Sentences with phrase «seen at every level of the school»

Leadership can be seen at every level of the school contributing to a cherishing and challenging culture.

Not exact matches

«A person would have to drink well over 1,000 liters of water a day, every day, to achieve the threshold toxicity levels seen in animals,» Ian Musgrave, a senior lecturer in the medical school at the University of Adelaide in Australia, said in February.

«In terms of how much is present in water reservoirs that have been sprayed with pyriproxyfen to control mosquito larvae, a person would have to drink well over 1,000 liters of water a day, every day, to achieve the threshold toxicity levels seen in animals,» Ian Musgrave, a senior lecturer in the medical school at the University of Adelaide in Australia, said in a statement.

Unless I see some kind of, at least high - school level assertion or argument from you, that we can go after....

Next Level Baseball Camps have teamed with Serra Head Baseball Coach Craig Gianinno and the coaching staff from Serra High School to provide you a chance to see what it takes to compete at the highest level of Bay Area baseLevel Baseball Camps have teamed with Serra Head Baseball Coach Craig Gianinno and the coaching staff from Serra High School to provide you a chance to see what it takes to compete at the highest level of Bay Area baselevel of Bay Area baseball.

It was not for a lack of interest at the kids and high school levels, which has seen a significant increase over the last several decades, but due to the implementation of Title IX (more specifically proportionality) and other factors that I rather not go into detail in this article.

Moore also hasn't shown three - point range in high school, but expect to see that aspect of her game unveiled at the next level.

«I have great respect for the researchers at Harborview and think this was a good study, and was great to see somebody providing data on youth younger than high school age,» said Dawn Comstock, an epidemiologist at the Colorado School of Public Health who has studied extensively sports injuries at the high school school age,» said Dawn Comstock, an epidemiologist at the Colorado School of Public Health who has studied extensively sports injuries at the high school School of Public Health who has studied extensively sports injuries at the high school school level.

What we'd like to see with the passage of the reauthorization of the Child Nutrition Act is a concerted effort by schools — whether at the state or local level — to find the best practices that work for their system, their resources, and the type of programs they already have in place.

In the end, it all comes back to education: In the ideal world, a parent's decision about whether to allow a child to start playing or continue playing collision sports before high school under current rules of play (which are evolving in the direction of safety, fortunately, as seen, for instance, in USA Hockey's ban on body checking at the Pee Wee hockey level and below, and limits on full - contact practices instituted at every level of football, from Pop Warner, to high school, college, and the NFL), will be a conscious one; a decision in which the risks of participating in a particular sport - provided it is based on the most up - to - date information about those risks and a consideration of other risk factors that might come into play for their child, such as pre-existing learning disabilities (e.g. ADHD), chronic health conditions (e.g., a history of history of multiple concussions or seizures, history of migraines), or a reckless and overly aggressive style of play - are balanced against the benefits to the child of participating.

Specifically, for fathers, higher expectations about their children's educational level, and greater level / frequency of interest and direct involvement in children's learning, education and schools, are associated strongly with better educational outcomes for their children, including: • better exam / test / class results • higher level of educational qualification • greater progress at school • better attitudes towards school (e.g. enjoyment) • higher educational expectations • better behaviour at school (e.g. reduced risk of suspension or expulsion)(for discussion / review of all this research, see Goldman, 2005).

«At the elementary school level we are doing some plate waste study to see what the children actually are eating, and in one school we are trying a nutrition program in grades K through 3 that uses colors to help children add nutritious foods of differrent food groups to their trays.»

At this level of intimacy, where everyone in the contrada knows everyone else and everyone can see the goods to which each has contributed — a bursary given to this child to attend school, the restoration of this carving on the corner of this house — it's not difficult to see how transparency really does enforce contribution.

But the measure remains opposed by the teachers union, who see it as a way of creating a back - door voucher program and not funding public schooling at appropriate levels.

