Sentences with phrase «develop individualized learning plans»

Develop individualized learning plans so educators can grow at their own pace, and administrators can easily track each educator's PD progress.

Through advanced technology tools and a rigorous curriculum, Georgia Connections Academy's Georgia - certified teachers work closely with students to develop individualized learning plans which nurture strengths and provide additional support for areas of difficulty.

Then we develop individualized learning plans that are unique to each student.

Detailed monitoring of students» progress can assist teachers in developing individualized learning plans in each subject area.

Not exact matches

We will work with you to develop an individualized treatment plan that will help you progress on the path to recovery by supporting you as you reclaim your independence from addictive substances, learn to manage the stress of an active life without returning to drug and alcohol dependence, and attain personal, career and recovery goals.

Within iObservation, teachers are able to take control of their own learning and growth by developing individualized Professional Growth Plans (PGP).

This guide was developed in response to feedback from schools indicating a need for curriculum and implementation guidelines to support whole - school buy - in for implementing individualized learning plans (ILPs).

Personalized Professional Development: Each candidate develops and implements an Individualized Learning Plan with the help of peers, experienced leaders, and coaches.

Collaborate with general education teachers regarding the educational, social, emotional and physical needs of each student * Plan, develop and implement individualized learning plans for each...

General Responsibilities: + Develop & implement strategies to meet the needs of each individual student + Instruct students in academic subjects according to school curriculum and daily classes using a variety of techniques (e.g., multi-sensory, repetition, etc.) to meet the students varying needs and interests as guided by the Individualized Education Plan (IEP) + Instruct students in daily living skills required for independent maintenance and self - sufficiency, such as hygiene, safety, etc. + Modify the curriculum as needed based upon techniques needed for individual learning styles + Implement and include in lesson plans and opportunities for students to experience a variety of learning techniques and methods that are used with ASD + Work with other team members to create an inclusion plan between Merakey autism school and public school as needed + Plan and schedule lessons according to the daily schedule and approved curricuPlan (IEP) + Instruct students in daily living skills required for independent maintenance and self - sufficiency, such as hygiene, safety, etc. + Modify the curriculum as needed based upon techniques needed for individual learning styles + Implement and include in lesson plans and opportunities for students to experience a variety of learning techniques and methods that are used with ASD + Work with other team members to create an inclusion plan between Merakey autism school and public school as needed + Plan and schedule lessons according to the daily schedule and approved curricuplan between Merakey autism school and public school as needed + Plan and schedule lessons according to the daily schedule and approved curricuPlan and schedule lessons according to the daily schedule and approved curriculum.

One of our intentions is to be a laboratory school for San Francisco and the Exploratorium and beyond, so that the work we're doing and what we're learning isn't done in a silo or on an island of privilege, serving just a small number of kids, but rather the curriculum we're developing, what we're learning about inquiry, the individualized learning plans, everything we're doing is open - source, so our impact can be broader than just the four walls of our building.»

By developing strategic plans for individualized learning, we can ensure that students have the skills and resources they need to reach their academic potential.

(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?

Gifted E525: Blending Gifted Education and School Reform (1994) E492: Career Planning for Gifted and Talented Youth (1990) E359: Developing Individualized Education Programs (IEPs) for the Gifted and Talented (1985) E485: Developing Leadership in Gifted Youth (1990) E514: Developing Learner Outcomes for Gifted Students (1992) E510: Differentiating Curriculum for Gifted Students (1991) E484: Fostering Academic Creativity in Gifted Students (1990) E493: Fostering the Post Secondary Aspirations of Gifted Urban Minority Students (1990) E427: Giftedness and Learning Disabilities (1985) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E486: Mentor Relationships and Gifted Learners (1990) E483: Personal Computers Help Gifted Students Work Smart (1990) E494: Supporting Gifted Education Through Advocacy (1990) E478: Underachieving Gifted Students (1990)

You can learn more here, «Flea Control for Cats,» but your veterinarian is best suited to help you develop an individualized flea control plan for your pets and home.

Developed individualized education plans for students with learning disabilities and difficulties.

• Track record of providing instructional support within special and general education classrooms as required to meet the students» needs • Skilled in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs students

The Rainbow Children, Manchester, NH 2/2009 — 5/2010 Early Childhood Educator • Engaged children in conversation to make them feel comfortable and to gauge their specific personalities • Created and implemented individualized plans for educating young ones, placing special focus on physical and emotional milestones • Developed and implemented activities to encourage children to participate in appropriate learning programs • Assessed children's progress and provided additional time to help them meet their targets • Observed children in class and during playtime to ensure their physical and emotional wellbeing

• Plan, develop and execute lessons that are reflective of the curriculum • Gauge and evaluate student progress and keep track of the same • Communicate and discuss students» progress with parents regularly on PTMs • Assess specific learning needs of the students and develop individualized instructional strategies to cater for the same • Regularly give home assignments, mark the same and give feedback to the students • Develop and revise grade specific curricula, incorporating modern topics and contemporary teaching methoddevelop and execute lessons that are reflective of the curriculum • Gauge and evaluate student progress and keep track of the same • Communicate and discuss students» progress with parents regularly on PTMs • Assess specific learning needs of the students and develop individualized instructional strategies to cater for the same • Regularly give home assignments, mark the same and give feedback to the students • Develop and revise grade specific curricula, incorporating modern topics and contemporary teaching methoddevelop individualized instructional strategies to cater for the same • Regularly give home assignments, mark the same and give feedback to the students • Develop and revise grade specific curricula, incorporating modern topics and contemporary teaching methodDevelop and revise grade specific curricula, incorporating modern topics and contemporary teaching methodologies

Develop individualized lesson plans / learning delivery systems for diverse student bodies 16 to 20 classroom size: 35 - 50.

Professional Experience Walt Whitman Middle School 246 (Brooklyn, NY) 2004 — Present New York City Teaching Fellow — 7th & 8th Grade Collaborative Team Teacher • Develop individualized education plans and interdisciplinary lessons for students with various disabilities • Implement varied instructional techniques to reach students of diverse backgrounds and skill sets • Create an atmosphere conducive to learning and personal growth • Implement and meet district and statewide curriculum and content standard demands • Organize and facilitate meetings with students» parents and related service providers

Our model helps you develop individualized support plans for each child so learning is intentional, purposeful, and effective.

This 16 - week, project - oriented practicum course provides participants with a supportive, structured environment to plan, develop and execute an individualized strategic plan for implementing a school - wide social - emotional learning and school culture and climate initiative.