Sentences with phrase «instructional needs of intervention»

Not exact matches

Virtual - school teachers need training on a variety of software applications, basic hardware maintenance, effective communication strategies (such as effective writing techniques for web - based lessons), information management skills, and instructional intervention strategies.

Instead, what if you and your colleagues planned to maximize the instructional minutes during a unit to minimize the number of students who might need an intervention after the unit assessment?

The «new and improved» summer school program CPS proposes sounds a lot like hours and hours of computer test prep: «weekly acceleration / intervention sessions as part of the full school day; access to instructional tool that provides focused lessons based on individual needs,» which CPS calls «personalization» (slide 14 of CPS PowerPoint Presentation)

Peirce Elementary School, Newton This project will focus on continuing to identify evidence - based methods to improve reading and writing instruction for our learners with special needs, support professional learning for our district's special educators to increase consistency of literacy intervention amongst schools, and ensure that our district has the most appropriate and current assessment and instructional materials.

The Screening to Intervention Report helps identify what foundational skills are missing or weak and may need to be retaught or practiced and the level of support needed, guides teachers towards the appropriate instructional strategy to address each student's unique needs, and points towards the appropriate intervention (s) that are available within the school Intervention Report helps identify what foundational skills are missing or weak and may need to be retaught or practiced and the level of support needed, guides teachers towards the appropriate instructional strategy to address each student's unique needs, and points towards the appropriate intervention (s) that are available within the school intervention (s) that are available within the school or district.

For this reason, schools also need to provide increasingly more intensive instructional supports based on students» needs through Response to Intervention (RTI) practices or a Multi-Tier System of Supports (MTSS).

Universal screening provides data to educators to (a) evaluate the effectiveness of core instruction; (b) determine what are the critical current instructional needs of students in classrooms right now; (c) determine which students might need additional instruction (i.e., intervention); (d) and, at what level intervention is needed, i.e., Tier 2 (strategic) or Tier 3 (intensive).

Our block schedule provides large periods of predictable, uninterrupted instructional time, making it possible for students» needs to be addressed through regrouping, intervention, or enrichment.

Reading intervention services may include the use of: special reading teachers; trained aides; volunteer tutors under the supervision of a certified teacher; computer - based reading tutorial programs; aides to instruct in - class groups while the teacher provides direct instruction to the students who need extra assistance; and extended instructional time in the school day or school year for these students.

Personalized instructional strategies and interventions are used to address individual learning needs of practitioners when necessary.

Teachers personalize instructional strategies and interventions to address individual learning needs of students when necessary.

This will satisfy ESEA / ESSA's evidence - based practice requirement, resulting in better decisions relative to the organizational, curricular, instructional, and multi-tiered systems of support practices (including strategic and intensive interventions) that are needed by a school relative to staff and student success.

Her role included working with teachers, administrators, school psychologists, and instructional coaches to determine student progress and necessary interventions; making instructional decisions based on data; and providing professional learning for teachers to meet the needs of their students.

But in addition, the Get - Go Process is completed to determine (a) what MTSS services and supports specific students will need on the first day of the next school year; (b) how to prepare teachers and other support staff to deliver needed multi-tiered programs or interventions; and (c) how to best organize students into their next year's classrooms so that differentiated instructional approaches and positive classroom interactions are maximized.

A teacher of Algebra I and mathematics intervention classes, he describes Betsy Layne as a «data - driven school» focused on using data to better meet student instructional needs.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

MTSS is a schoolwide approach that addresses the needs of all students, including struggling learners and students with disabilities, and integrates assessment and intervention within a multilevel instructional and behavioral framework to maximize student achievement and reduce problem behaviors.

Guiding learners along their information to knowledge journey, and providing needed instructional interventions, is the focus of all partners in both physical and virtual learning spaces.

The program was based on Response to Intervention (RTI) strategies, including high quality instructional design and delivery for all students aimed at reducing the number of students needing iIntervention (RTI) strategies, including high quality instructional design and delivery for all students aimed at reducing the number of students needing interventionintervention.