- GDP per capita is still lower than it was before the recession - Earnings and household incomes are far lower in real terms than they were in 2010 - Five million people earn less than the Living Wage - George Osborne has failed to balance the Budget by 2015, meaning 40 % of the work must be done in the next parliament - Absolute poverty increased by 300,000 between 2010/11 and 2012/13 - Almost two - thirds of poor children fail to achieve the basics of five GCSEs including English and maths - Children eligible for free school meals remain far less likely to be school - ready than their peers - Childcare affordability and availability means many parents struggle to return to work - Poor children are less likely to be taught by the best teachers - The education system is currently going through widespread reform and the full effects will not be seen for some time - Long - term youth unemployment of over 12 months is nearly double pre-recession levels at around 200,000 - Pay of young people took a severe hit over the recession and is yet to recover - The number of students from state schools and disadvantaged backgrounds going to Russell Group universities has flatlined for a decade

«What we see is an association between shorter periods of progression - free survival and overall survival in patients whose blood has higher levels of hypermethylated DNA, and we can see this very early on, after just four weeks of treatment,» says Sara Sukumar, Ph.D., professor of oncology at the Johns Hopkins University School of Medicine and member of the Kimmel Cancer Center, who developed the test with Johns Hopkins scientist Mary Jo Fackler, Ph.D., and others.

«This research provides really robust evidence that mercury exposure from fish consumption at levels commonly seen in [the] U.S. and similar countries is not linked to an increased risk of cardiovascular disease,» says Dariush Mozaffarian, MD, the lead author of the study and an associate professor of cardiovascular medicine at Brigham and Women's Hospital and Harvard Medical School, in Boston.

Still, «when I see a young person who's constipated more than normal and really complaining, I do tend to get a thyroid level,» says Carla H. Ginsburg, MD, assistant professor of medicine at Harvard Medical School in Boston.

The highest level of satisfaction with regard to improvements was among teachers at city technology colleges, with 67 % saying works had been carried out and their environment had improved, while on average a third of schools had not seen any works carried out in the past year.

They saw their principal and a former teacher who now works with technology at the school district level, as well as three others they didn't know — one of those three being me.

In 2016, UK schools saw a disappointing decline in A * - C grades at GCSE level, with the proportion of pupils who gained a C grade or above dropping by 2.1 percentage points from the previous year.

Readers of Education Next may have seen a report entitled Diploma to Nowhere from Strong American Schools last year that counted up the number of high school graduates who end up in remedial courses at the next level.

From the early days, I was dismayed that most government agencies saw charter schools more as an escape valve for angry parents and disaffected teachers, not as a way to create better schools by establishing binding performance goals and consequences, placing the locus of authority and accountability at the school level, and pushing schools to be distinctive and purposeful about their instruction.

I stopped by to see the folks putting together the School of One at a New York City middle school last week to see how new technologies that help teachers adapt to each student's learning level actually work in praSchool of One at a New York City middle school last week to see how new technologies that help teachers adapt to each student's learning level actually work in praschool last week to see how new technologies that help teachers adapt to each student's learning level actually work in practice.

And Tuesday's interminable «expose» of state - level tax - credit scholarship programs certainly deepens one's impression that the writer (and, presumably, her editors) is in love with anything that smacks of «public dollars» or «public schools» and at war with anything that might be seen as diverting even a penny from state coffers into the hands of parents to educate their kids at schools of their choice.

This past year, 92 percent of BVP's 7th graders (at the time the highest grade level enrolled) were proficient in math, a figure that topped every middle school in the state but one, a small suburban charter school (see Figure 1).

In 2016, when a random selection of respondents were asked if spending in their school district should be increased (as opposed to either being cut or remaining at current levels), 61 % supported the idea (see Figure 10a).

This year, it is attacking the adolescent literacy issue on several fronts: developing a diagnostic assessment to determine the kind of reading intervention individual students need; an academiclanguage building program called WordGeneration; analyzing data to see which programs work well in the schools; and a remedial reading course for eighth - and ninth - grade students reading at the third - grade level or below.

Just over 6 percent of the American 15 - yearolds sampled by PISA attended private schools, a figure that corresponds closely to official estimates of private enrollment at the secondary level from the U.S. Department of Education (see Figure 1).

