Sentences with phrase «coaching intervention with»

Not exact matches

She and her team tried a number of interventions — including having him work with a professional coach — but after six months, she needed to take action.

• Tried and true tools perfect for staff evaluations • You will be able to differentiate between critical behaviour needing intervention versus behaviour that can be coached • You will be provided with the tools on how to address staff behaviour & coach your teams

First, Have a doulaor another trained birth support person present because doulas and labor coaches are skilled at taking you through labor with as few interventions as possible.

Through the centers, these teachers deliver classroom coaching and mentoring and assist directly with school - adopted interventions, such as the whole - school - reform program Success for All.

In one, researchers examined how SEL intervention programs (such as social skills training, parent training with home visits, peer coaching, reading tutoring, and classroom social - emotional curricula) for kindergarten students impacted their adult lives, and found that these programs led to 10 % (59 % vs. 69 % for the control group) fewer psychological, behavioral, or substance abuse problems at the age of 25 (Dodge et al., 2014).

This 20 - year randomized controlled trial examined the impact of social and emotional intervention programs (such as social skills training, parent behavior - management training with home visiting, peer coaching, reading tutoring, and classroom social - emotional curricula) for 979 high - risk students in kindergarten.

Including a comparison group — perhaps with the help of the U.S. Department of Education's Rapid Cycle Evaluation Coach — districts assess an intervention's effectiveness.

This design allowed the study team to determine the impact of each of the two PD interventions by comparing each treatment group's outcomes with those of the control group, and also to determine the impact of the coaching above and beyond the institute series by comparing treatment group B with treatment group A.

Interventions, which may take the forms of peer mentoring, a teacher - or coach - guided study period, or an after - school tutoring program, are timely, with opportunities built into the regular school day.

This might include early intervention for students who are at risk of failing Algebra I or any 9th - grade math class, credit recovery or targeting students with attention from graduation coaches in high school.

She has worked repeatedly with our instructional coach, intervention specialists, and our gifted intervention specialist to refine her instructional practice, specifically creating a collaborative environment built around a balanced literacy and numeracy framework.

For example, each school team, consisting of a principal, instructional coach, k - 1 classroom teachers and intervention specialists, has the opportunity to engage in professional learning experiences with an external literacy consultant for the first two years of implementation.

Coordinate with SST / RTI Specialist, Instructional Coaches, and EA Administration to adjust and modify interventions

Facilitate data team meetings and processes with a schools» team, which includes academic interventions, and coaching of site leadership teams

The coaching intervention opened with veteran teacher observations to identify what warm demander pedagogy looks like and involved a total of six coaching cycles with pre observation goal setting conferences, observations and post observation debriefs.

Her role included working with teachers, administrators, school psychologists, and instructional coaches to determine student progress and necessary interventions; making instructional decisions based on data; and providing professional learning for teachers to meet the needs of their students.

Coaching also proved a more cost - effective method of achieving retention and completion gains when compared with previously studied interventions such as increased financial aid.

The Consultant works closely with teachers, the principal, curriculum specialists, and coaches to show them how to analyze the data to plan student groupings and specific interventions.

Her areas of interest center on supporting the implementation of evidence - based interventions by teachers and schools, including professional development (PD) and coaching models to reduce the research - to - practice gap; Implementation Science, including frameworks across fields and factors associated with sustained use of evidence - based interventions; and, the application of MTSS across general and special education, including Response - to - Intervention and School - Wide Positive Behavior Intervention Supports.

With the coach, the Consultant works with small groups of teachers to plan grade - level grouping and interventions based on analysis of assessment dWith the coach, the Consultant works with small groups of teachers to plan grade - level grouping and interventions based on analysis of assessment dwith small groups of teachers to plan grade - level grouping and interventions based on analysis of assessment data.

Teachers will be able to experience the close reading rituals with a variety of text, adjust existing lesson plans to embed and implement the close reading strategies, promote close reading strategies and rituals, embed interventions, and receive quality feedback through peer to peer teaching and coaching of the close reading strategies.

With more than 19 years of experience in the field, she has worked as a special education teacher, elementary teacher, instructional coach, intervention coordinator, and also in private practice.

He has worked with several excellent principals and taken up a variety of valuable professional learning programs offered by state and national principals» associations, formal coaching organized through his principals» association, and a three - year intervention program provided by a charitable foundation.

The professional development sessions would be coordinated so that teachers received training in the SIOP Model and had one quarter to begin implementation with coaching before they would receive training by subject area on their specific curriculum intervention.

We did intensive interventions and ensured all of our students had a 30 minute intervention / growth period, instituted the «Jackson Essential 6» — strategies and practices that all teachers were expected to implement, and initiated the coaching model with our core teaching staff.»

A student's success on an ELA exam might have a lot to do with the interventions of a social worker, guidance counselor, dean, assistant principal, resource room teacher, teacher assistant or even a coach.

