Sentences with phrase «assessment identifies the strengths»

The assessment identifies the strengths of the child and family.

Not exact matches

To identify your strengths, use a tool such as the StrengthsFinder assessment or ask family and friends.

Allie is certified in the PREPARE / ENRICH program for couples — an assessment tool that identifies strengths and potential areas of growth and improvement in relationships, for married and premarital couples.

The strengths of the draft safety assessment notwithstanding, the Subcommittee identified several significant concerns with the assessment in its current form.

Alternatively, if a child shows great strength in a particular area, results of an assessment can identify where a child is especially strong, and give parents ideas on how to encourage a child's continued growth.

All families complete a Parent Survey or similar assessment in order to determine the presence of various factors associated with increased risk for child maltreatment or other adverse childhood experiences, as well as identify family strengths and protective factors.

Through two self - assessments to 1) identify core motivating priorities and 2) clarify talents / strengths, attendees will gain a holistic understanding of their unique value.

In pregnancy, a thorough assessment of your posture, strength and pelvic alignment will be performed in order to identify the root causes of your symptoms.

Your coach will work with you to identify and clarify your fitness goals, conduct a functional movement assessment, and design a program specifically targeted at improving your deficiencies and optimizing your strengths, thereby enabling you to achieve your goals as quickly as possible.

Other benefits highlighted by these stakeholders included: Literacy and numeracy assessments can be used to celebrate learning, identify strengths, needs, barriers to learning and allow teachers to make informed and objective judgements about learning; Focusing teachers» and schools» attention on the need for phonics to be taught explicitly and systematically to achieve the necessary level of word reading skills that are required to develop skilled reading; Early identification of children with learning difficulties or [those who] need additional instruction.

The deep insights presented to educators show their students achievement, knowledge, skills and performance against assessment objectives, identifying their strengths and indicating where interventions may be necessary.

I used these assessments as a starting point to help me identify general and individual areas of strength and for development.

Growth assessments help students identify their strengths and areas of weakness that need further practice and reinforcement, and may include class discussions, interviews with individual students, consultations on drafts of work, and observations of how students are applying what they've learned.

End end of unit self - assessment sheet on the ontological argument, to help students identify their areas of strength and weakness and prioritise their revision.

This is due to the fact that it offers them the immediate reinforcement they need to stay on track, as well as self - assessments that can help them identify their strengths and weaknesses.

Assessments against year - level expectations generally are not ideal for diagnosing and understanding the learning needs of the least advanced students or for identifying the strengths, talents and learning needs of our most advanced learners.

A formative approach to peer assessment helps students to help one another plan their learning, identify their strengths and weaknesses, target areas for remedial action, and support metacognitive and other personal and professional skills.

However, a self - assessment can help them identify areas for improvement, as well as personal strengths.

As head of Aptus Chile's evaluation and assessment department, Diego has developed tests applied nationwide, to help teachers identify student strengths and weaknesses in shaping classroom content and teaching strategies.

«The report is overly long and too descriptive»... «Managers have not implemented a sufficiently rigorous system to identify the strengths and weaknesses of the provision to allow them to set actions to improve the quality of teaching, learning and assessment.»

Year 4 Science Assessments Objectives covered: Recognise that living things can be grouped in a variety of ways Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment Recognise that environments can change and that this can sometimes pose dangers to living things Describe the simple functions of the basic parts of the digestive system in humans Identify the different types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coidentify and name a variety of living things in their local and wider environment Recognise that environments can change and that this can sometimes pose dangers to living things Describe the simple functions of the basic parts of the digestive system in humans Identify the different types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coIdentify the different types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coIdentify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coIdentify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find patterns between the pitch of a sound and features of the object that produced it Find patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coIdentify common appliances that run on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good coIdentify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors

The self - assessment report correctly identifies almost all of the provider's strengths and areas for improvement.

All students, including English Learners (ELs) and Students with Disabilities (SWDs), benefit from well - designed assessments that measure their learning and ability and identify their strengths and weaknesses.

