Sentences with phrase «student success for all children»

Not exact matches

We are committed to improving student performance and increasing access to quality education so that children and adolescents around the globe have improved opportunities for success.

If the use of guns near schools may impair the performance of students, and the federal government bears responsibility for the success of children in the schools, why couldn't the federal government simply take over control of the local schools?

Along the way, certainly, those efforts have produced individual successes — schools and programs that make a genuine difference for some low - income students — but they have led to little or no improvement in the performance of low - income children as a whole.

However, preparing and executing distraction free studies for your child is imperative to your student's academic success.

In our city, where three - fourths of public school students qualify for free and reduced - priced lunches, we have a special responsibility to make sure that each and every child receives the nutritious, delicious meals that will propel them to academic success.

Your child will be labeled a «dreamer» and a «bad student,» further harming his chances for success in life.

Reducing plate waste — the amount of food discarded by students — is an important goal for school food service departments within their ultimate mission: to support children's health and academic success by ensuring that they are well - nourished.

«We congratulate our students, teachers and administrators for their continued exceptional performance on these new tests, which shows they're mastering knowledge crucial to career and college readiness, and we have set our sights on greater success for every child in the coming year,» Superintendent of Schools Dr. Brian V. Hightower said.

«Working collaboratively with the Broome County Promise Zone, those interested in serving as mentors will be matched with children in schools that are part of CCPA's University - assisted community school effort, which aims to level the playing field for students from low - income families who lack some of the supports for academic success from which children from middle - class families benefit,» Bronstein said.

On Wed., Jan. 20th, parents of 13 students, along with Public Advocate Letitia «Tish» James, City Council Education Committee Chairperson Daniel Dromm and five legal assistance nonprofits, filed a federal civil rights complaint against Success Academy for systemic practices that violate the rights of children with disabilities.

In three cases, according to the lawsuit, Success Academy threatened to call either the police or Administration for Children's Services to take the children from the school, while in the fourth case, a student was actually handed over to the police and taken to a hospital during a claChildren's Services to take the children from the school, while in the fourth case, a student was actually handed over to the police and taken to a hospital during a clachildren from the school, while in the fourth case, a student was actually handed over to the police and taken to a hospital during a class trip.

«Based on this cooperative effort, I think we will arrive at a good solution for the students in Success Academy as well as the children in traditional public school buildings.

With nearly 11,000 students in 10 schools, the City School District of New Rochelle, through an active partnership amongst community, parents, staff and students, provides a high - quality and challenging education for every child, in a safe, nurturing environment that embraces rich diversity and drives success.

Parents criticized Success Academy's methods Thursday, recalling their children's past experiences at the schools and saying the network does not adequately provide for special needs students.

New York City parents of current and former Success Academy students describe a learning environment that was a godsend for some children and a grind for others.

We will have an education system that differentiates between students and finds every child where he or she is in the early years, then gives her the understanding, guidance, increasing academic challenge, and support necessary to traverse each level of our education system successfully, ultimately emerging — after some years of post secondary education — ready for success in a job and in our economy, as a citizen, the head of a family, and a lifelong learner.

The state's department of education describes a student who scores at Level 2 (of five levels) as having «limited success» against the state standards; only students who score at Level 3 or above are considered to be proficient for the purposes of evaluating schools under No Child Left Behind.

When a student succeeds, we can illustrate the root of the success and praise the child for her effort and attitude.

For nearly a decade, the No Child Left Behind Act (NCLB) has focused the attention of policymakers and researchers squarely on the achievement of low - performing students, with some apparent success.

Rather than providing students skills that have real currency in today's labor market and preparing them for gainful employment, accountability provisions in the federal No Child Left Behind Act and Race to the Top funding program have focused on increasing short - term gains that measure success or failure of schools.

Remember, for struggling writers, and for English learners as well as students with special needs: graphic organizers, shortening a writing assignment, modifying it in some way, or giving a child additional writing time increases the opportunities for all learners in your class to write with success.

Price, a nonresident Senior Fellow in economic studies at the Brookings Institute and John L. Weinberg / Goldman Sachs visiting professor of public and international affairs in the Woodrow Wilson School at Princeton University, wrote Achievement Matters: Getting Your Child the Best Education Possible «for educators who wish to mobilize their own communities to support student success,» he wrote.

Many parents «don't push their children very hard when it comes to academics» Perry explains, because they «don't necessarily believe in the connection between effort and academic achievement, and don't believe that academic success is within reach of any student willing to work hard for it.»

Children now are under almost as much pressure to be organized as their parents, and a book by Donna Goldberg, The Organized Student: Teaching Children the Tools for Success in School and Beyond offers a blueprint for helping students identify, prioritize, and take charge of school and personal responsibilities.

The Organized Student: Teaching Children the Tools for Success in School and Beyond introduces these principles, together with hands - on lessons.

It's also worth noting that there are many additional ways to measure student outcomes and success beyond test scores, which most parents rank low when it comes to choosing schools for their children.

Their children attend schools that are close to their homes, have high academic expectations and provide the environment for student success, and often enjoy a high rate of parental involvement in the life of the school.

For example, «Oregon Trail,» a computer game that helps children simulate the exploration of the American frontier, teaches students that the pioneers» success in crossing the Great Plains depended most decisively on managing their resources.

-- I helped a little girl of 7 years to capitalize and to submit paintings in some exhibitions; — All students have participated as guests on the show for children Tirigong at the local television station in a dedicated to our mothers and to Fairy Spring show; — I organized a small theater bande named Fireflies who have a remarkable success (two awards for interpretation at Come to the theater!

