Sentences with phrase «group students based on their need»

This information helps teachers continue to group students based on their needs.

Analyzed assessment data down to individual student level to accurately group students based on needs.

Not exact matches

In the last ten years I have moved increasingly toward experiential teaching (using self - awareness exercises, role playing of counseling methods, live demonstrations of growth groups, and so forth), which involves the students» own feelings, responses, and needs; asking the students to draw up their own «learning contract» based on what they want to get from a given course or workshop; expecting students to participate in the teaching by sharing in some systematic way the insights they have discovered to be meaningful; revealing my own struggles, uncertainties, and weaknesses; and asking the students to evaluate anonymously the course, including my teaching.

Baed on a flexible structure designed to meet the needs of a diverse group of students» needs through a positive school culture based on student leadership, personal relationships, high expectations, and celebration.

Based on these statements, we can categorize the schools roughly into five groups: those that have a child - centered or progressive educational philosophy and typically seek to develop students» love of learning, respect for others, and creativity (29 percent of students); those with a general or traditional educational mission and a focus on students» core skills (28 percent of students); those with a rigorous academic emphasis, which have mission statements that focus almost exclusively on academic goals such as excelling in school and going to college (25 percent of students); those that target a particular population of students, such as low - income students, special needs students, likely dropouts, male students, and female students (11 percent of students); and those in which a certain aspect of the curriculum, such as science or the arts, is paramount (7 percent of students).

We group students based on an area of need ranging from academic to personal and social, such as conflict resolution, stress management, and self - management skills.

Schools must report all results by subgroup, but if the number of students in a group won't produce statistically reliable results, the state need not identify the school as not making AYP based on the subgroup results.

One of these is to prejudge students» learning needs based on their age or year group.

By designing groups based on need and not achievement, students who once never interacted with each other during the core day are now sitting side by side with the understanding that, no matter their differences, they share a common academic challenge.

Proponents of tracking and of ability - grouping (a milder version that separates students within the same classroom based on ability) say that the practices allow students to learn at their own levels and prevent a difficult situation for teachers: large classes where children with a wide range of different needs and skill levels are mixed together.

The lawsuit — filed Nov. 14 in the Arizona Supreme Court on behalf of the parents by People for the American Way, a Washington - based advocacy group, and other groups — marks the first time a voucher program for special - needs students has been challenged in court, according to the Institute for Justice, an Arlington, Va. - based legal - advocacy group that will...

DI moves beyond simple grouping of students by ability to consider how content, pacing, and presentation of the curriculum can support the individualized needs of each child based on their skill level, learning style, and interests.

They can then use this information (for example) to group students based on instructional needs.

To get kids up to speed, Rivera instituted a daily block of time where teachers break students into small groups based on their specific needs.

This credo will be realized through a «student - centered» learning environment based on small group instruction, innovative uses of technology through «blended learning» and leadership education in order to meet the specific needs of each student.

TOPICS Expressions and Relationships Place Value Operations with Whole Numbers and Decimals FEATURES Warm - up activities to begin the learning process Fluency practice using VersaTiles Small - group and independent practice opportunities Re-Engagement activities for students needing additional instruction Ways to incorporate the mathematics into daily classroom routines ExplorAction Activities allow students to discover key concepts Teacher tips and games to reinforce concepts INCLUDES 2 VersaTiles Number and Operations Books 2 VersaTiles Fractions Books 1 Hands - On Standard Number & Operations Teacher Resource Guide, Grade 4, Common Core Edition 1 Hands - On Standards Fractions Teacher Resource Guide, Grade 4, Common Core Edition 6 Fraction Number Lines 5 Base Ten Factor Tracks 2 Fraction Tower Equivelency Cube Sets 2 VersaTiles Mini Answer Cases 1 Here, There, Everywhere!

Software - based assessments allow teachers to see the specific skills students are struggling with so that they can effectively match small - group and one - on - one instruction to the needs of their special needs and ESL students.

All of the following conditions must be met: (1) the intervention is individualized; (2) intensive interventions are led by well - trained staff experienced in individualizing instruction based on student data; and (3) the group size is optimal (according to research) for the age and needs of students.

Together, Renaissance assessment tools and HMH curriculum will offer ongoing recommendations for flexible grouping based on areas where students require additional support or have achieved mastery and need new challenges.

In language arts and math classes, students are in «flexible groups» which means they are grouped based on abilities and individual learning needs.

If there is a need to group students by ability, teachers can organize students into heterogeneous grouping mixing students with different abilities or into homogenous groups with students in separate groups based on high, medium, or low academic achievement.

