Sentences with phrase «in meeting individual needs of children»

I am highly skilled in providing one - on - one assistance to students, assisting in the implementation of the curriculum, educating children and families by meeting program goals, and helping in meeting individual needs of children.

Not exact matches

«the care and dedication of individual teachers»...» the loving approach of the teachers»...» the personal attention my child receives in the classroom»...» the depth in teaching the developing human being»... «that the teachers and staff are well - acquainted with my child and every concern I've had about my child has been met with the staff's full attention, concern, and capability to professionally address the matter at hand»... «how the teachers «hold» each child and class»...» mindfulness toward the children's needs»... «love that the teacher stays with the child through 8th grade»

Our multidisciplinary program offers expertise in treating the full range of esophageal disorders with innovative, evidence - based treatment plans designed to meet each individual child's needs.

In other words, there are twin challenges: to support and promote the progress of all children — and particularly children who lag in their development — in the preschool years; and to ensure that all children make a smooth transition into the first year of school by meeting individuals at their points of need upon entrIn other words, there are twin challenges: to support and promote the progress of all children — and particularly children who lag in their development — in the preschool years; and to ensure that all children make a smooth transition into the first year of school by meeting individuals at their points of need upon entrin their development — in the preschool years; and to ensure that all children make a smooth transition into the first year of school by meeting individuals at their points of need upon entrin the preschool years; and to ensure that all children make a smooth transition into the first year of school by meeting individuals at their points of need upon entry.

We need to ensure that this process is not about reducing numbers, cutting funding, changing terminology and doing the same things, it is about improving the outcomes of all children and young people by offering a high quality education system that meets their individual needs and prepares them for adulthood in the 21st century.

We are faced with a paradox — we now know more about the individual nature of how children learn, their unique personalities, cultural influences, life opportunities (or lack of), and we speak more now about meeting individual needs, early intervention and personalizing learning, but in contradiction we are all being besieged by a data - driven, economic focus of education.

This would make it all but impossible for schools to experiment with new ways of tailoring education to meet the needs of individual children, rather than expecting that all children who happened to be born in the same year should progress at the same rate across subjects.

In other words, we have a shared responsibility to meet children where they are when they enter the school steps and attend to their individual needs in the context of the classroomIn other words, we have a shared responsibility to meet children where they are when they enter the school steps and attend to their individual needs in the context of the classroomin the context of the classrooms.

Woven into this highly personal narrative about a boy's journey from silent sidekick to hero are themes that translate to public education: the challenges of finding the right school or instructional method to meet a student's individual needs; the impact of social stigmas on expectations and performance, particularly for «discarded students» in low - income neighborhoods, and the need for a culture of high expectations to counter those negative societal assumptions; the importance of tireless, focused, caring teachers who do whatever it takes to help students succeed; and the ability for all children — regardless of learning challenges or race or income level — to learn.

Our staff have amazing skills and patiently work with families to meet the individual needs of each child and create a personal environment in which learning happens.

«We — as charter school parents — feel compelled that our side of the story be heard... We are so grateful for the charter school system in Arizona, because we were able to find a school that could meet the needs of our family and the individual academic needs of our children.

This is a short - sighted response because it fails to give appropriate weight to the teacher, along with many other elements of the schooling context (e.g., high - quality instruction tailored to meet individual needs, strong home - school relationships, systematic evaluation of pupil progress) in explaining the growth of poor children's reading ability (Taylor & Pearson, 1999).

Aviles de Bradley said, «The current whole class exercises that have been reported in some closing schools are simply inadequate to meet the myriad of complex individual needs of children and their families.»

DAY 2 — FORMATIVE ASSESSMENT FOR CHILDREN BIRTH THROUGH THIRD GRADE: how to provide guidance to early learning staff in the use of assessment information to meet individual needs of children and improve practitioner / teacher practice and instCHILDREN BIRTH THROUGH THIRD GRADE: how to provide guidance to early learning staff in the use of assessment information to meet individual needs of children and improve practitioner / teacher practice and instchildren and improve practitioner / teacher practice and instruction.

This would make it all but impossible for schools to experiment with new ways of tailoring education to meet the needs of individual children — they will instead have to resort to expecting that all children who happened to be born in the same year progress at the same rate across subjects.

The following two individual cases of gifted children illustrate the approaches taken by the Chicago Gifted Program personnel to meet the needs of individual gifted students who might otherwise be lost in a large system.

