraduate Project for the Disabled: A Study of Issues involved in underrepresentation (NSF Grand HRD 9054022), Jan. 31, 1994 AAAS - NASA ACCESS - Summer internship program, 1996 - 1997 AAAS - National Easter Seals Society ACCESS Science, 1996 - 1998 ENTRY Access: Scientists and Engineers with Disabilities, Oct. 1991 High School, High Tech, 1993 Model Undergraduate Project for the Disabled: A Study of Issues involved in underrepresentation (NSF Grand HRD 9054022), Jan. 31, 1994 AAAS - NASA ACCESS - Summer internship program, 1996 - 1997 AAAS - National Easter Seals Society ACCESS Science, 1996 - 1998 ENTRY ACCESS - Summer internship program, 1996 - 1997 AAAS - National Easter Seals Society ACCESS Science, 1996 - 1998 ENTRY ACCESS Science, 1996 - 1998 ENTRY POINT!

While schools often are required to ask students for proof that they live within a district, school officials essentially are barred from asking about immigration status and can not block a child's access to a public K - 12 school based on such status, under a landmark 1982 ruling by the U.S. Supreme Court in Plyler v. Doe.

It is innovating within an antiquated federal regulatory structure that has historically prized access to higher education and tried to control quality based on a school's inputs — does it look like a traditional college?

Within the classroom, schools can block certain sites and prevent content from being displayed, but with the increase in children using smartphone technology, there is still the possibility that they can access and share graphic or violent content.

The lottery process for oversubscribed grades gave preference first to students who previously attended the school and their siblings, then to low - income students applying to schools that previously did not have a majority of low - income students, and finally to students applying to a school within their «choice zone» (which would guarantee them access to district - provided transportation).

Practical rewards A user - friendly budget management system enables consistent data processing across multiple users within the school and access to permission - based information.

School librarians in the 21st century have access to more tools than ever before to help promote the many ways they transform teaching and learning within their schools.

Most of the schools in the study implemented flipped learning with pupils undertaking online instructional learning for homework prior to lessons, but some modified this approach to provide access to resources within lessons, or homework sessions outside normal lessons.

But in recent years a new concern has surfaced: What if it's not the district but rather the specific school a child attends within a district that matters most for accessing educational resources?

Michael Petrilli called the Department's recent warning that it would take a closer look at these within - district allocations «meddling,» but it's shameful that our public policies disproportionately place students of color in schools with poor lighting, unsafe or temporary structures, and unequal access to technology and curriculum.

When considering whether it's worth the time, effort, and commitment to make the cultural shifts within your own practice and your school toward becoming more trauma - informed, remember: It will all be worth it if one student can ask for or access support who thought they couldn't before.

That's why we need an education agenda that strategically recruits, retains, and rewards the most effective teachers and principals; that builds incredibly high standards; that develops rigorous and useful assessments to measure progress against those standards; that builds data systems that allow teachers, principals, students, and parents to quickly and conveniently access those data for everyday use; and that focuses on dramatic intervention within our country's lowest - performing schools.

She was also, she says, «interested in learning about the micro-level changes that ought to take place within education systems, both at the school level and beyond it, to guarantee that all children have access to quality learning opportunities.»

We estimate that private school choice and intradistrict choice (allowing families to choose any traditional public school in their district) have the largest potential to expand the sets of schools to which families have access, with more than 80 percent of families having at least one of these «choice» schools within five miles of home.

We estimate that, under an interdistrict choice policy, 54 percent of all families would have access to at least one out - of - district choice school within five miles.

We estimate that 46 percent of all families have access to at least one charter school within five miles (figure 3).

Schools however with the exception of the public school sector, have had to rely mainly on what is termed within the security industry as «physical security» gates, fences, and turnstiles usually supported by some means of electronic security equipment such as access control and intruder alarm systems.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of LSchool accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of Lschool: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

Intradistrict choice: Allow families access to any public traditional elementary school within their school district (i.e., not just within their attendance zones).

We estimate that 82 percent of families have access to a private elementary school within a five - mile radius of their home (figure 4).

Access Control With such a transient population of staff, students and visitors moving through the school gates every morning, the use of access control measures are increasingly proving their value within a school seAccess Control With such a transient population of staff, students and visitors moving through the school gates every morning, the use of access control measures are increasingly proving their value within a school seaccess control measures are increasingly proving their value within a school setting.

«We work to raise awareness within school communities that any discussion around ethical behaviour in the digital realm should recognise that accessing intellectual property via unauthorised websites or sources is a practice that jeopardises the sustainability of our creative communities,» Lazar explains.

As reported by Schools Week, they will be in charge of coordinating support within schools, helping children access specialist therapies and NHS treatment, and developing a «whole - school approach» to mental health and welSchools Week, they will be in charge of coordinating support within schools, helping children access specialist therapies and NHS treatment, and developing a «whole - school approach» to mental health and welschools, helping children access specialist therapies and NHS treatment, and developing a «whole - school approach» to mental health and wellbeing.

Therefore, OCR assesses the types, quantity, and quality of programs available to students across a school district to determine whether students of all races have equal access to comparable programs both among schools and among students within the same school.

«Whilst we need a strategy to reduce the consumption of sugar - filled drinks by young people, simply removing access to soft drinks within schools is clearly not enough, as a number of the young people we studied were able to leave the school premises during their lunch period to visit nearby shops.

Highly effective schools apply their resources (staff expertise, funds, facilities) in a targeted manner to maximise student learning and wellbeing, and partnerships with parents and the school community are strategically established to provide access to support and resources not available within the school.

In addition, the guide also contains a helpful floorplan to demonstrate key areas within a school where physical and electronic access control measures can be best placed.

«All photos are contained within the app, so only approved users will have access to them; the school owns the content, safeguarding it from just anyone».

