Using the Success Highways Resiliency Assessments, administrators can identify the social and
emotional needs of individual students, grades 3 - 10, and determine at the district, school and classroom levels which resiliency areas are in need of the most attention.
Not exact matches
Teachers
need support in reaching beyond the classroom to see that the
individual emotional needs of all
students are met.
One
of the most important reasons to collect SEL data is to identify
individual student strengths and areas where improvement is
needed in order to inform social and
emotional instruction.
The data also can help you support
individual student instruction, which will allow you to build tailored plans
of action or incorporate information on
students» social and
emotional strengths and
needs into existing individualized education programs (IEP).
The vast majority
of schools use some form
of social -
emotional and behavioral screening data to identify
students in
need of individual or small group interventions (at either Tier 2 or 3).
The teacher will plan IEP's, curriculum, prepare lesson plans, and prepare other instructional materials to meet the
needs of each
individual student that I ncldues physical,
emotional, and education levels
of development.
Charlotte N.C. (Aug. 10, 2017)-- Social -
emotional learning (SEL) assessments can provide valuable information to help school districts improve their SEL programs and address the social -
emotional strengths and
needs of individual students.
The Success Highways Resiliency Solution provides teachers with insight into the
individual social and
emotional needs of their
students as well as a research - based curriculum to integrate resiliency throughout the school year.
While academic achievement is the primary focus
of today's educational practice and policy, that achievement is impacted by an
individual student's personal circumstances — home environment, socio - economic background and social and
emotional needs.
From participation in cooperative learning activities,
students with
emotional disorders can (1) learn from positive role models how to control emotions and behave appropriately in group settings; (2) develop sensitivity to the
needs of others and understand people «as
individuals rather than as stereotypical members
of a particular group»; 14 (3) increase their ability for self - direction; (4) increase their interest in learning; and (5) gain an increase in self - esteem.15 Likewise,
students who are not disabled are given the opportunity to become more understanding and accepting
of students who are emotionally behaviorally disordered.
COMPREHENSIVE SUPPORT SERVICES Comprehensive support services that are embedded as central components
of a program
of study, address unique
needs of individual students, and include academic and socio -
emotional supports, to ensure equity
of access, opportunity, and success.
The school culture and behavior supports are infused with social -
emotional learning and address
individual needs of students as shaped by their lives beyond the classroom.
• First - hand experience in building a community
of creative learning practices across the school for each after school program • Track record
of facilitating the long term development
of creative teaching and learning at a structural level • Well - versed in coordinating development and implementation
of afterschool programs based on each
student's
individual needs • Deeply familiar with utilizing positive strategies to support the social and
emotional development
of all enrolled
students • Exceptionally talented in creating and implementing activities that promote physical and intellectual development
of students • Documented success in building and maintaining positive and genuine relationships with
students and their families • Qualified to develop procedures and policies for smooth operations
of after school programs • Ability to create and maintain records
of students and correlating assessments • Especially talented in recruiting, hiring and training staff members to carry out the logistics
of after school programs • Proficient in monitoring after school program environments to ensure that all health and safety policies are set in place • Adept at overseeing program staff, operations and services associated with after school programs • Competent in preparing a variety
of documents and reports, including incident reports and daily program content • Skilled in facilitating partnerships with appropriate public and private agencies that provide services to both
students and their families
• Highly experienced in creating and developing core preschool curriculums, aimed at meeting the
individual needs of early childhood • Proven ability to tweak lesson plans to meet the requirements
of each child, in accordance to his or her learning abilities and limitations • Demonstrated expertise in planning and implementing daily class activities to meet
students» educational, cognitive, social and developmental requirements • Deep insight into establishing a well - managed and child - oriented class atmosphere to encourage participation • Competent at organizing activities to provide
students with detailed information to understand concepts taught in class • Proficient in organizing events and activities to encourage
students to explore interests and develop talents • Adept at developing schedules and routines to ensure that
students gain sufficient amount
of physical activities • Qualified to teach young
students through study aids and activities - based learning methods • Proven record
of efficiently and accurately creating and maintaining
students» records with great focus on confidentiality • Effectively able to recognize signs
of emotional and developmental problems and provide viable solutions • Skilled in working with
students with special
needs by providing them with an environment conducive to learning and understanding
of their limitations
They chart out lesson plans according to the
individual and varying
needs of the
student pool that they are responsible for and ensure that they are provided with the proper care to ensure physical, mental,
emotional, cognitive... Read More»
SOME SCHOOL, Fountain Hills, AZ Jan 2011 — May 2014 Preschool Teacher • Developed preschool curriculum based on the
individual needs of each
student • Created and imparted lessons to teach preschoolers about basic language concepts • Monitored classroom activities to ensure safety and wellbeing
of students • Worked with teacher aides to research for educational materials • Observed
students for signs
of distress or discomfort and addressed their issues immediately • Handled
students» physical and
emotional needs by providing them with support such as changing diapers and helping in eating lunch • Communicated observations to parents and provided advice on how to handle specific issues
• Assist the teacher in classroom activities while catering for
emotional, psychological, social and cognitive
needs of physically or mentally disabled
students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas
of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social values among the
students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all teaching aids in an organized manner • Devise
need - based AV aids to facilitate teaching process • Assess multiple instructional strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each
student's progress and discuss the same regularly with teachers and parents • Encourage
students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist
students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss
individual cases
of individual needs and interests with teachers and parents
of the
student • Develop and implement targeted instructional strategies to cater for particular
needs of each
student • Observe
students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality
of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the
student to cooperate with them
Targets should be expressed in a way that is measurable and observable, and should reflect the specific special educational
needs of individual students (for example, focus on social and
emotional difficulties if that is a priority area
of concern).