Teachers, administrators, and support staff track student behavior across time, generate flexible reports, and develop function - based intervention
plans for individual students based on the data collected.
Every activity was design
for an individual student in response to their learning needs and provides them with an opportunity to revisit and further develop learning.
Students and teachers come together to decide the best learning strategies
for individual students based on a set of common challenging academic standards.
Before blaming a device — either the pen or the laptop — we need to identify what is
best for individual students by considering what I call the four S's of note taking.
We discuss some of those decisions — such as what goals to set for their schools and how to include
results for individual student groups — in more depth in the accompanying fact sheets.
Self - contained classrooms, residential schools, or regular classrooms with or without special assistance may be appropriate
options for individual students.
If used appropriately and effectively, the data we collect in schools should drive decision -
making for individual students and the systems in which they learn.
In particular, I have a new perspective about simultaneously looking at assessment both in terms of whole - school literacy reform and improved academic
outcomes for individual students.
These tools also help educators implement personalized learning objectives
for individual students by giving them media and quizzes that are appropriate for their grade or skill level.
The teacher makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication and response modes)
for individual students who have particular learning differences or needs.
Staff can be the eyes and ears of the school nurse when it comes to emergency management of allergic reactions and are key players in food allergy
management for individual students.