Teachers» unions are strongly against these plans for a variety of reasons, including that they say it's nearly impossible to accurately measure an individual teacher's contribution to a student's success, since a child's achievement is cumulative over a period of years and the result of the efforts of many people.

If we're committed to the success of every child, we must acknowledge the uneven playing field that exists for many: ELLs, students with special needs, children experiencing trauma or relentless poverty, and students of color who confront unconscious biases about their capacity.

Dr Jacqueline Cornish OBE, National Clinical Director for Children, Young People and Transition to Adulthood at NHS England, said: «It is exciting to see this small - scale study, part funded by NHS England, show students» academic success and personal well - being significantly improved by sport and exercise.

Rep. Bishop: Student Success Act Builds a Better Path Forward for Students Why America's Homeschoolers Support Reforms in #StudentSuccessAct Rep. Joe Wilson (R - SC): #StudentSuccessAct Gives Students «Fresh Start» Rep. Virginia Foxx (R - NC): Reduce the Federal Footprint in America's Classrooms Rep. Todd Rokita (R - IN): Why Americans need a new education law AEI's Rick Hess: Here's the Right Way for Conservatives to Start Fixing No Child Left Behind AEI's Max Eden and Mike McShane: Restore the Rule of Law to Education Thomas B. Fordham Institute's Michael Petrilli: Take Our Schools Back Thomas B. Fordham Institute's Chester E. Finn: The conservative case for H.R. 5 Daily Caller: No, Congress Isn't About to Mandate Common Core What They're Saying About #StudentSuccessAct

A whole child approach sets the standard for comprehensive, sustainable school improvement and provides for long - term student success.

They explore complex contemporary issues and problems facing education and society — including issues of community - focused leadership development for high - poverty rural schools, college access and student success, sexual violence, cross cultural counseling, community college leadership, and state and institutional policies that affect children and adult learning — with a view toward solutions that will make a real, positive difference for students, teachers, counselors, administrators, policy makers, and communities.

The Children's Aid National Center for Community Schools is a practice - based technical assistance organization that builds the capacity of schools, districts, and community partners to organize their human and financial resources around student success.

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.

A writing prompt for students to think about what John Glenn did as a child to find success as an adult.

A draft of a report by Maris A. Vinovskis, a professor of history at the University of Michigan, cites several exemplary studies by the institutions, including an analysis of youth - training programs, the development of the «Success for All» program for disadvantaged students, and «pioneering» work in understanding how children learn mathematics.

i. Lahaderne, «Attitudinal and Intellectual Correlates of Attention: A Study of Four Sixth - grade Classrooms,» Journal of Educational Psychology 59, no. 5 (October 1968), 320 — 324; E. Skinner et al., «What It Takes to Do Well in School and Whether I've Got It: A Process Model of Perceived Control and Children's Engagement and Achievement in School,» Journal of Educational Psychology 82, no. 1 (1990), 22 — 32; J. Finn and D. Rock, «Academic Success among Students at Risk for School Failure,» Journal of Applied Psychology 82, no. 2 (1997), 221 — 234; and J. Bridgeland et al., The Silent Epidemic: Perspectives of High School Dropouts (Washington, D.C.: Civic Enterprises, LLC, March 2006), https://docs.gatesfoundation.org/documents/thesilentepidemic3-06final.pdf.

While By All Means 2.0 will build off the initiative's original framework — featuring local children's cabinets, biannual convenings, and city - based consultants — there will also be a new focus on specific areas of work, including creating individualized student success plans and identifying the resources necessary to expand educational opportunities for children.

Scheduled for Success: Frank Zaremba of Barnette Elementary in Charlotte - Mecklenburg Schools writes: «When I became a multi-classroom leader for the exceptional children's (EC's) team, I expected to be able to use my 15 years of experience as an EC teacher and dean of students to coach teachers, especially special education teachers, and help them grow.

Engaging Latino families for student success: How parent education can reshape parents» sense of place in the education of their children.

Jane Quinn at the Children's Aid Society can talk about New York City's Success Mentors program, which improved attendance for chronically absent students.

For that competition, CEI presented our vision for children's well being by asking, «What if schools were havens for healing and prek - 12 grade classes were intentionally designed to promote student voice, thriving, & success?&raqFor that competition, CEI presented our vision for children's well being by asking, «What if schools were havens for healing and prek - 12 grade classes were intentionally designed to promote student voice, thriving, & success?&raqfor children's well being by asking, «What if schools were havens for healing and prek - 12 grade classes were intentionally designed to promote student voice, thriving, & success?&raqfor healing and prek - 12 grade classes were intentionally designed to promote student voice, thriving, & success?»

By proposing to serve a targeted group of students, neo-vouchers open the door for public dollars to be transferred to private schools with no federal mandates to serve children with disabilities and no accountability for their success (Müller & Ahearn, 2007).

The critical factors for success are the support of all seven schools, a member of staff representing the project in each school who is able to accompany the students on trips or arrange for this and the willingness of the students» parents to support their children's participation.

Dear Parents and Guardians, At Hollywood High School, we care about the safety and well - being of our students, and are committed to creating safe, productive school environments so your child can learn and thrive for success.

The staff, students, and families of Lawrence - Lawson will work together to create and implement a nurturing environment, where the foundation for life - long success is established for all children.

The Whole Child model seeks to work with best practices to achieve engaging and challenging instruction, develop a school culture that promotes a healthy and safe climate for student learning and leadership that involves faculty, students, parents and the community to maximize the supportive potential in school and provide for long - term student success with sustainable strategies.