«We believe that taking a holistic approach to student learning,
examining social and emotional needs and creating individual plans to support each student will enable our kids to better focus in school and achieve their highest potential,» says superintendent Ruiz.
Not exact matches
On the site, I explain
and demonstrate instructional
and classroom management strategies; explore technology, books, research
and professional development tools that can make us better; help teachers fine - tune the design of their materials;
examine the
emotional and social forces that impact the way we do our work;
and conduct my own little grass - roots studies on topics that I think
need more attention.
We will continue to collaboratively
examine policies, programs
and practices that both support
and challenge the
social,
emotional and academic learning
needs of all students.
Physiological, cognitive, genetic,
emotional,
social,
and cultural influences are all considered to play a part in development, so all of these factors
need to be
examined when things go wrong.
This full - day workshop
examines the
social emotional needs of babies
and toddlers; the impact of stress on early childhood brain development;
and the implications of complicated deployments, parental injury,
and parental loss for very young children.
Three themes emerged: a) a strong
need to screen early for
social -
emotional and developmental problems
and family risk, b) the importance of a carefully designed process for screening,
and c) the importance of
examining the content of the SWYC for cultural fit specific to tribal communities.
It will provide information on the
social and emotional characteristics
and needs of children in care, discuss the impact of child maltreatment
and trauma on children's development
and examine state
and local legislation, policies
and practices to address the well - being of children in foster care.
Others, such as the Healthy Families Parenting Inventory
and the Protective Factors Survey,
examine a range of skills parents may have (e.g., child development knowledge,
emotional well - being) as well as situational challenges, such as the quality of the home environment or access to
social supports, that enhance or limit their capacity to meet their child's
needs.