John has completed numerous mediation and conflict coaching training programs with Peacemaker's Ministries (www.hispeace.org), provides Christian mediation, conflict coaching, and offers teaching and training to Churches and Faith - based groups on biblically - based conflict resolution and intervention in church conflict.

KEY ACHIEVEMENTS • Successfully placed 52 children with ASDs into regular school streams by effectively coaching them in their weak areas • Created and implemented an ASD - focused curriculum for children with special needs, resulting in increased registrations • Introduced non-invasive behavioral support intervention procedures, with a 100 % success rate • Conducted 14 educational seminars of ASDs, focusing on parent / guardian education, each session attended by over 250 people

Executive coaching is professional intervention with a focus on developing the skills needed to drive change, manage complexity, build top performing teams, and maintain a strong personal foundation to thrive under challenging conditions.

• Hands - on experience in providing consultation and coaching to school leaders towards successful implementation of program goals • Known for cultivating strong, purposeful relationships with school stakeholders to leverage influence and support • Focused on exploring and providing support in the implementation of effective intervention resources and strategies

The Multi-Contextual Model of family therapy is applicable for treating any constellation of the family system and is used with individuals through an intervention called coaching.

The Family Engagement in Online Employment Planning Intervention is looking for parents of a student with an intellectual and / or developmental disability to participate in a study to see how Facebook Messenger might be used as an effective tool to coach families on planning for employment.

In our experience, when these interventions are regularly used in bi-weekly coaching sessions with the team, they greatly facilitate the team's healthy functioning, leading to a more open and supportive, and less repressive, climate on the ward.

The workshop incorporates: didactic sections with powerpoint and group discussion, demonstrations by trainers in which the workshop participants play patients, DVD segments of the trainers leading a group and opportunities for participants to practice group interventions with coaching and feedback.

Treatment sessions incorporate a number of interventions and activities, and often use a coaching model of providing supervised practice with feedback to both the child and parent, an essential component to support the child and parent's understanding and behavior change.

When children are involved and there are concerns related to parenting plans, visitation, and / or custody arrangement, a child mental health professional trained in collaborative practice may also be retained by the parties to have individual meetings with parents and children, attend collaborative «five - way» meetings (two clients, two attorneys, and one child specialist), consultation through meetings, conference calls, and email communication with the divorce coaches about child - and parent - related issues, and provide intervention to resolve child - related disputes as they may arise over the course of the collaborative divorce process.

With assistance from the Duke Addictions Program and a full - time CFA coach, pilot and intervention team staff members were trained and coached to utilize Motivational Interviewing (MI) to develop partnerships and engage families in the assessment and case planning process.

Both planned (i.e. weekly or monthly telephone calls to support the patients with chronic disease) and unscripted telephone coaching interventions appear to be effective for improving self - management skills in people from vulnerable groups: the planned telephone coaching services had the advantage of regular contact and helping people develop their skills over time, whereas the unscripted services allowed the coach to tailor support to the patient's individual needs.

Overall, telephone coaching did not significantly reduce health service use and in some, health service use was increased with the intervention.

Additionally, the intervention group was given an exercise program devised by an experienced exercise physiologist, with ongoing support through phone coaching by the research assistant.

Once moods swings are stabilized with medication, interventions such as Psychotherapy, Cognitive Behavioral Therapy, Life Coaching, Holistic Counseling and Family Therapy can be effective in managing triggers to prevent relapses.

The workshop incorporates: didactic sections with power - point and group discussion, demonstrations by trainers in which the workshop participants play patients and opportunities for participants to practice group interventions with coaching and feedback.

The workshop incorporates: didactic sections with powerpoint and group discussion, demonstrations by trainers in which the workshop participants play patients, and opportunities for participants to practice group interventions with coaching and feedback.

The workshop will focus on practice: demonstrations of the interventions and opportunities for participant practice with coaching and discussion.

My modality with children is non-directive and directive play therapy and coaching parents on behavioral interventions for change.

The workshop incorporates: didactic sections with PowerPoint and group discussion, demonstrations by trainer in which the workshop participants play patients, and opportunities for participants to practice group interventions with coaching and feedback.

This training / supervision day will provide opportunities to further develop skills in the interventions of Group Schema Therapy by participating in demonstrations and acting as group therapists in role - plays with coaching from two of the developers of Group Schema Therapy.

a group and opportunities for participants to practice group interventions with coaching and feedback.

To help address this gap, the Head Start CARES demonstration evaluated the implementation and impacts of three interventions that included classroom - based social - emotional strategies, along with professional development (teacher training and coaching) and related supports for scaling up the program, in Head Start classrooms across the country.

Satisfaction with life went up and depressive symptoms went down among almost 200 people who did the positive psychology interventions in my Authentic Happiness Coaching course, and let us measure the effects.