Sentences with phrase «learning needs of students within»

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What the proponents say: «This new technology means... that every child learns at his or her own pace; the students get the skills they need to succeed within the 21st century economy; they have access to advanced courses; parents and teachers can communicate; and teachers can access the assistance and training that they need,» Cuomo said during his State of the State.

[BOX 7] Center for MultiSensory Learning, Lawrence Hall, Berkeley (SAVI / SELPH) Little Rock Museum of History and Science: Summer Programs, 1984 «Within Reach» (copy of original book with photographs) Wallops Island Program for Handicapped Youth - Ed Keller Film We Can With Reach: Design and Layouts of Book Within Reach: Blueline Copy of the Book Out of School Science Programs, Summer 1985 Out of School Programs in Science: Blueline copy of the book Out of School Programs in Science: Design and Layouts OOPS Reception for Slide Premiere GW University, Follow up with Programs, Dec. 1981 Science Education - Special Needs and Curriculum of the Handicapped Students, Colorado Out of School Science Proposal and Final Report

Given that each student has different learning needs at different times and different passions and interests, there is likely no school, no matter how great, that can single - handedly cater to all of these needs just by using its own resources contained within the four walls of its classrooms.

We take a variety of tacks within our classrooms to accommodate our students» assorted learning styles, and we were prepared to respond to their parents needs in similar ways.

We shared five Reach Extension Principles for the new school models they would craft or tailor to their needs; they call for reaching more students with excellent teachers in charge of their learning, for more pay, within budget, while boosting development opportunities for all teachers and clarifying authority / credit for great teachers.

Strictly Education works uniquely in the education sector and possesses a deep knowledge and understanding of the environment within which schools, academies and MATs operate, giving clients the expert support they need to confidently meet their statutory obligations, reduce their administrative burden and enable their staff to focus on the students, teaching and learning.

Of course students with any kind of unique needs must have them met, be it through different materials, modifications in the learning environment, specialized tools or devices, or alternative teaching strategies, but such services are possible within inclusive classrooms that are adequately staffed and supporteOf course students with any kind of unique needs must have them met, be it through different materials, modifications in the learning environment, specialized tools or devices, or alternative teaching strategies, but such services are possible within inclusive classrooms that are adequately staffed and supporteof unique needs must have them met, be it through different materials, modifications in the learning environment, specialized tools or devices, or alternative teaching strategies, but such services are possible within inclusive classrooms that are adequately staffed and supported.

Proponents of tracking and of ability - grouping (a milder version that separates students within the same classroom based on ability) say that the practices allow students to learn at their own levels and prevent a difficult situation for teachers: large classes where children with a wide range of different needs and skill levels are mixed together.

Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really DifferNeed Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really DifferNeed Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth, Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Differneed, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for Teacher & Principal Hopefuls — Within School Budgets — June 21, 2016 How to Lead Empowered Teacher - Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering Teacher - Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?

By leveraging the popularity of digital video games and by applying Evidence Centered Design (ECD), the game - based formative assessments address the needs of both students and teachers for reliable and valid real - time actionable data within a motivating learning environment.

Accomplished formative assessment teachers work fluently and automatically within the current instructional context to address students» immediate learning needs in real time — rapidly processing evidence of student thinking and learning, automatically considering the learning targets, then making advantageous decisions about the next steps of instruction to move learning forward, sometimes with a plan B or even C in mind.

A significant need exists to enhance teachers» knowledge of mathematics content and instruction to address the learning needs of all students and to begin to ameliorate the performance differences between U.S. students and their international comparison groups, as well as between various subpopulations within the United States (Mullis et al., 2012; NCES, 2013).

Multiple studies have demonstrated that organizations that prioritize a performance - management system that supports employees» professional growth outperform organizations that do not.25 Similar to all professionals, teachers need feedback and opportunities to develop and refine their practices.26 As their expertise increases, excellent teachers want to take on additional responsibilities and assume leadership roles within their schools.27 Unfortunately, few educators currently receive these kinds of opportunities for professional learning and growth.28 For example, well - developed, sustained professional learning communities, or PLCs, can serve as powerful levers to improve teaching practice and increase student achievement.29 When implemented poorly, however, PLCs result in little to no positive change in school performance.30

Although many students are used to sharing content online, they need to learn how to share within the context of network building.

Some teachers, however, found ways to integrate the arts into their curricula despite these obstacles and cite that they help generate the support they need to do so by providing research and advocacy on arts integration to their administrators, building a network of allies within their schools, and thoroughly documenting the outcomes of their students» achievement learning in arts integrated lessons.

What steps must I take to overcome the cultural and structural barriers to achievement that exist within my school community in addressing the learning needs of all students?

Perform a needs assessment of each school within the district and determine whether certain grade levels or students would benefit from piloting the blended learning program.

Within - classroom accommodations that respond to the varying needs of gifted students include curriculum compacting, self - instructional programs, learning packets or learning contracts and advanced materials (Kulik, 1993; Parke, 1989).

We need this kind of expert within our school buildings to help us use our data more effectively and ultimately increase students» learning.

Congress should establish within the Elementary and Secondary Education Act a federal definition for a «highly effective teacher» that includes criteria, such as but not limited to knowledge of subject matter; skill in planning, delivering, monitoring, and assessing students» learning; skill in developing and maintaining positive relationships with students, parents, and colleagues; knowledge and skill in pedagogical methods to meet the needs of students with an array of learning styles and needs; and commitment to students» learning to their utmost potential.

When all staff within a school share a belief that the learning needs of all students should be respected, then it will be possible for modifications, such as those needed for gifted students, to be made to the traditional program (Malorni, 1996; NAGC, 2005).

