Sentences with phrase «emotional system assesses»

Aperture Education's Evo Social / Emotional system assesses social and emotional competency, provides strategies for bolstering skills, monitors progress and measures outcomes of youth both in school and out - of - school.

Not exact matches

In The Other Side of the Report Card: Assessing Students» Social, Emotional, and Character Development, J.J. Ferrito, Dominic Moceri, and I analyzed report card comments and their ubiquitous drop - down menus, and we found many flaws in the current system.

Concerned that high - stakes testing was narrowing student assessment down to a few scores, teachers and administrators in one Illinois district developed a system to assess a range of skills — including critical thinking and social - emotional skills — they wanted students to master by the time they left school.

Under the system that is being adopted, students are assessed in the areas of academics, social / emotional development, critical thinking / problem solving, physical education, and fine and applied arts.

Aperture Education's Evo Social / Emotional Assessment and Intervention System may be used to assess the social and emotional skills of the participating students so that the results can inform the development of programs that are tailored for the participants&raquEmotional Assessment and Intervention System may be used to assess the social and emotional skills of the participating students so that the results can inform the development of programs that are tailored for the participants&raquemotional skills of the participating students so that the results can inform the development of programs that are tailored for the participants» needs.

The SSIS - Social Emotional Learning Edition comprises a comprehensive, evidence - based social - emotional learning system that also assesses key academic skills and integrates the different components with an aligned, multi-tiered inteEmotional Learning Edition comprises a comprehensive, evidence - based social - emotional learning system that also assesses key academic skills and integrates the different components with an aligned, multi-tiered inteemotional learning system that also assesses key academic skills and integrates the different components with an aligned, multi-tiered intervention.

In this blog post, Deborah Moroney and Michael McGarrah discuss how states and districts can build systems to support and properly assess these social and emotional skills and competencies.

It is a multi-component digitized system for use with preschool through middle school students to help consistently screen, assess, and remediate key academic enabling behaviors and social — emotional skills.

Ten urban districts in California — including the Los Angeles Unified School District, the nation's second largest — collectively called CORE (California Office to Reform Education) districts, have designed a system to make schools answerable for improving students» social and emotional skills by using data from student, parent, and teacher surveys, among other factors, to assess whether students are improving in these areas.

Our award - winning system offers a strength - based approach to assessing and supporting the growth of social and emotional skills for both your students and staff.

Charted and recorded information in client files.Tracked client movement on and off the unit by documenting times and destinations of clients.Checked facility for open windows, locked doors, malfunctioning smoke detectors and other safety hazards.Quickly responded to crisis situations when severe mental health and behavioral issues arose.Efficiently gathered information from families and social services agencies to inform development of treatment plans.Documented all patient information including service plans, treatment reports and progress notes.Collaborated closely with treatment team to appropriately coordinate client care services.Developed comprehensive treatment plans that focused on accurate diagnosis and behavioral treatment of problems.Consulted with psychiatrists about client medication changes, issues with medicine compliance and efficacy of medications.Organized treatment projects that focused on problem solving skills and creative thinking.Referred clients to other programs and community agencies to enhance treatment processes.Created and reviewed master treatment and discharge plans for each client.Guided clients in understanding illnesses and treatment plans.Developed appropriate policies for the identification of medically - related social and emotional needs of clients.Assisted clients in scheduling home visits and phone calls and monitored effectiveness of these activities.Evaluated patients for psychiatric services and psychotropic medications.Monitored patients prescribed psychotropic medications to assess the medications» effectiveness and side effects.Evaluated patients to determine potential need to transfer to specialized inpatient mental health facilities.Administered medication to patients presenting serious risk of danger to themselves and others.Conducted psychiatric evaluations and executed medication management for both inpatient and outpatient facilities.Led patients in individual, family, group and marital therapy sessions.Diagnosed mental health, emotional and substance abuse disorders.Recorded comprehensive patient histories and coordinated treatment plans with multi-disciplinary team members.Consulted with and developed appropriate treatment and rehabilitation plans for dually diagnosed patients.Referenced and used various therapy techniques, including psychodynamic, family systems, cognitive behavioral and lifespan integration psychotherapy.

Then we would schedule one 45 - minute in - person consultation with the parent or preferably both parents to fully assess the situation, get an understanding of the child's emotional health, the family system, parenting styles and to establish the critical therapeutic alliance, or the working relationship between myself and the parent or parents.

Most countries have national (or subnational) guidelines for social and emotional assessment on student report cards, and «some countries assess student social and emotional skills in their national level surveys to evaluate their education systems.»

1995 — Building Relationships: Families and Professionals as Partners 1996 — A Promising Future 1997 — Fostering the Well Being of Families 1998 — Trauma: A Multi-Dimensional View 1999 — Coming Together for Children and Families: Developing Comprehensive Systems of Care 2000 — The Neurobiology of Child Development: Bridging the Gap Between Theory Research and Practice 2001 — Processing Trauma and Terrorism 2002 — The Road Less Traveled: Adoptive Families in the New Millennium 2003 — A Better Beginning: Parents with Mental Illness and their Young Children 2004 — Approaches That Work: Multi-Stressed Families and their Young Children 2005 — The Screening and Assessing of the Social Emotional Concerns 2006 — Supporting Young Children through Separation and Loss 2007 — Social Emotional Development: Promising Practices, Research and Policy 2008 — Attachment: Connecting for Life 2009 — Evidenced - based Practices for Working with Young Children and Families 2010 - Eat Sleep and Be Merry: Regulation Concerns in Young Children 2011 - Climbing the Ladder Toward Competency in Young Children's Mental Health 2012 - Focusing on Fatherhood 2013 - Trauma in Early Childhood: Assessment, Intervention and Supporting Families