Determine needs of individual students in the programs
Not exact matches
These differences also
determine the amount
of additional support
individual students may
need.
Prior to the 1970s,
individual school districts bore nearly all
of the responsibility for
determining what the
students within their purview
needed to know and be able to do to advance from grade to grade and graduate from high school.
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.
Surveys from district staff indicate a
need for exemplary models
of how to analyze
student data to
determine which practices work best for which
students, adapt instructional practices to meet
students»
individual needs, and develop curriculum - embedded formative assessments.
Provision
of support is
determined on a
needs basis, remembering that every
student is an
individual and differs in the extent
of their
individual difficulties and the provision they
need.
Teachers
determined which
students were on track, which
needed more support or extension, and thought creatively about how to meet the specific
needs of individual students.
LEAP is defining and articulating the teacher practices that best meet
individual student needs;
determining the school - and classroom - level models that best personalize learning; and constructing the research methods and tools to best evaluate the impact
of personalized learning and edtech programs on
student achievement.
Most importantly, a scholarship tax credit program will move New Hampshire from an educational system where access is primarily
determined by a
student's zip code and accident
of birth toward a system tailored to meet the
individual needs of every child.
Using the Success Highways Resiliency Assessments, administrators can identify the social and emotional
needs of individual students, grades 3 - 10, and
determine at the district, school and classroom levels which resiliency areas are in
need of the most attention.
Analyzing data to
determine individual students» areas
of strength and areas in
need of improvement and using this data to influence instructional decisions
Such a change would require that Bridgeport revise each
student's IEP (Individualized Education Program), a process that is both complex, lengthy and requires full participation by all
of the
individuals and entities that are responsible for
determining each child's educational and social
needs.
Teachers can use the results
of these tests to
determine the
needs of the entire class and
of individual students.
They would
determine the percentage
of students proficient with each target, then make a plan for
individual students, if
needed.
The three courses have a sequence, but depending on
individual needs,
students may take the three courses out
of the normal sequence, and for whatever amount
of credits is appropriate to reflect the work and learning
of the
student, as
determined collaboratively between the
student and the
student's coach.
The test administrator will
determine the length
of each session based on
individual student need.
After diagnosing a
student's area
of need, teacher teams
need to
determine which interventions, strategies, techniques, etc., are best fitted for the
individual student and his / her
needs.
During this step, you might move around the room to
determine students» level
of mastery and provide
individual help as
needed.
District budgets
determine how funds are distributed among the schools, and those funding allocations are most often made based on the allocation
of resources (such as teachers) and not directly on the composition
of individual schools»
student populations and the particular educational
needs of those
students.
These classes are tailored to fit each
student's specific
needs, and the duration and number
of classes taken will be
determined on an
individual basis.
• Assist the lead teacher with curriculum development and lesson planning • Ensure that the lesson plans are purposeful and age appropriate • Work with the lead teacher to plan and implement study programs aimed at meeting the
individual needs of the
students • Encourage
student enthusiasm for learning processes by working with each
student on an
individual basis • Observe
students» behavior and progress on a regular basis • Work with the lead teacher to recognize and address learning problems • Assist the lead teacher in developing reasonable classroom rules in accordance to the school guidelines • Evaluate
students periodically to
determine progress and
need for intervention • Handle
student record management tasks • Assist lead teachers in make
needed adjustments to the instructional program • Prepare bulletin board displays in accordance to the lead teachers» instructions • Tutor
students in groups and individually in order to enforce concepts taught in class • Assist
students with assignments or in understanding difficult concepts • Supervise
students during instruction and in the absence
of the lead teacher • Organize and supervise games during activity time • Assist
students during lunch time and with their toileting
needs • Handle instruction resource research activities and hand out materials to
students • Take and record class attendance • Assist
students in embarking and disembarking from the school bus • Operate and maintain audio - visual equipment from special class projects
Math Tutor ABC SCHOOL, De Soto, MO (6/2008 to Present) • Comprehend each
students»
individual needs for understanding complex mathematical concepts • Thoroughly go through existing mathematics curriculum and create supportive lesson plans • Implement lesson plans to groups
of students by concentrating on their
individual abilities • Assist
students in understanding how technology can be used to effectively utilize campus resources • Promote a classroom environment that is safe and conducive to learning and instruction • Develop instructional materials to help
students understand the concepts
of mathematics easily • Conduct ongoing assessments to
determine students» adaptability to classroom environments • Encourage parental involvement in
students» education and ensure that appropriate and effective communication is maintained with parents • Assess curriculum suitability and make changes to the mathematics curriculum to suit the
individual needs of students • Assist
students in understanding concepts and handling class assignments • Plan, create and administer tests and ensure that they are graded according to the grade sheets provided by the school • Create and maintain records
of students in a confidential manner
The Arc
of the Ozarks, St. Paul, MN 9/2009 to Present Behavior Support Technician • Confer with school nurses and teachers to
determine types of behavior issues certain students are facing • Assess each child for behavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful ob
determine types
of behavior issues certain
students are facing • Assess each child for behavior issues by conferring with them individually and in groups •
Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful ob
Determine strategic behavior support programs for each
individual student • Conduct classroom observations to
determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful ob
determine behavior intervention plans • Hold meetings with teachers and social workers to
determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful ob
determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record
students» histories and document reasons that may have contributed to behavior issues • Supervise
students» interactions with their peers and take notes to
determine plans of action • Document progress of each student after careful ob
determine plans
of action • Document progress
of each
student after careful observation
• Singlehandedly develop an interactive learning program based on
individual students» learning abilities, resulting in increased positive response from the
student body • Train fellow special education teachers in using sign language with
students with hearing and speech problems, which resulted in increased
student confidence • Create and implement curriculum based on the
individual requirements
of each
student enrolled in the special
needs class • Design, develop and implement lesson plans to meet each special
student's requirements • Assess each enrolled
student to
determine his or her
individual capabilities and limitations • Provide both direct and indirect instructional support to
students by employing special education strategies and techniques • Teach socially acceptable behavior by both instructing it and modeling it effectively
NSU Teacher Education Program Candidate Regularly assumed role
of lead teacher; Supervised an average
of 23
students in classrooms, halls, cafeterias, schoolyards and on field trips; Enforced the school's
student discipline code to deal with problem situations; Preserved the confidentiality
of student records and information at all times;
Determined student strengths and weaknesses through STAR testing and weekly assessments; Nurtured
students» desire to meet and / or surpass their Accelerated Reader goal; Set up lesson materials, bulletin board displays and demonstrations; Fostered oral language development and critical thinking skills during literary discussions; Differentiated instruction for
individual student needs; Encouraged personal responsibility while maintaining positive learning environment for all learners; Maintained communication between school and parents via
student planners, and parent / teacher conferences.