There's also strength in our differences: Sesame offers expertise in child development and strategies for meeting the learning needs of the individual child, while Teachstone brings expertise in teaching effectiveness and professional development solutions targeted to the individual teacher.

Show Hope is a non-profit organization that mobilizes individuals and communities to meet the most pressing needs of orphans in distress by providing 1) homes for waiting children through adoption aid grants, and 2) life - saving medical care for orphans with special needs.

Show Hope is a non-profit organization that mobilizes individuals and communities to meet the most pressing needs of orphans in distress by providing 1) homes for waiting children through adoption aid grants, and 2) life - saving medical care for orphans with special needs.

(1) the temperament and developmental needs of the child; (2) the capacity and the disposition of the parents to understand and meet the needs of the child; (3) the preferences of each child; (4) the wishes of the parents as to custody; (5) the past and current interaction and relationship of the child with each parent, the child's siblings, and any other person, including a grandparent, who may significantly affect the best interest of the child; (6) the actions of each parent to encourage the continuing parent child relationship between the child and the other parent, as is appropriate, including compliance with court orders; (7) the manipulation by or coercive behavior of the parents in an effort to involve the child in the parents» dispute; (8) any effort by one parent to disparage the other parent in front of the child; (9) the ability of each parent to be actively involved in the life of the child; (10) the child's adjustment to his or her home, school, and community environments; (11) the stability of the child's existing and proposed residences; (12) the mental and physical health of all individuals involved, except that a disability of a proposed custodial parent or other party, in and of itself, must not be determinative of custody unless the proposed custodial arrangement is not in the best interest of the child; (13) the child's cultural and spiritual background; (14) whether the child or a sibling of the child has been abused or neglected; (15) whether one parent has perpetrated domestic violence or child abuse or the effect on the child of the actions of an abuser if any domestic violence has occurred between the parents or between a parent and another individual or between the parent and the child; (16) whether one parent has relocated more than one hundred miles from the child's primary residence in the past year, unless the parent relocated for safety reasons; and (17) other factors as the court considers necessary.

For example, according the HHS 2011 Poverty Guidelines, for a single adult with no spouse or children, he or she would have needed to average less than $ 10,890 in income to be eligible, as well as meeting the other requirements, such as a lack of recent health insurance, and other requirements by the individual state.

In hopes to meet a broad range of individual needs, Modern Woodmen of America offers a variety of life insurance products including permanent life, term life and children's and younger adult's life insurance.

In order to meet the various needs of the customer the company provides an array of individual and group insurance solutions like pension plan, saving and health plan, protection plan, child plan and women plan.

Show Hope is a non-profit organization that mobilizes individuals and communities to meet the most pressing needs of orphans in distress by providing 1) homes for waiting children through adoption aid grants, and 2) life - saving medical care for orphans with special needs.

The work responsibilities of the social worker includes writing assessments, conducting interviews to clients and their families to know the type of problem, providing counseling support, recommending best solutions ion particular cases, coordinating and making referrals to different agencies, participating in meetings like child protection seminars or mental health, maintaining records needed in preparation of legal action, guiding evidence to be used in court, helping clients through individual or group conferences, developing and implementing written materials for educational purposes, conducting workshops and providing psychiatric social work.

• Determine types of therapies required for each child and develop specific therapeutic treatment plans to meet his or her individual needs • Handle assessments by interviewing and observing children and creating psychological profiles • Create new programs, move targets forward and make procedural changes in existing care / educational programs • Lead special education trainings and plan and implement staff development and patient education autism programs • Confer and communicate with staff members to gauge the effectiveness of special education programs

• Demonstrated ability to provide care and encourage learning and developmental activities and specialized programs • In depth knowledge of creating age - appropriate curriculum and lesson plans to meet the individual needs of students • Communication: Experience communicating with preschoolers by coming down to their intellectual level • Instruction: Ability to create instruction plans aimed at physical, cognitive and social development of children • Management: Knowledge of handling behavior problems and commanding respect in a classroom environmeIn depth knowledge of creating age - appropriate curriculum and lesson plans to meet the individual needs of students • Communication: Experience communicating with preschoolers by coming down to their intellectual level • Instruction: Ability to create instruction plans aimed at physical, cognitive and social development of children • Management: Knowledge of handling behavior problems and commanding respect in a classroom environmein a classroom environment