«In middle school, you start to see this shift of girls struggling more and their interest waning, and at the college level and at the career level, you look around and ask, «Where are all the ladies in engineering and tech?»»

Study Links Academic Setbacks to Middle School Transition Education Week, November 28, 2011» «I don't see eliminating the transition at the high school level as important or beneficial as eliminating the transition at the middle school level,» said Martin R. West, an assistant education professor at the Harvard Graduate School of Education.&School Transition Education Week, November 28, 2011» «I don't see eliminating the transition at the high school level as important or beneficial as eliminating the transition at the middle school level,» said Martin R. West, an assistant education professor at the Harvard Graduate School of Education.&school level as important or beneficial as eliminating the transition at the middle school level,» said Martin R. West, an assistant education professor at the Harvard Graduate School of Education.&school level,» said Martin R. West, an assistant education professor at the Harvard Graduate School of Education.&School of Education.»

For example, teachers often see themselves as teachers of particular year levels; textbooks are written for each year of school and encourage timed, lock - step progression through curriculum content; and all students are assessed at the same time to establish how much of the delivered curriculum they have mastered.

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.

Just to explain that a little bit further, what we found is that the students in the control group, their level of emotional problems stayed at round about stable or went up slightly during the 14 week study period, whereas those that we doing the Burn2Learn program in the intervention school, they saw a drop in their emotional problems.

CORE would also roll back the clock on the percentage of students who must score at proficient or better for a school to meet the annual growth target to the 2010 - 11 level of 67 percent, rather than the current rate of 90 percent, giving schools time to implement the new system and see some results.

Yet, the genius of the Founders was to devise a system that grants citizens at the levels of the state, the school district, and the classroom the freedom to teach not only history, but also every other subject as they see fit.

The authors of Risk saw declines at the high - school level, so they focused attention there when the problems began elsewhere.

Students take a standardized reading comprehension test at the end of the school year to assess their reading level and a survey to see what books they find interesting.

But once she began working as a middle school teacher in Los Angeles Unified School District (LAUSD), she started to see the larger problems that existed in education at the system level, some of which affected her ability to be the best teschool teacher in Los Angeles Unified School District (LAUSD), she started to see the larger problems that existed in education at the system level, some of which affected her ability to be the best teSchool District (LAUSD), she started to see the larger problems that existed in education at the system level, some of which affected her ability to be the best teacher.

After a series of national critiques of school leader preparation in the first decade of the century, we have seen increased action at the local, state and national levels to improve school leader preparation and development.

Most grades and subjects saw declines, and overall, fewer than a quarter of students scored at or above grade level, placing Quitman in the bottom 2 percent of schools statewide.

The school - and district - level profiles include many of the practices I saw at Quitman, from rigorous interviewing protocol for prospective staff to personalized, data - driven instruction.

The minor tweaks that occur at national level — setting the «C grade» boundary at one point higher to reduce a pass rate by 0.3 per cent rather than to see it rise by 2.5 per cent, for example — may be a minor tweak nationally, but in some of our academies and schools this causes a tsunami effect.

«I saw a lot of math teachers who were initially resistant to Common Core at the high school level start to change their mind when they realize there are some changes being made at the lower grades, changes they'd wanted to happen for a long time,» says Ryan Davis, a math teacher at Central.

The one school in the district we studied that was diverse at the school and classroom level and seen as a «good» school also had a long waiting list of white students.

The highest rate of suspension was seen at the middle school level where rate of suspension of students with special needs is 1.8 - 2.3 times higher than that of students in general education.

Guilford County isn't alone in seeing an unusual number of teacher vacancies at the primary school level.

The logic behind the «excessing» of staff may be to free a school to release any teachers seen as contributing to the school's downgraded status or to replace teachers performing at an adequate level with teachers seen as able to go above and beyond.

Second Look: For schools below the first three criteria, CCSA offers a «second look» process whereby schools may submit additional evidence of student academic gains that may demonstrate higher levels of growth than what is seen at other schools.

Looking at the data from Success Highways Resiliency Assessments, school counselors can see at school, classroom, and individual student levels the resiliency areas that are in need of the most attention.