While effective teaching practice is being embedded throughout the school, we work with school and district staff to design formative assessments to capture student learning, and we oversee the implementation and progress of instructional interventions for students who need additional support.

Instructional Teams review the results of unit pre / post ‐ tests to make decisions about the curriculum and instructional plans and to «red flag» students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of early mastery ofInstructional Teams review the results of unit pre / post ‐ tests to make decisions about the curriculum and instructional plans and to «red flag» students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of early mastery ofinstructional plans and to «red flag» students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of early mastery of objectives).

As noted in the recent policy brief published by the Partnership for Los Angeles Schools, many of the highest - need elementary schools in the district lack important supports such as a nurse, a psychologist, a counselor or instructional coach, or intervention programs for struggling students.

Working with a school - based team to use student performance data to identify and define learning difficulties and styles, to implement interventions, and to evaluate the effects of these interventions, moves students who need support out of the instructional pit of not qualifying for special services.

• Assist the lead teacher with curriculum development and lesson planning • Ensure that the lesson plans are purposeful and age appropriate • Work with the lead teacher to plan and implement study programs aimed at meeting the individual needs of the students • Encourage student enthusiasm for learning processes by working with each student on an individual basis • Observe students» behavior and progress on a regular basis • Work with the lead teacher to recognize and address learning problems • Assist the lead teacher in developing reasonable classroom rules in accordance to the school guidelines • Evaluate students periodically to determine progress and need for intervention • Handle student record management tasks • Assist lead teachers in make needed adjustments to the instructional program • Prepare bulletin board displays in accordance to the lead teachers» instructions • Tutor students in groups and individually in order to enforce concepts taught in class • Assist students with assignments or in understanding difficult concepts • Supervise students during instruction and in the absence of the lead teacher • Organize and supervise games during activity time • Assist students during lunch time and with their toileting needs • Handle instruction resource research activities and hand out materials to students • Take and record class attendance • Assist students in embarking and disembarking from the school bus • Operate and maintain audio - visual equipment from special class projects

• Assist the teacher in classroom activities while catering for emotional, psychological, social and cognitive needs of physically or mentally disabled students • Provide one to one tutoring and reinforce daily lessons in small groups • Identify weak areas of students and develop individualized lesson plans accordingly • Supervise the children during play and lunchtime • Inculcate strong moral and social values among the students to make them responsible citizens • Facilitate the teacher in conducting various classroom activities • Maintain all teaching aids in an organized manner • Devise need - based AV aids to facilitate teaching process • Assess multiple instructional strategies for effectiveness and change the teaching methodology as per requirement • Carefully record and gauge each student's progress and discuss the same regularly with teachers and parents • Encourage students to participate in extracurricular activities and boost their confidence in all possible ways • Communicate home assignments clearly, mark homework and test papers • Assist students in completing classroom assignments • Maintain daily attendance and early departure records • Discuss individual cases of individual needs and interests with teachers and parents of the student • Develop and implement targeted instructional strategies to cater for particular needs of each student • Observe students» behavior at playtime and chalk out a behavioral intervention plan to address any inappropriate, violent or disruptive behavior • Operate adaptive technological equipment single - handedly • Maintain complete confidentiality of student data • Aid physical, speech and rehabilitative therapists in their sessions and encourage the student to cooperate with them

Advanced Quantitative Methodologies in Educational and Human Sciences * Autism Spectrum Disorders Career Counseling College Teaching and Leadership E-Learning Professional Development ESOL Endorsement K - 12 English for Speakers of Other Languages (ESOL) Gifted Education Global, International, and Comparative Education Initial Teacher Professional Preparation Instructional Design Instructional Design for Simulations Instructional / Educational Technology Intervention Specialist K - 8 Mathematics and Science Education Languages Other Than English (LOTE) Marriage, Couple, and Family Therapy Mathematics and Science Educator Play Therapy Pre-Kindergarten Disabilities Reading Education Social Science Education Special Education Supporting High Needs Populations