Participation in international assessments provides information on the progress of Australian school students relative to other countries and helps education systems to identify strengths and weaknesses in policy and practice.

Typically, a summative assessment is administered at the end of an eLearning course, and provides learners with a final grade, in contrast to formative assessment, which identify areas that may need improvement and pinpoint their strengths DURING the eLearning course.

Aperture Education's social and emotional learning assessment tool, the Devereux Student Strengths Assessment (DESSA), was among the effective SEL assessments identified in this report.

This tool offers a framework for states conducting a needs assessment to identify strengths and gaps that will inform a comprehensive, three - year career readiness action plan, based on the six major objectives of the New Skills for Youth initiative.

When teachers are assessment literate, they effectively use assessments to identify student strengths and weaknesses, avoid spending time covering concepts students already understand and focusing instead on what students are ready to learn.

School psychologists routinely test Tier II students using culturally informed assessments to identify problem - solving and intellectual strengths.

Discover a simple (free) assessment tool you can use to identify your students» strengths as well as learn the areas where they may need support.

The TRSI is a self - assessment inventory which helps trainers identify their strengths in four critical training roles.

The exam preparation materials, including mark schemes, examiner reports, previous examination papers and results statistics by grade and subject, enable you to provide valuable feedback, to identify learner strengths and weaknesses, before final assessment.

These assessments provide an international benchmark of student achievement, helping teachers to identify learners» strengths and weaknesses and give advice on progression routes.

Using an effective assessment tool like DISC or Myers Briggs can help identify employee strengths.

The best type of formative assessment is engaging, aligns with student strengths, and identifies areas in which additional instruction or assistance is needed.

These features are organizational tools available in the screening section of the website that provide an easy way for teachers to open and see all of the available reading or math assessments selected by the district that can be used to identify student strengths and weaknesses.

A key ingredient of formative assessment is descriptive feedback that identifies the student's strengths and suggests what he or she needs to do to improve.

During this time, it is important that we learn more about formal assessment data that can help to diagnose our children's strengths and struggles as well as less formal evidence, such as teachers» observations of our children and examples of their work, which can be used as evidence to help identify ways of supporting our children's learning.

Recognizing the challenges associated with use of student growth and assessment data in the high stakes evaluation of teachers and administrators, MASSP in collaboration with MASA has designed a one day institute April 25, 2018 for central office and K - 12 building administrators, teacher leaders, and others responsible for managing student data to come together as a team to revisit current practice, identify areas of strength and challenge within their system, and make plans to further address growth requirements for the future.

This report describes our assessment of HISD's strengths and areas in need of improvement with respect to its special education program, and identifies recommendations for HISD to consider as it continues its efforts to improve services for students with disabilities in the district

For school and district administrators, the Built Test feature allows you to create custom assessments that easily identify students» areas of strength and weakness, as well as interim assessments at key points throughout the year to measure progress.

Study Island's Built Test feature is a powerful tool to help educators overcome the challenge of identifying their students» strengths and weaknesses by providing the ability to quickly and easily create custom formative assessments.

For example, we use the evidence - based STAR Reading and STAR Math assessments to identify strengths / weaknesses, create learning plans, and measure improvement throughout the year.

Not all low - performing schools need the same set of reforms; the Every Student Succeeds Act requires a more intensive needs assessment process to help schools identify existing strengths and select evidence - based strategies to fill in the gaps.

The report identifies the key assessment criteria valued by West Virginia stakeholders and analyzes available tests» strengths and weaknesses based on those criteria.

Conducting a comprehensive needs assessment is a vital task for school leaders as you use all relevant data to assess strengths and weaknesses and develop a campus improvement plan (CIP) to address identified needs.

Based upon an assessment of their own strengths and challenges, each school community can identify which strategies need to be put in place to reduce chronic absence.

Self - assessment is simply a matter of having students identify strengths and weaknesses in their own work and revise accordingly.

82 % of teachers believe LDC is effective in encouraging use of formative assessments to identify strengths / weaknesses

STEP ™ was created in response to the need expressed by teachers and researchers for a comprehensive literacy assessment in order to identify areas of student strength and need.