Sentences with phrase «assessment for learning disability»

• Processed travel expense reports, travel arrangements, check requests and petty cash and conducted intake with adults to determine eligibility for psychological assessment for learning disability and for recruitment into the Adult Literacy Program.

Jennifer's specialties include assessment for learning disabilities, ADHD, academic excellence, and early childhood / kindergarten readiness, as well as individual therapy for issues such as anxiety, depression, oppositional / behavioral management, anger management, parenting, social skills, and organizational skills.

Not exact matches

She also notes that while psychology is often seen as a form of treatment, it can also be used to empower clients — for example, she concentrates primarily on sports psychology and in educational assessments to help kids with anxiety and learning disabilities.

This is extremely important because during this assessment other possible causes for your child's difficulties at school other than or in addition to ADHD may be discovered, such as a learning disability, delay in language development, and anxiety issue, and more.

If you believe you or your child has a learning disability in basic reading, contact your school principal or counselor for information on how to request an assessment.

- Spending $ 10 million to create Native Language Arts examinations that would allow those learning English to take the tests in Spanish - An additional $ 2.9 million for alternative assessments for students deemed to have severe disabilities.

A guidance for post-16 education providers on implementation of the Disability Discrimination Act and how to perform inclusive risk assessments can be found at the Learning and Skills Development Agency.

Accurate for all: Universal design for learning and the assessment of students with learning disabilities.

The College Board relies on K - 12 schools, both public and private, to determine students» eligibility for accommodations, and it is widely acknowledged that, from district to district or state to state, there is no consistency regarding the identification or assessment of students with learning disabilities.

The commissioner may also place under preliminary registration review any school that has conditions that threaten the health, safety and / or educational welfare of students or has been the subject of persistent complaints to the department by parents or persons in parental relation to the student, and has been identified by the commissioner as a poor learning environment based upon a combination of factors affecting student learning, including but not limited to: high rates of student absenteeism, high levels of school violence, excessive rates of student suspensions, violation of applicable building health and safety standards, high rates of teacher and administrator turnover, excessive rates of referral of students to or participation in special education or excessive rates of participation of students with disabilities in the alternate assessment, excessive transfers of students to alternative high school and high school equivalency programs and excessive use of uncertified teachers or teachers in subject areas other than those for which they possess certification.

NAEYC developmentally appropriate practices (DAP), including instructional practices to promote learning and development, teacher - child interactions, assessment practices, the use of materials and the physical environment, constitute the foundation of quality for all children, including children with disabilities.

Read the 2017 - 18 Parent Handbook for all aspects of AppleTree Early Learning PCS, including attendance policy, student services, behavior supports, assessments and progress reports, serving children with disabilities, family involvement, health and nutrition, safety policies, and school dress code.

Students in 3rd through 8th grade took either the Badger exam, the beleaguered state standardized test given for the first and last time last spring, or the Dynamic Learning Maps (DLM) exam, an alternative assessment given to students with severe cognitive disabilities

Since restructuring into a more inclusive learning environment, both River View and Summer Heights have seen gains — for all students, but especially for students with disabilities — on NCLB - mandated standardized tests and in - school assessments given throughout the year.

The Dynamic Learning Maps ® (DLM ®) Alternate Assessment System creates highly accessible assessments for students with significant cognitive disabilities.

While some say this practice of designing teacher preparation curriculum around the PACT bears resemblance to K - 12 teachers «teaching to the test,» many educators at Northridge say the PACT is focused on critical areas of good teaching, like planning lessons with strong student assessments, and modifying lessons for English language learners and students with disabilities, and that it therefore only reinforces what candidates should learn anyway.

Transforming Learning from the Ground Up Through New Hampshire's PACE Assessments: This case study describes New Hampshire's efforts at implementing a large - scale assessment system and the challenges and opportunities it poses for students with disabilities.

Since as many as two thirds of children with ADHD have coexisting conditions such as learning disabilities or depression, assessment must include an evaluation for these disorders as well (American Academy of Pediatrics, 2000).

Karvonen will lead the DLM project's test development and measurement team during the next phase of development of the Dynamic Learning Maps Alternate Assessment System, a computer - based assessment for the 1 % of the K - 12 public school student population with significant cognitive disabilities for whom, even with accommodations, general state assessments are not appropriate.

The Center's work will include, but is not limited to, professional development for the infant / toddler and preschool workforce; evidence - based curriculum; early learning standards; effective transitions; screening and assessment; culturally and linguistically age appropriate practices; enhancing teacher / child interactions; supporting networks of infant / toddler practitioners; supporting children with disabilities (part C and part B); and using data to improve practice.

The results include significant improvement in learning outcomes for all students on statewide assessments, as well as a 40 % reduction in the number of students referred for initial placement in special education and a 50 % reduction in the number of students identified as having a learning disability.

