Sentences with phrase «with access to the principal»

When C2 becomes a teacher's helper, Carl finds himself with access to the Principal's computer and accidentally changes the grades of every kid in school — to all «A's!

Not exact matches

Ease of access is another key area of consideration, with the distance to a major airport and especially one that allows for direct flights to the principal cities around the world.

A money market fund is a type of fixed income mutual fund with very stringent maturity, credit quality, diversification, and liquidity requirements intended to help it achieve its goals of principal preservation and daily access for investors.

«I am angry that a man who was a violent, aggressive bully, a drunkard with an unhealthy interest in children, and that was obvious, was allowed to be a principal of a school, was allowed to be teacher in a school over a long number of years, allowed access to young boys.

Over the past year, I have met with community leaders and stakeholders from across the country — parents and teachers, school board members and principals, suppliers and food service workers — about the importance of making sure every child in America has access to nutritious meals at school.

At one school, after the principal two years ago «was giving out limited access letters like candy,» McLean said, his local Community Education Council held a meeting with city school officials and the National Action Network to discuss the issue.

I imagine every school superintendent, principal, and teacher would agree that it is in their best interest to provide their students with the best access to the most current, scholarly information available.

Principal David Rogers says the whole school policy is about «genuine inclusion» and providing students with «equal, fair access» to facilities at all times, rather than teachers only using the sound system or switching on captioning when they have a deaf student in class.

Besides gaining access to district buildings, these schools also tend to attract principals and teachers who like the idea of working more closely with districts and being part of systemic reform.

According to Duncan, «Over 40 states are developing next - generation accountability and support systems,» guided by the CSSOs, and «many states are moving forward with reforms in teacher and principal evaluation and support, turning around low - performing schools, and expanding access to high - quality schools.»

As well as, frequently, school principals, school leaders in small communities have a range of extra responsibilities — which usually aren't found in larger centres and certainly not in metropolitan areas — to do with teacher housing, bus services, accessing specialist services to support students, and just coming to grips with the whole issue of distance.

«We truly need,» a high school principal shared with me, «a mobile device that gives us quick access to information.

Along with the online survey reports, teachers and principals will have access to the Panorama Education Playbook (Playbook), an online professional learning tool that allows educators to share practices and create a personalized playbook of instructional strategies based on their survey results.

Respondents also flagged the most promising policies for incentivizing excellent professional development as, in order, access to a highly supportive principal, the chance to watch peers model effective teaching practices, access to a mentor, and common planning time with colleagues.

MCAN is seeking high schools with a strong commitment from the building principal, school counseling team, and dedicated college and career readiness staff to move the needle on key college access metrics for the Reach Higher High School grant.

Kevin Gallick, EdD Urban Education Leadership»13 and principal at CPS George Washington High School, describes strategies in this video for sharing standardized test score data directly with students to help them understand the connections between GPA, test scores and college access:

Running a school with no extended learning day, and more than 700 students who ride buses from as far away as East Boston, principal Mary Driscoll understands what it means to have a partner like Steppingstone: It means more students gain access to extra academic instruction on - site.

«By teaming with CEI, Curriculum Crafter will have greater access to some of the foremost elementary and middle school principals in the nation,» said Donn Smith, CEO of Curriculum Crafter.

When black students went to schools with white ones, they were able to access good teachers, principals and guidance counselors, updated textbooks and more advanced classes.

As a community school coordinator, Bianca works closely with Principal Pete Geerling, assessing the needs of the students and families, and assisting families with access to resources around the community.

«You had access to a person with experience enough to let you know you're going in the right direction,» said Jackson, who appreciated both having his coach observe him during coaching sessions with principals and observing other ILDs coach their principals.

Year 2: Reach Higher High School Renewal Grant MCAN is seeking high schools with a strong commitment from the building principal, school counseling team, and dedicated college and career readiness staff to move the needle on key college access metrics for the Reach Higher High School Renewal grant.

The principal must develop a plan to give all students access to excellent teachers and their teams with the school's current staff, without any new funding.

MCAN is seeking high schools with a strong commitment from the building principal, school counseling team, and dedicated college and career readiness staff to move the needle on key college access metrics for the Reach Higher High School Renewal grant.

With this prestigious accolade, Pinecrest Preparatory Academy Charter High School continues to expand its partnership with the CollegeBoard «Incorporating the Pre-AP curriculum at our school continues to support our mission of giving all of our students, regarding of ability level, equal access to a challenging, college - bound curriculum», stated Maria Beatriz Nuñez, PrinciWith this prestigious accolade, Pinecrest Preparatory Academy Charter High School continues to expand its partnership with the CollegeBoard «Incorporating the Pre-AP curriculum at our school continues to support our mission of giving all of our students, regarding of ability level, equal access to a challenging, college - bound curriculum», stated Maria Beatriz Nuñez, Princiwith the CollegeBoard «Incorporating the Pre-AP curriculum at our school continues to support our mission of giving all of our students, regarding of ability level, equal access to a challenging, college - bound curriculum», stated Maria Beatriz Nuñez, Principal.