• Highly experienced in creating and developing core preschool curriculums, aimed at meeting the individual needs of early childhood • Proven ability to tweak lesson plans to meet the requirements of each child, in accordance to his or her learning abilities and limitations • Demonstrated expertise in planning and implementing daily class activities to meet students» educational, cognitive, social and developmental requirements • Deep insight into establishing a well - managed and child - oriented class atmosphere to encourage participation • Competent at organizing activities to provide students with detailed information to understand concepts taught in class • Proficient in organizing events and activities to encourage students to explore interests and develop talents • Adept at developing schedules and routines to ensure that students gain sufficient amount of physical activities • Qualified to teach young students through study aids and activities - based learning methods • Proven record of efficiently and accurately creating and maintaining students» records with great focus on confidentiality • Effectively able to recognize signs of emotional and developmental problems and provide viable solutions • Skilled in working with students with special needs by providing them with an environment conducive to learning and understanding of their limitations

• Create and implement appropriate curriculum to meet the needs of preschoolers • Devise lesson plans and impart instruction • Enrich and modify lessons and materials to meet individual students» level of progress • Manage student behavior in and outside classroom • Prepare materials to aid learning processes • Review student progress through assessments • Develop intervention strategies to ensure students» social and educational growth • Confer with parents regarding their children's progress and improvement needs

• Track record of providing instructional support within special and general education classrooms as required to meet the students» needs • Skilled in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs students

The Arc of the Ozarks, St. Paul, MN 9/2009 to Present Behavior Support Technician • Confer with school nurses and teachers to determine types of behavior issues certain students are facing • Assess each child for behavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful observation

Social Worker — Duties & Responsibilities Successfully serve as a psychiatric social worker and practice manager for multiple institutions Perform crisis intervention, adult, geriatric, child, and adolescent case management and therapy Counsel patients facing depression, substance abuse, bipolar disorder, dementia, and schizophrenia Serve survivors of domestic violence, rape, robbery, child abuse, suicide, and other traumatic events Responsible for 24 hour on call crisis intervention for multiple hospital emergency rooms Complete psychosocial assessments to ensure appropriate patient diagnosis and care Design and implement treatment plans including medication and individual / group / family therapy sessions Attend weekly team meetings to assess patient progress and document in the DAP system Review psychometric and psychological reports and provide feedback to patients and families Provide clients and family members with guidance and referrals to community resources Maintain contact with family members and encouraged their involvement in patient treatment Performed discharge planning including nursing home placement, home health, medication needs, transportation and Passport screening, extended in - patient and out - patient mental health services Serve as public speaker, referral development committee member, and marketing / financial advisor

Lesson plans will have to be adjusted to meet the individual needs of each child in their care, and they must be able to adapt accordingly for those students who may be further behind or more advanced than others.

They can enhance developmentally oriented anticipatory guidance with individualized content that meets families» individual needs.42 Home - visiting programs include a «degree of social support that is difficult to provide in most clinical settings; outreach and liaison between the pediatrician, the family, and the community; involvement with socioeconomic issues that directly affect the well - being of the child and family; reinforcement and follow - up of preventive care, peer helper support, as well as encouragement by the home health visitor who has the advantage of being with the family in its own home, a more accepting, less threatening setting for the family.7

Your child's teacher will provide a range of lesson experiences to challenge and stimulate their learning while supporting them to meet their individual needs in becoming confident learners.

Mental health professionals work in partnership with parents, carers and early childhood staff to come up with strategies to meet the individual needs of the child.

It is important to focus on developing strengths and to put in place strategies to meet the needs of the individual child.

One study found considerable variability in the quality of the home environments; higher - quality environments were found with families who had increased economic resources.72 Another study also found variability in the home environments foster children experience and reported that unrelated foster parents had higher - quality home environments than kinship foster parents.73 In this same vein, foster children need caregivers who can work with child welfare agencies to ensure that children's individual needs are met by the child welfare system and other social institutions charged with meeting these needin the quality of the home environments; higher - quality environments were found with families who had increased economic resources.72 Another study also found variability in the home environments foster children experience and reported that unrelated foster parents had higher - quality home environments than kinship foster parents.73 In this same vein, foster children need caregivers who can work with child welfare agencies to ensure that children's individual needs are met by the child welfare system and other social institutions charged with meeting these needin the home environments foster children experience and reported that unrelated foster parents had higher - quality home environments than kinship foster parents.73 In this same vein, foster children need caregivers who can work with child welfare agencies to ensure that children's individual needs are met by the child welfare system and other social institutions charged with meeting these needIn this same vein, foster children need caregivers who can work with child welfare agencies to ensure that children's individual needs are met by the child welfare system and other social institutions charged with meeting these needs.