As we are a London based school, we have access to a range of tools through the London Grid for Learning (LGfL), and so to build upon these and integrate them into our teaching we have begun to use an Operating System within our school called «Joli Cloud».

As a result of this growing trend, members of the BSIA's Access and Asset Protection Section are finding their own lockdown technology being used within a school environment.

«Schools should make sure that if they were to suffer a security breach (where personal data was accessed outside of the organisation without authorisation) it would be able report this to the regulator (the Information Commissioner's Office) within 72 hours of becoming aware of this breach.

The administration intends to ask the Federal Communications Commission to consider rechanneling and increasing funding through the program, which is derived from telecommunications fees, with the goal of giving 99 percent of the nation's schools access to high - speed broadband and wireless Internet within five years.

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.

Pay Teachers More and Reach All Students with Excellence — Aug 30, 2012 District RTTT — Meet the Absolute Priority for Great - Teacher Access — Aug 14, 2012 Pay Teachers More — Within Budget, Without Class - Size Increases — Jul 24, 2012 Building Support for Breakthrough Schools — Jul 10, 2012 New Toolkit: Expand the Impact of Excellent Teachers — Selection, Development, and More — May 31, 2012 New Teacher Career Paths: Financially Sustainable Advancement — May 17, 2012 Charlotte, N.C.'s Project L.I.F.T. to be Initial Opportunity Culture Site — May 10, 2012 10 Financially Sustainable Models to Reach More Students with Excellence — May 01, 2012 Excellent Teaching Within Budget: New Infographic and Website — Apr 17, 2012 Incubating Great New Schools — Mar 15, 2012 Public Impact Releases Models to Extend Reach of Top Teachers, Seeks Sites — Dec 14, 2011 New Report: Teachers in the Age of Digital Instruction — Nov 17, 2011 City - Based Charter Strategies: New White Papers and Webinar from Public Impact — Oct 25, 2011 How to Reach Every Child with Top Teachers (Really)-- Oct 11, 2011 Charter Philanthropy in Four Cities — Aug 04, 2011 School Turnaround Leaders: New Ideas about How to Find More of Them — Jul 21, 2011 Fixing Failing Schools: Building Family and Community Demand for Dramatic Change — May 17, 2011 New Resources to Boost School Turnaround Success — May 10, 2011 New Report on Making Teacher Tenure Meaningful — Mar 15, 2011 Going Exponential: Growing the Charter School Sector's Best — Feb 17, 2011 New Reports and Upcoming Release Event — Feb 10, 2011 Picky Parent Guide — Nov 17, 2010 Measuring Teacher and Leader Performance: Cross-Sector Lessons for Excellent Evaluations — Nov 02, 2010 New Teacher Quality Publication from the Joyce Foundation — Sept 27, 2010 Charter School Research from Public Impact — Jul 13, 2010 Lessons from Singapore & Shooting for Stars — Jun 17, 2010 Opportunity at the Top — Jun 02, 2010 Public Impact's latest on Education Reform Topics — Dec 02, 2009 3X for All: Extending the Reach of Education's Best — Oct 23, 2009 New Research on Dramatically Improving Failing Schools — Oct 06, 2009 Try, Try Again to Fix Failing Schools — Sep 09, 2009 Innovation in Education and Charter Philanthropy — Jun 24, 2009 Reconnecting Youth and Designing PD That Works — May 29.

School districts can access Concentration Grants in addition to their Basic Grant funding if at least 15 percent of children who reside within the district are poor, or if there are at least 6,500 poor children.

Many states utilized School Quality and Student Success (SQSS) indicator within ESSA to include CCR in accountability structures — and to incorporate completion / outcomes in addition to simple access to CCR opportunities.6 For 35 states, the approach to supporting CCR at the high school level involves a menu of readiness options that are factored into final accountability sSchool Quality and Student Success (SQSS) indicator within ESSA to include CCR in accountability structures — and to incorporate completion / outcomes in addition to simple access to CCR opportunities.6 For 35 states, the approach to supporting CCR at the high school level involves a menu of readiness options that are factored into final accountability sschool level involves a menu of readiness options that are factored into final accountability scores.

Course Access, then, goes at these pockets of nonconumpstion by ensuring that all students can take high - quality courses both within and beyond their brick - and - mortar school.

This relatively new work will focus on building capacity within Indianapolis schools to ensure students have access to a world - class educational experience.

Highly effective schools apply their resources (staff expertise, funds, facilities) in a targeted manner to maximize student learning and wellbeing, and partnerships with parents and the school community are strategically established to provide access to support and resources not available within the school.

School choice is appropriate within the public school system as long as equal opportunity and access are ensured without discrimination on the basis of race, gender, socioeconomic status, or disability; accountability requirements are consistently applied; and autonomy is accompanied by complete transparency to allow all schools to learn lessons from the chosen school's praSchool choice is appropriate within the public school system as long as equal opportunity and access are ensured without discrimination on the basis of race, gender, socioeconomic status, or disability; accountability requirements are consistently applied; and autonomy is accompanied by complete transparency to allow all schools to learn lessons from the chosen school's praschool system as long as equal opportunity and access are ensured without discrimination on the basis of race, gender, socioeconomic status, or disability; accountability requirements are consistently applied; and autonomy is accompanied by complete transparency to allow all schools to learn lessons from the chosen school's praschool's practice.

The Expansion Committee reviewed indepth the current location of programs, adjacencies and access for students within the high school.

The table below shows that within every legislative district, Arizona students have access to and are attending a public charter school.

K - 12 College - Going Culture Toolkit Released in January 2018, MCAN's K - 12 College - Going Culture Toolkit is intended for college access practitioners like counselors and college advisers to use within the school building.