Organized by the Community Coalition, the groups presented a comprehensive, data - driven «Student Need Index» that uses environmental, social and academic factors known to impact student achievement — such as poverty and violence — to produce a district - wide ranking of schools based oStudent Need Index» that uses environmental, social and academic factors known to impact student achievement — such as poverty and violence — to produce a district - wide ranking of schools based on nNeed Index» that uses environmental, social and academic factors known to impact student achievement — such as poverty and violence — to produce a district - wide ranking of schools based ostudent achievement — such as poverty and violence — to produce a district - wide ranking of schools based on needneed.

The Administration System organizes all of the data from the software - based assessments, allowing teachers to see the specific skills students are struggling with so that they can effectively match small - group and one - on - one instruction to the needs of their special needs students and English Language Learners.

It is based on understanding the critical developmental needs of a student age and cultural group.

This group, along with the district leadership, is working with the nonprofit organization Great Schools Partnership to evaluate and develop a set of competencies that will mold the foundation for competency - based advancement across the entire district, focusing on what every RUSD student needs for college, a career, and life success.

Later, after analyzing their stories, I group students on the basis of their common writing needs or strengths.

Grade - level Professional Learning Communities (PLCs) selected PD courses based on the needs of their students, accessed the courses independently, and then came back together for group discussion and sharing.

Small group instruction will include pre-teaching skills, re-teaching skills, scaffolding supports, and extending learning linked to the core reading instruction and based on student needs.

Teachers group students into small group based on the skills they're working on to focus instruction on what students need to be taught.

Students are grouped based on a variety of needs throughout a learning cycle.

Educators calibrate instructional decisions based on the needs of individual and groups; students shift their performance based on feedback.

Using a blended learning format, a pilot group of 20 students worked to complete interactive exercises targeted to their individual needs, based on the gaps identified through the ACT.

Then students are grouped for interventions based on the skills they need, and interventionists are tapped to lead those student groups based on their expertise in teaching them.

Based on placement test results, students are grouped according to their instructional needs.

LANSING, Mich. — Flat test scores by Michigan students on a national test highlight the pressing need for a new, comprehensive look at how we fund Michigan's public schools so all students can achieve and succeed, regardless of their circumstances, said a broad - based group of Michigan business and education experts.

Instead of sorting students based on grade level and passing them assembly line - style through distinct subjects, teachers collaborate daily in autonomous, interdisciplinary teams, continuously adjusting student groupings based on individual needs.

The latest national comparison of school test scores could reveal challenges with the way we fund schools in Michigan LANSING, Mich. — Flat test scores by Michigan students on a national test highlight the pressing need for a new, comprehensive look at how we fund Michigan's public schools so all students can achieve and succeed, regardless of their circumstances, said a broad - based group of Michigan business and education experts.

For a district qualifying under this paragraph whose charter school tuition payments exceed 9 per cent of the school district's net school spending, the board shall only approve an application for the establishment of a commonwealth charter school if an applicant, or a provider with which an applicant proposes to contract, has a record of operating at least 1 school or similar program that demonstrates academic success and organizational viability and serves student populations similar to those the proposed school seeks to serve, from the following categories of students, those: (i) eligible for free lunch; (ii) eligible for reduced price lunch; (iii) that require special education; (iv) limited English - proficient of similar language proficiency level as measured by the Massachusetts English Proficiency Assessment examination; (v) sub-proficient, which shall mean students who have scored in the «needs improvement», «warning» or «failing» categories on the mathematics or English language arts exams of the Massachusetts Comprehensive Assessment System for 2 of the past 3 years or as defined by the department using a similar measurement; (vi) who are designated as at risk of dropping out of school based on predictors determined by the department; (vii) who have dropped out of school; or (viii) other at - risk students who should be targeted to eliminate achievement gaps among different groups of students.

«They are constantly grouping and regrouping students based on what they need, not based on some arbitrary decision,» Horn says.

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.

Instead of whole - class instruction, teachers were shown how to divide their students up into smaller groups based on their abilities and needs.

In small - group settings, Ms. Santos provided students with specific feedback based on each student's needs.

Whether in an elementary math lesson or a secondary social studies lesson, teachers must scaffold content, process, and product on the basis of student needs, setting aside time to meet with small groups of students to address gaps in learning.

On the basis of their interests and academic needs, students generate and complete individual or group projects.

(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?

Group students based on the writing skills that they need additional support in and plan modeled writing lessons targeting these skills.

Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1995)

Although a group experience, our student to instructor ratio never exceeds 3 to 1, allowing each individual quality time with an instructor since our program is solely based on meeting your individual needs.

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Conducted small group and individual classroom activities with students based on differentiated learning needs.