Raise concerns with your school principal: Talk to your principal about the importance of school breakfast, any barriers you see to students accessing the meal, and talk through ways to troubleshoot.

However, to strengthen his hand in negotiations with the district, the principal also helped establish a network among the local charter schools so they could work together to advocate for common needs — such as access to facilities, personnel, and other resources — and respond collectively to some of the pressures they faced.

With that advice in mind, let's review the delivery channels to which principals have access.

She became a principal to advocate for all students and provide them with access to high - quality instruction.

For example, familiarizing teachers (educators, principals) with the value of these kinds of materials in terms of efficiency for education institutions and for all teachers in providing access to quality learning materials from other teachers nationwide.

Most recently, he was the founding principal of a charter high school designed to serve students who have the least access to an excellent education, those who are over-age and under - credited and involved with the court system or in foster care.

The network also provides schools with access to: a national «knowledge network» of CWC teachers and principals who can share best practices with one another, meaningful professional development opportunities and evaluation tools, student assessment tools and help tracking student achievement, training in school operations, interest - free start - up loans to help new schools get off the ground and long - term financial planning assistance, and help resolving outstanding academic issues when requested by the school.

Providing new school principals with access to experienced mentors to support their career growth and professional learning

As a result of the meetings, charter school leaders now have access to the district's email system, speeding up communication with the district, charter school principals meet regularly with district staff members to keep updated on accountability requirements, and the paperwork and administrative processes have become more streamlined for greater efficiency.

According to a press release issued at the time, «The reorganization addresses Governor Dannel P. Malloy's six principles on education reform, including: (1) Enhancing families» access to high - quality early childhood; (2) Turning around Connecticut's lowest - performing schools and districts; (3) Expanding the availability of high - quality school models; (4) Removing red tape and other barriers to success; (5) Ensuring that our schools are home to the very best teachers and principals; and (6) Delivering more resources, targeted to districts with the greatest need - provided that they embrace key reforms that position our students for success.»

For instance, principals with access to good student data reported spending more time spent observing teaching and building a common vision for the school.

Stand with hundreds of educators from across California in calling on superintendents, school board leaders, principals, policy makers, business leaders, child advocates, parents and students to join the growing Summer Matters movement to ensure every child has access to summer learning opportunities that support year - round learning and well - being.

To expand access to research - based simulations like those we developed and revised over the years, we created four online, video - based sims, like the one in which Principal Moore took part, and moved the three - ring binder online in the form of a simulated school website for use with aspiring principalTo expand access to research - based simulations like those we developed and revised over the years, we created four online, video - based sims, like the one in which Principal Moore took part, and moved the three - ring binder online in the form of a simulated school website for use with aspiring principalto research - based simulations like those we developed and revised over the years, we created four online, video - based sims, like the one in which Principal Moore took part, and moved the three - ring binder online in the form of a simulated school website for use with aspiring principals.

Through the use of TestWiz to align local assessments with state standards and to shift access to detailed test data from the district level into the hands of building principals and assistant principals, assessments can be administered frequently, and the results are available online within a single day.

The president and principal should also discuss areas such as financial management, communicating with the parents, the parent group's access to school resources, and the principal's expectations of the parent group and vice versa.

NAESP, with The American School Counseling Association, National Association of School Psychologists, National Association of School Resource Officers, National Association of Secondary School Principals, and School Social Work Association of America released «A Framework for Safe and Successful Schools,» their joint recommendations for improved school safety and access to mental health services for students.

• Identify specific student groups whose needs are not being met; • Work closely with principals and teachers to change adult behavior and provide conditions in which students who have historically struggled can thrive; • Change system policies and practices that are barriers to students» success — school discipline and access to culturally relevant pedagogy are two key areas; • Engage parents to become involved in their children's education and empower them to be advocates; • Work with students through teachers and mentors to cultivate deep relationships and trust; • Provide students with leadership and advocacy opportunities to build agency.

Access to early job contracts and preferential interviews with principals in partnering school districts

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About InclusioTo Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusioto Know About Inclusion?

Access to the Common Core for All Margaret J. McLaughlin Six principles for principals to consider in implementing CCSS for students with disabilities.

(There are other versions of annuities that give you various degrees of access to principal, but their payments are typically lower and / or they may come with steep fees.)

Typically they provide clients with superior personal service and direct access to the principals of the firm, who may have exceptional expertise and experience.

With a cash out refinance, you could access a portion of that available home equity in cash, and add that amount to the principal when you refinance into a new home loan.

With an emphasis on high - quality, short - term fixed - income securities, this subaccount seeks to protect principal by attempting to maintain a constant $ 1.00 share price while providing shareholders with easy access to their moWith an emphasis on high - quality, short - term fixed - income securities, this subaccount seeks to protect principal by attempting to maintain a constant $ 1.00 share price while providing shareholders with easy access to their mowith easy access to their money.

Our affiliation with Principal provides deep resources for support functions, such as finance and legal, as well as access to distribution channels that provide growth opportunities for our firm.