A growing number of child welfare agencies are employing differential response (DR) in an effort to respond more flexibly to child abuse and neglect reports and to better meet individual family needs.

The U.S. Department has issued this guidance to provide states and LEAs with information to assist them in meeting their obligations to address the needs of homeless individuals and ensure educational rights and protections for homeless children and youth under the McKinney - Vento Act and under ESSA.

Mothers who can see a child's individual needs and strengths are likely to be more sensitive in meeting their needs than a mother whose understanding of the child is either highly idealized or negative (Bowlby, 1988).

In addition to individual therapy, the Clinical Department also provides a number of specialized services to meet the needs of our clients, the children we serve and their caregivers.

The goals for the Center for States include to build capacity for increased effectiveness of public child welfare agencies through strong national expertise in child welfare and change management to help build and / or sustain the ability of agencies to perform well; to work in partnership with the Centers for Tribes and Courts to support States and other jurisdictions across the country; to create new and lasting partnerships with States, jurisdictions, Tribes, courts, and the Children's Bureau's Regional Office staff that reflect a shared focus on meeting the unique and individual needs of States and jurisdictions; to use a collaborative and systematic approach to build State and territory capacities across the five domains of resources; infrastructure; knowledge and skills; culture and climate; engagement and partnership.

API's principle of Strive for Balance in Personal and Family Life reminds parents to recognize individual needs within the family, and to ensure that everyone's needs, not just the child's, are recognized, validated, and met to the greatest extent possible.

This program involves the family or other support systems in the individual's treatment: Other family / support structures are used such as pre-removal conferences to reduce the trauma of the removal and identify potential caregivers, prioritizing kinship care at the outset of cases, family team meetings, Child - Parent Psychotherapy (CPP), early intervention screening / services, assisting with parent - child contact (e.g., supervising visits, providing transportation), and identifying services for extended family as neChild - Parent Psychotherapy (CPP), early intervention screening / services, assisting with parent - child contact (e.g., supervising visits, providing transportation), and identifying services for extended family as nechild contact (e.g., supervising visits, providing transportation), and identifying services for extended family as needed.

«Using technology enables teachers to more quickly identify opportunities to further support each child's development and learning and to strengthen their own practice in ways that improve outcomes and meet the individual needs of each child.»

From 1996 - 99, the ECCP's primary mission was to provide extended technical assistance and training services, typically over a two - three month period, to child care provider programs in Davidson County aimed at increasing their capacity to meet the needs of individual young children with challenging behavior.

(1) the temperament and developmental needs of the child; (2) the capacity and the disposition of the parents to understand and meet the needs of the child; (3) the preferences of each child; (4) the wishes of the parents as to custody; (5) the past and current interaction and relationship of the child with each parent, the child's siblings, and any other person, including a grandparent, who may significantly affect the best interest of the child; (6) the actions of each parent to encourage the continuing parent child relationship between the child and the other parent, as is appropriate, including compliance with court orders; (7) the manipulation by or coercive behavior of the parents in an effort to involve the child in the parents» dispute; (8) any effort by one parent to disparage the other parent in front of the child; (9) the ability of each parent to be actively involved in the life of the child; (10) the child's adjustment to his or her home, school, and community environments; (11) the stability of the child's existing and proposed residences; (12) the mental and physical health of all individuals involved, except that a disability of a proposed custodial parent or other party, in and of itself, must not be determinative of custody unless the proposed custodial arrangement is not in the best interest of the child; (13) the child's cultural and spiritual background; (14) whether the child or a sibling of the child has been abused or neglected; (15) whether one parent has perpetrated domestic violence or child abuse or the effect on the child of the actions of an abuser if any domestic violence has occurred between the parents or between a parent and another individual or between the parent and the child; (16) whether one parent has relocated more than one hundred miles from the child's primary residence in the past year, unless the parent relocated for safety reasons; and (17) other factors as the court considers necessary

A growing number of child welfare agencies are employing DR in an effort to respond more flexibly to child abuse and neglect reports and to better meet individual family needs.

Show Hope is a non-profit organization that mobilizes individuals and communities to meet the most pressing needs of orphans in distress by providing 1) homes for waiting children through adoption aid grants, and 2) life - saving medical care for orphans with special needs.