The DLM Consortium is developing the Dynamic Learning Maps Alternate Assessment, a computer - based assessment for the 1 % of the K - 12 public school student population with significant cognitive disabilities for whom, even with accommodations, general state assessments are not appropriate.

The $ 22 million grant — the largest in KU history — was awarded to fund development and evaluation of a new generation of alternate assessments for students with the most significant cognitive disabilities — the Dynamic Learning Maps Alternate Assessment System (DLM).

She has conducted programmatic research on assessment methods for enhancing instructional planning and on instructional methods for improving reading and math outcomes for students with learning disabilities.

CETE staff members Alan Sheinker, Carrie Mark, and Sookyung Shin will present the session «Dynamic Learning Maps ™ Alternate Assessment System (DLM - AAS): A new generation assessment for students with significant cognitive disabilities.»

The panelists — including Arkansas's Fort Smith Public Schools Superintendent Benny Goodman and the National Center for Learning Disabilities's Laura Kaloi — also advocated for using multiple assessment measures to judge school quality, adding more flexibility for improving low - performing schools, maintaining a focus on holding schools accountable for the performance of student subgroups, tracking student growth, and ensuring states set high standards.

Life After Pre-K: Looking at Kindergarten Assessment presented material for attendees to understand the components of a statewide comprehensive assessment system for all children birth to kindergarten, identify the current status of kindergarten assessments as well as commonalities / variations across states and challenges in developing kindergarten entrance assessments, identify challenges and opportunities for including children with disabilities in statewide assessments, and understand the experiences of the State of North Carolina in implementing a kindergarten assessment.Jim Squires presented with Cindy Bagwell (NC Department of Public Instruction), Mary McLean (Head Start National Center on Quality Teaching and Learning / University of Florida) and Catherine Scott - Little (UNC - Greensboro) at the 2015 National Early Childhood Inclusion Institute.

Describes accommodations, alternate assessments, appeals, procedures, and other safeguards that should be implemented for statewide assessment systems to comply with the law and guarantee educationally sound opportunities to students with learning disabilities.

The DLM Consortium is developing the Dynamic Learning Maps Alternate Assessment, a computer - based assessment for the 1 percent of the K - 12 public school student population with significant cognitive disabilities for whom, even with accommodations, general state assessments are not appropriate.

It is possible, however, for evaluators to determine if a child has dyscalculia and learning disabilities in math through general types of diagnostic math assessments, reviews of student work, and cognitive assessments.

(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 Inclusion?

SELECTED ACCOMPLISHMENTS • Elevated students» class participation level by 60 % through effective counseling and implementation of student motivational strategies • Conducted the annual student's day for grade 4 successfully in the absence of the teacher • Identified a special needs child with multiple learning disabilities and referred him for further assessment and support timely • Earned the best classroom assistant award thrice

Psychological assessments have also been a focus of mine, including assessment for ADHD, behavioral concerns, autism / Asperger's syndrome, learning disabilities, intellectual impairment, and emotional and social functioning.»

I G. Lyons (Ed), Frames of reference for the assessment of learning disabilities (pp. 475 - 514).

I conduct gifted assessments, as well as testing for learning disabilities in adults and children.

Dr. Rose and Mrs. Rose provide educational and psychological assessments and counseling for adults, adolescents, children, families, and couples including assessing for possible learning disabilities, ADHD, dyslexia, processing disorders, and other factors affecting learning.

Rachel also conducts psychological assessments for all ages, which include Learning Disability assessments, Personality assessments, and ADHD evaluations.

Assessment materials will be strengthened through evidence - centered design (ECD) and the principles of Universal Design for Learning (UDL), ensuring a valid, reliable assessment that can support the learning of all children, including those with disabilities and dual language - lLearning (UDL), ensuring a valid, reliable assessment that can support the learning of all children, including those with disabilities and dual language - llearning of all children, including those with disabilities and dual language - learners.

Dr. Becker is a licensed clinical child psychologist in the state of Oregon and specializes in providing evidence based psychoeducational, neurodevelopmental, and neuropsychological assessments to evaluate for intellectual disabilities, ADHD, Learning Disorders, cognitive impairment due to brain injury, epilepsy, and other medical conditions / treatment in children ages 2 - 25.

«Psychological assessment for autism, ADHD, Learning Disabilities and social / emotional concerns.

Mental health and wellness for individuals, family and marriage counseling, children and adolescent counseling, grief and trauma therapy, life coaching, adjustment issues of all kinds, eating disorders, ADD / ADHD evaluations, depression and anxiety, substance abuse, psychological assessments, learning disabilities, autism evaluations, anger management, anxiety disorders, conduct / behavior disorders, depression, gay / lesbian issues, sexual disorders, infertility, adoption, trans - racial parenting, Christian / religious focused therapy and more.