Sentences with phrase «for students with diverse learning needs»

Designing and Implementing Mathematics Instruction for Students with Diverse Learning Needs.

is to advocate for students with diverse learning needs to ensure that if they are interested in attending charter schools, they are able to access and thrive in schools designed to enable all students to succeed.

NCSECS was formed in 2013 with the goal to advocate for students with diverse learning needs to ensure that if they are interested in attending charter schools, they are able to access and thrive in schools designed to enable all students to succeed.

The vision of NCSECS is that the Charter school sector will fully embrace its responsibilities to meet the needs of all students and serve as a model of innovative and exemplary programs for students with diverse learning needs.

Not exact matches

A recent survey found that a good number of teachers are concerned about resources — or a lack of — for struggling students and those with diverse learning needs.

Two federally - funded consortia, Dynamic Learning Maps and the National Center and State Collaborative, have been tasked with creating alternate assessments for this small population of students with widely diverse needs.

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

FOR IMMEDIATE RELEASE: New York City / Geneva Switzerland — Oak Foundation has approved a second grant to The National Center for Special Education in Charter Schools (NCSECS) in support of their mission to ensure that students with diverse learning needs are able to fully access and thrive in charter schooFOR IMMEDIATE RELEASE: New York City / Geneva Switzerland — Oak Foundation has approved a second grant to The National Center for Special Education in Charter Schools (NCSECS) in support of their mission to ensure that students with diverse learning needs are able to fully access and thrive in charter schoofor Special Education in Charter Schools (NCSECS) in support of their mission to ensure that students with diverse learning needs are able to fully access and thrive in charter schools.

I was encouraged this week to learn that ESSA — the new American education law — that replaced NCLB includes language that opens the door beyond academic testing to include «multiple measures of student learning and progress, along with other indicators of student success...» Education Week notes that sprinkled throughout the law are references to an instructional strategy that has enormous potential for reaching learners with diverse needs.

-- Oak Foundation has approved a second grant to The National Center for Special Education in Charter Schools (NCSECS) in support of their mission to ensure that students with diverse learning needs are able to fully access and thrive in charter schools.

Our portfolio includes many types of schools: schools designed for personalized learning, using the best of technology and school design to customize learning to students» needs; schools that are «diverse by design,» undoing segregation; schools that teach marketable math, coding, and STEM skills; and schools that blend other specialized programs — in the arts, sports, or technology — with rigorous general curriculum, to capture the imagination of students.

May 26, 2016 (Los Angeles)-- Today, Educators 4 Excellence - Los Angeles, a teacher - led organization that seeks to elevate the voices of teachers in policy discussions, released its One School For All report to provide recommendations on ways to improve Common Core implementation to better meet the diverse learning needs of English Learners and students with disabilities.

She is currently an Assistant Professor, Service Learning Fellow, and Community Engaged Research Scholar at the University of Massachusetts Dartmouth, where she directs a team of student and faculty researchers committed to improving achievement, health and well - being outcomes for students and teachers in classrooms serving students with diverse learninLearning Fellow, and Community Engaged Research Scholar at the University of Massachusetts Dartmouth, where she directs a team of student and faculty researchers committed to improving achievement, health and well - being outcomes for students and teachers in classrooms serving students with diverse learninglearning needs.

In turn, education practitioners can use rich multimedia resources to create opportunities for transformative learning experiences, to give learners of diverse needs, ethnicities and cultural backgrounds a voice, to enable students with various life commitments to study, and to find new ways of enabling learners to reach their desired goals.

We will show you how to incorporate our software into your lesson plans, enhance your core curriculum through technology, differentiate instruction, and share proven ways to facilitate independent, scaffolded learning for students with diverse needs through whole class, small group, or individual instruction.

Critical student needs: How technology can support math learning Based on conversations with with a diverse group of educators and edtech decision - makers, we believe that technology is especially well poised to create an impact on middle and high school math by making learning accessible to students of all abilities and cultural backgrounds, providing age - appropriate scaffolding for underdeveloped foundational concepts, enabling rich social interactions with peers and teachers, encouraging growth mindset, metacognition and agency, and creating opportunities to apply knowledge to real - world challenges.

Functions The teacher leader: a) Collaborates with colleagues and school administrators to plan professional learning that is team - based, job - embedded, sustained over time, aligned with content standards, and linked to school / district improvement goals; b) Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.

(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?

In addition, school librarians are essential partners for all teachers because school librarians provide print and digital materials that meet diverse needs and collaborate with teachers to deepen student learning.

«Science Differentiation in Action: Practical Strategies for Adapting Learning and Teaching in Science for Students with Diverse Needs and Abilities» This resource pack, of which two copies have previously been sent to all post-primary schools, includes worksheets, activities and ideas that teachers can use directly in the classroom.