Sentences with phrase «intensive instructional support»

The gold standard for high - quality induction programs is the Santa Cruz New Teacher Project, which eventually grew into the New Teacher Center, a national organization working with districts to provide high - quality induction, among other services.65 The comprehensive program carefully selects and trains teacher mentors and also provides beginning teachers with intensive instructional support and professional development; opportunities to observe master teachers; and opportunities for ongoing assessment, reflection, and feedback.66

Decision - making regarding intensive instructional support for children with special needs should build from children's instructional needs, and not from diagnostic labelling and criteria for funding eligibility.

http://www.bookdepository.co.uk/Visible-Learning-for-Teachers-John-Hattie/9780415690157 SRA / DIRECT INSTRUCTION - Corrective Reading Intensive instructional support for primary or secondary students with reading difficulties.

http://www.phonics4free.org/home SRA / DIRECT INSTRUCTION - Corrective Reading Intensive instructional support for primary or secondary students with reading difficulties.

They are also designed so that they can be used without a lot of background knowledge about a subject or intensive instructional support by the teacher.

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).

Not exact matches

In this intensive workshop, participants will learn the essential design elements of PBL, meaningful ways to integrate technology as an integral component in student engagement and motivation, and instructional strategies to support student learning.

Tier 3: Intensive Intervention Using a Force Field Analysis Tier 3 interventions are designed for roughly 5 % of all students, or students with significant learning challenges who require the highest level of instructional support.

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.

If I had the opportunity to meet with a new school administrator regarding implementing intensive interventions within their school or district, I would advise them to focus on four main components of a multi-tiered systems of support (MTSS): (1) establishing a student - focused culture in your building, (2) establishing efficient procedures for data collection and analysis, (3) establishing a strong core instructional program and (4) focusing on continuous improvement.

There are four central key design elements, all of which support our overarching objective of promoting student achievement: (1) Full - Service Community School; (2) Instructional Rigor and Intensive Student Support; (3) Continuous Professional Development and Teacher Support; and (4) Data Driven Instrsupport our overarching objective of promoting student achievement: (1) Full - Service Community School; (2) Instructional Rigor and Intensive Student Support; (3) Continuous Professional Development and Teacher Support; and (4) Data Driven InstrSupport; (3) Continuous Professional Development and Teacher Support; and (4) Data Driven InstrSupport; and (4) Data Driven Instruction.

Founded in 2009, the program aims to supply high - need schools with effective and well - supported new teachers.47 Participating teachers must pass a rigorous selection process, which includes submission of a transcript, resume, and essay, as well as a digital performance exercise and a full - day interview with performance - based tasks.48 Fifty - one percent of Urban Teachers» teachers are people of color.49 Once selected, participating teachers receive intensive training, including 1,500 hours of clinical experience and three years of instructional coaching.50 Urban Teachers» thorough selection process and focus on their teachers» residency and induction experiences likely contributes to the program's success.

(1) Accountability pressures and support from the district combined with (2) strong instructional leadership, (3) strategic staffing (i.e., strategic recruitment, assignment, and «counseling out» of ineffective staff), (4) intensive professional development, and (5) data use focused on identifying and assisting struggling students are key components of a school's turnaround process.

Nationally recognized researchers at Research for Action (RFA) have been studying the early adoption of LDC tools, focusing on teachers» response to and use of the tools in 2010 — 2011, expanding to include an analysis of the scale - up of the initiative in 2011 — 2012 and, in 2012 — 2013, evaluating the status of the initiative and how conditions that support robust implementation are related to scale - up and sustainability of this intensive instructional work.

This helps to identify students who are responding well to core instruction (on track), as well as those who may require supplemental (some risk) or intensive (high risk) intervention and instructional support as an integral component to an effective MTSS program.