Sentences with phrase «individualized academic support»

We believe that to overcome these challenges, some students require more individualized academic support, both in and out of school.

Not exact matches

CMHP offers individualized support for students with mental health concerns who are returning to academic life from medical leave and / or treatment.

«In every class in this building, you have kids of all levels of prior academic achievement,» says Principal Dan St. Louis, including kids who are «high flyers,» kids with Individualized Education Programs who are receiving special education support, students with disabilities, and English - language learners.

If a student is homeless or suffering from the effects of depression, anxiety, or trauma, these factors are captured in Karapetyan's database, so the administration, in conjunction with a student support team, can formulate an individualized education plan — a supportive road map toward stability, academic competency, and, if all goes well, graduation.

By pairing with Tutor Pace to provide supplemental academic support, schools can increase test scores and student performance by offering individualized help.

This includes a provision of behavioral and academic supports while allowing students to participate in the general curriculum with non ‐ disabled peers based on goals in their individualized education programs (IEP).

CCE's Massachusetts Personalized Learning Network (MA PLN) is designed to support schools in developing educational experiences that are individualized, project - based, and attuned to the unique academic and social - emotional needs of students.

Unfortunately, when schools don't have the resources to provide the individualized academic instruction and social and emotional supports many students need, the students fall farther behind.

The PEP law required districts to identify students who are at risk of academic failure, provide them with evidence - based instructional supports and involve parents in crafting individualized learning plans designed to help students get on track.

Education.com Children Benefit from Modeling, Demonstration, and Explanation - This article focuses on Academic Excellence promoted through processes that are modeled by educator and learners in an effort to support those who need a more individualized instruction.

Partnering with the school districts that refer students to one of our stand - alone, independently staffed, whole - school sites, we offer full - day, comprehensive academic and behavioral education for students who need individualized programs, continual attention and support, and intensive interventions.

Vertus provides an individualized academic path for each student, allowing them to proceed at their own pace through computer - based learning, reap the benefits of peer support through 12 - man teams, and rely on a preceptor, or 24/7 mentor, for intensive coaching and support on a daily basis.

Whittemore Park Middle School uses the iCAN model: individualized, college and career readiness, aspirations of students, and network of support designed around a blended core academic curriculum and carefully constructed system of supports.

ESY services are designed to support an eligible student to maintain the academic, social / behavioral, communication, or other skills that they have learned as part of their Individualized Education Program (IEP) or Section 504 accommodation plan.

Gifted E525: Blending Gifted Education and School Reform (1994) E492: Career Planning for Gifted and Talented Youth (1990) E359: Developing Individualized Education Programs (IEPs) for the Gifted and Talented (1985) E485: Developing Leadership in Gifted Youth (1990) E514: Developing Learner Outcomes for Gifted Students (1992) E510: Differentiating Curriculum for Gifted Students (1991) E484: Fostering Academic Creativity in Gifted Students (1990) E493: Fostering the Post Secondary Aspirations of Gifted Urban Minority Students (1990) E427: Giftedness and Learning Disabilities (1985) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E486: Mentor Relationships and Gifted Learners (1990) E483: Personal Computers Help Gifted Students Work Smart (1990) E494: Supporting Gifted Education Through Advocacy (1990) E478: Underachieving Gifted Students (1990)

• Hands - on experience in providing assistance with individualized instruction through well - placed instructional strategies • Skilled in effectively applying methods for enhancing students» working knowledge of core concepts • Excellent skills in recognizing, describing and reporting student behavior and academic progress • Unmatched ability to impart instruction at the student's level of comprehension • Proficient in using a variety of technological tools to communicate with students and provide them with information on complex topics • Adept at recognizing patterns of human development and benchmarks that are typically achieved at different ages • Demonstrated expertise in designing and using age - appropriate materials for instructional enforcement • Documented success in establishing positive relationships with students to promote student self - esteem • Proven ability to mediate student conflicts and handle behavior management duties • Qualified to use appropriate strategies and techniques to provide dedicated instructional support • Able to effectively conduct small group and individualized instruction as part of the class instruction program • Special talent for assisting teachers with planning and organizing instructional activities and developing classroom procedures • Track record of demonstrating awareness of and respect for diversity amongst students • Proven record of applying disciplinary directives in an impartial and consistent manner

KEY ACHIEVEMENTS • Developed and implemented a program coined «Everest Child», which brought children with ADHD together and placed them in an environment conducive to individualized learning • Reintegrated 33 autistic children into society by employing strategic behavior management programs • Increased parents» interest in behavior support for their children by introducing a parent - teacher - child development program • Decreased the number of children with behavioral problems from 52 to 11 within 1 academic year

Phoenix Children's Academy, Merrimack, NH 2011 — Present Preschool Director • Develop weekly academic schedules for preschool teachers • Assist in developing individualized class curriculums • Provide feedback on lesson plans and interactive activities • Assume responsibility for the daily operational and administrative needs of the preschool • Provide community outreach support and act as a liaison between preschool staff and students» families • Supervise student registration and enrollment procedures

Some children in foster care have developmental and learning disabilities, such as Attention Deficit Disorder, Speech Delays or Autism Spectrum Disorders, and many work with the supports of an Individualized Education Plan in their academic setting.