Sentences with phrase «curriculum decisions developed»

Not exact matches

Designed to teach young children about the importance of building healthy bodies and saying «no» to substances that can hurt them, the curriculum helps children develop positive feelings about themselves, and gives them practice in making appropriate decisions in the face of peer pressure.

However, for students and educators accustomed to more structured plans and teacher - or curriculum - directed learning, the decision - making and uncertainty can increase the amygdala's stress level and inhibit flow to the prefrontal cortex where those networks of executive function are developing.

The curriculum aims to help students develop decision - making skills in real - world contexts.

One interpretation of the emphasis on developing the common core curriculum is that these debates provide a convenient diversion from potentially more intractable fights over bigger reform ideas like using improved teacher evaluations for personnel decisions, expanded school choice, or enhanced accountability systems.

Hamilton School District superintendent Kathleen Cooke said the changes had afforded teachers a greater role in developing curricula and a greater impact on school - level decisions.

«While those five factors are not representative of all schools it's helpful for teachers to know that these are the different ways students think about responsibility so that in their engagement with students and the way they structure their curriculum, develop policies in schools, this is part of the knowledge base that can inform their decision making.»

Margaret Kilgo, well - known TX strategist and educator, develops and presents seminars and workshops for districts» teachers and administrators to be better able to excel in today's changing educational arena; topics include: creating curricula to meet state standards, making district / site decisions that are data - driven, and designing district assessments that align with state assessments.

This includes creating the infrastructure and collaborative processes needed to align community partners towards mutual goals and providing scaffolded curriculum for students and families across agencies to prioritize equity challenges, participate in school governance and decision - making, provide input into site plans, and develop policies that reflect student and family perspectives, needs and solutions.

Thanks to Discovery Education, we have Dr Katherine Bihr of Tiger's Foundation with a curriculum available with interactive resources, designed for grades 6 - 12, to develop problem - solving and decision - making skills with real - world applications in college access and STEM learning.

In exchange for certain freedoms, such as the ability to develop their own curriculum, make their own hiring decisions, and establish their own standards for student behavior, charter schools must continuously demonstrate that they have earned the right to continue the great privilege of educating the children of South Carolina.

Two committees form the centerpiece of this effort: The Instructional Program Advisory Council, or IPAC, which will be charged with developing a Profile of the Niskayuna Graduate, and the District Curriculum and Accessory Council, or DCAC, which will be charged with guiding instructional decisions through working with new and existing committees and program review teams.

Through this model, afterschool professionals learn how to develop their own social - emotional skills and how to create a culture of SEL by integrating WINGS» explicit and implicit curriculum that teaches students how to cultivate positive relationships, make good decisions, and manage their emotions.

So we must continue to overhaul how we recruit, train, evaluate, and reward teachers; develop stronger, more - entrepreneurial school leaders; expand the number of high - quality school options for all kids; provide all kids with rigorous college preparatory curricula; make parents the lead decision - makers in education and given them the tools they need to make smart decisions for their kids; and build cultures of genius in which the potential of all kids can be nurtured.

His plan includes provisions for improving local decision - making and parent engagement in schools, calling for more great principals and effective teachers, developing a robust college - and career - ready curriculum and expanding 21st century technology in the classrooms.

These pillars guide our decisions in everything from developing curriculum to hiring staff and setting our budget.

A more productive goal may be to develop teachers into «technology integrationists,» a term I used in this paper to describe teachers possessing the unique ability to understand, consider, and choose to use technologies only when they uniquely enhance the curriculum, instruction, and students» learning — a position that empowers appropriate technology decision - making in schools (Bradshaw, 2002a).

This self - paced, online training module provides an overview of the HECAT, describes how to use the HECAT to develop or select a curriculum, and shares information and examples to ensure curriculum decisions meet student needs.

(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?

«We're developing new tools based on EPUB and HTML5 open standards that will help teachers deeply integrate eBooks into the curriculum and empower school librarians to make targeted collection - development decisions.»

When the decision was made to create an online course, Gary's classroom experience was essential in helping to develop the online course curriculum.

Attained through both curricula and instructional practices, SEL's skills include recognizing and managing emotions, developing caring and concern for others, establishing positive relationships and making responsible decisions.

The role of sexual responsibility and accountability is stressed, and the curriculum teaches participants to make responsible decisions regarding their sexual behavior, to respect themselves and others, and the importance of developing a positive image.

Attained through both curricula and instructional practices, SEL skills include recognizing and managing emotions, developing caring and concern for others, establishing positive relationships, and making responsible decisions.

Display this poster and begin conversations with your community of learners about, children's skill development and ways to support it through making curriculum decisions and developing relationships.

As part of the Australian Curriculum, ACT public schools implement Social and Emotional Learning (SEL) approaches to assist children and young people to develop skills to understand and manage their emotions, set and achieve positive goals, understand and show empathy for others, establish and maintain positive respectful relationships, and make responsible decisions.

Designed to teach young children about the importance of building healthy bodies and saying «no» to substances that can hurt them, the curriculum helps children develop positive feelings about themselves, and gives them practice in making appropriate decisions in the face of peer pressure.

DBT Skills Training for Emotional Problem Solving for Adolescents (DBT STEPS - A) is a social emotional learning (SEL) curriculum developed by Dr. Mazza, Dr. Dexter - Mazza and colleagues to be implemented in middle and high schools in order to teach all adolescents effective emotion regulation, decision making, and problem - solving skills.

An October 2014 court decision states that it started when an entrepreneur named Michael Sexton contacted Trump «with the concept of developing a company that would primarily use technology to provide an instructional curriculum to small business owners and individual entrepreneurs across a broad range of business subjects such as marketing, finance, sales, entrepreneurship and real estate under the «Trump» name and brand.»