Sentences with phrase «identify academic needs of students»

Must identify academic needs of students and coordinate lab usage.

Not exact matches

The purpose of this guide is to provide up - to - date information on academic Science, Engineering, and Public Policy (SEPP) programs to assist prospective students, researchers, administrators, and funding agencies in obtaining a picture of the field and identifying programs whose offerings meet their individual needs and interests.

The ASD - ENA data has helped to highlight a number of identified learning needs and offers some useful insights on how to best support students on the spectrum in the following areas: academic and learning; behaviour; sensory issues; communication; transition; school connectedness; student wellbeing; and, technology.

Expanding the set of choices: College Match helped students identify «match» colleges, or selective colleges that are a good fit based on students» academic profiles, financial considerations, and personal needs and that would most likely increase their chances of college success.

Despite the need to keep the focus on academic achievement, the Teacher Advancement Program acknowledges that research has identified pedagogical methods that help students learn, so it includes evaluation of classroom skills as part of its teacher compensation system.

They show that 1) Different academic indicators measure very different aspects of school performance, suggesting that states should be allowed and encouraged to make full use of multiple measures to identify schools in the way they see fit instead of reporting a summative rating; 2) The ESSA regulations effectively restrict the weighting of the non-academic «School Quality and Student Success» indicators to zero, which is not in the spirit of the expanded measurement; and 3) The majority of schools will be identified for targeted support under the current regulations, suggesting the need for a clarification in federal policy.

Unlike the process used to identify gifted students, the process to establish a gifted student's present level is simple and basic - the GIEP team needs assess the student well enough to know the student's present levels of educational performance in their academic subjects.

When a student has been identified in need of intervention, the teacher takes on a clinical role to determine the best course of action, set strategic, academic goals and then progress monitor the student's movement within the set intervention.

It provides ideas for supporting families related to common need areas identified in that dialogue, and promotes the idea of family engagement as a sound strategy for student retention and academic achievement.

The program focuses on recovery and reengagement, identification of and outreach to at - risk students, assessments of their needs, identification of available resources, referrals to identified community partnerships, academic support, and alternative options case management and... Read more»

From Next Generation Learning Challenges, this Personalized Learner Profiles tool helps students to identify academic and social - emotional needs, goals, and pace; keep track of them; and enable teachers to use them to truly personalize learning.

The purpose of Sandusky City Schools Regional Center for Advanced Academic Studies is to provide a world class education to identified gifted students through innovative curriculum and instructional models designed to meet the individual needs of each student.

The purpose of this Literacy Plan is to provide an overview of how our dedicated Metro Deaf School staff will; continually work to improve the academic achievement of all students by identifying needs, implement research - based instructions, engage in on - going study and self - reflection to improve the shared practice of teaching, and involve parents and the community in a joint partnership to stay actively responsive to the needs of our children.

At the same time, the report identifies areas of focus as the sector has further to go in meeting the academic needs of all students, because there are still too many under performing charter schools in the state.

In common planning time, teacher teams begin with an analysis of the holistic needs of students; in professional learning communities, the teacher teams begin with the analysis of students» academic progress; and in the critical friends groups, the teacher teams begin with an identified need or interest for improved practice.

These ratings combine measures of academic performance and student outcomes to distinguish between high and low performing schools and to identify those in need of extra help.

As documented under Section 1115 of Title I, Part A of the Every Students Succeeds Act (ESSA), a local education agency receiving Title I funds «may use funds received under this part only for programs that provide services to eligible children under subsection (b) identified as having the greatest need for special assistance... Eligible children are children identified by the school as failing, or most at risk of failing, to meet the State's challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria established by the local educational agency and supplemented by the school, except that children from preschool through grade 2 shall be selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures».

Early warning indicators and data systems can identify students at risk of dropping out and in need of support to improve academic performance.

The Wisconsin proposal, however, is limited to children who are scoring in the top 5 percent of standardized tests or have been identified «by an education official» as being gifted and talented «if a student demonstrates evidence of high - performance capability in intellectual, creative, artistic, leadership or specific academic areas and needs services or activities not ordinarily provided in a regular school program.»

She also leads special education data collection and analysis efforts to help strengthen the position of charter schools as well as identify and replicate successful special education models for improving academic outcomes of students with special needs in charter schools throughout the state.

The Student Support and Academic Enrichment Grants program, more than any other ESSA program, embodies this shift by serving as a flexible funding source for meeting an array of locally identified needs.

That process requires local schools administrators to continuously evaluate every teacher and that the evaluation process uses multiple indicators of student academic growth to identify which teachers are succeeding and which need to be asked to leave the teaching profession.

Universal screening is considered a first step in identifying students in need of additional academic or behavioral support.

These practices include the TEACCH structures developed at the University of North Carolina; Project - Based Learning strategies and tools; a multi-dimensional emphasis on Character Development; a commitment to Arts Integration as a support to high rigor and; a state - of - the - art Diagnostic and Evaluation center that uses highly - skilled professionals and practices to identify the programs and services each student needs to reach his or her optimal academic potential.

Though end - of - grade performance expectations are identified in the CCSS, teachers must also consider how differentiation of classroom assessments can be tailored to support the ongoing development of each student's literacy and numeracy), in order to meet gifted students» unique academic and social - emotional needs.

To do so, she needed to figure out an efficient way to identify and then meet the learning needs of all her students — an especially difficult task given that her students were at varying academic levels and many had learning differences.

Instead, policy attention might be more usefully spent identifying and replicating effective academic or behavioral interventions that allow schools to declassify students with mild disabilities, and investigating why parents of students with special needs are not choosing charters early on.

Using the Continuum of Support framework, schools can identify students» educational needs, to include academic, social and emotional needs, as well as needs associated with physical, sensory, language and communication difficulties.