Within each unit, you need to focus on the assessment type you are using and make sure that, over the year, you utilize a variety of structures and assessments that will allow all students an opportunity to demonstrate their learning in a way that is engaging for them.

The students will be offered reading lists, and website links for multicultural books, suggested ideas for family outreach initiatives, multicultural learning strategies within the classroom, challenging inner biases and / or stereotypes about children from other cultures, getting to know the whole child, understanding the cultural family dynamic of your students, and learning to adapt the classroom to the needs of your diverse body of students, etc..

Notably, Collegiate implements an inclusion model, which means that we meet the vast majority of our students with IEPs» learning needs within the context of our mainstream classrooms.

Teachers must also meet the needs of students of varying abilities within the same classroom, provide all students with an equal opportunity to learn.

The findings suggested that involvement in the editing of the video footage provided the science methods students with a deeper insight into the children's understanding of scientific concepts and enabled them to identify areas within their lessons that needed to be redesigned to accommodate students» diverse learning styles.

«Personalized learning is enabled by smart e-learning systems, which help dynamically track learning needs and provide a platform to access myriad engaging learning resources and interventions needed to meet each student's needs, but which are not otherwise available within the four walls of the traditional classroom.»

At Monday's School Board meeting, district officials shared with board members five focus areas for improving the program: identifying advanced learners; teaching advanced learners; communicating the needs of advanced learners with parents, within schools and between schools as students transition grade levels; staffing; and overall assessment of the advanced learning program.

The guiding faculty member asked students to analyze the observed lesson for necessary adaptations to meet the needs of diverse learners, how technology may be incorporated to improve the lesson, or analyzing the lesson to determine which state or learned society standards were met within the lesson.

Since a major emphasis of the social studies is to help students develop the skills, values, and knowledge needed for active participation in a democratic society, the PK - 6 social studies classroom is a natural setting within which students with mild disabilities can learn and rehearse necessary social skills.

The point is, if we have learned anything from the recent tragedy, we should have learned that students are in need of greater care and attention as individuals... that they need to be further connected to their school as a community and within a community.

It provides a desperately needed and excellent conceptual framework for how to conceive of, design, and implement integrated student supports within Linked Learning pathways.

Acknowledging the various roles of technology leaders within schools and districts across the country, the Future Ready Technology Leaders ™ framework define the actions steps that are needed to ensure that all students have equitable access to qualified technology leaders, digital researchers, and innovative learning environments.

Within the classroom, accessible learning resources should be harnessed to engage learners with special needs and to make content available to students with a broad range of abilities and preferences.

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.

The SOAR Teaching Frames have been tailored to meet the needs of English Language learners, target disciplinary literacy learning across content areas, focus on Mathematics, and with specific attention to students within different grade spans.

The implication is that differing circumstances of students within the learning context need to be considered and, where possible, accommodated in order to support learners» psychological needs and the expression of high quality (i.e., more self - determined) motivation among learners.

Rose previously worked as the Chief Executive Officer of School of One, «an initiative within the New York City Department of Education (NYCDOE) that uses a mix of live, collaborative, and online instruction in order to provide students with instruction customized to their unique academic needs and learning styles.»

When it comes to online learning, it is understood that interaction with others (peers and instructors) is a highly important variable in successful learning experiences within the online learning environment, particularly when coupled with the need for students to achieve self - regulation between their own knowledge / experiences and the content of a subject (Cho & Kim, 2013).

In all 15 schools, the improvement was a result of a team of educators within the school recognizing what their students needed to learn and how they could learn best and accepting responsibility for meeting that need.

We need to build a menu of summer learning that allows policymakers to select summer programs that are within their budget and that achieve targeted outcomes for specific students that they serve.

Because the students within our nine - region system have diverse needs, the skilled teachers in each of our schools tailor their lessons to meet the learning styles of their pupils.

Targeted feedback is effective when included within a larger cycle of learning where a teacher sets learning goals based on the needs of his or her students and the teacher's own instructional practice data.

To facilitate teacher learning, research indicates that teachers need to reflect on their own beliefs (Borko & Putnam, 1995, 1996; Bransford & Schwartz, 1999), have access to alternative practices and beliefs that are reflective of their subject and grade level and observe the positive impact these practices have on students» learning (Richardson & Placier, 2001; Sandholtz, Ringstaff, & Dwyer, 1997), yet these activities can not be accomplished within the limited time constraints of short - term learning experiences (McKenzie, 2001; Moursund & Bielefeldt, 1999).

Universities are aware that in order for their graduates to secure work after their degree they will need to have had industry placements and work experience in their chosen field.In a recent article from The University of Exeter, they report that students within the University's College of Life and Environmental Sciences have access to imperative placement opportunities while they learn.

Instructor: & bull; Instruct classes using a variety of teaching strategies & bull; Monitor attendance of students and submit to Registrar in a timely fashion & bull; Manage classroom to provide an optimal learning environment & bull; Provide tutoring to students needing additional help & bull; Prepare lesson plans & bull; Follow syllabi and lesson plans to maintain a pace that meets instructional requirements & bull; Prepare lecture and testing materials for students & bull; Grade tests in a timely fashion and submit grades to Registrar within allotted timeframe & bull; Periodically evaluate students to assess retention of course material & bull; Advise students with regard to academic progress & bull; Evaluate and ensure students meet program competencies & bull; Maintain clean work environment & bull; Be punctual and reliable & bull; Ensure adherence to school schedule & bull; Immediately notify Education Coordinator or School Director of all incidents that may threaten the security of students

• 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

KEY ACHIEVEMENTS • Singlehandedly created and implemented an after school program for a group of special needs children, with different learning abilities • Incorporated remedial programs into afterschool activities, resulting in a high number of students excelling in regular education • Trained 42 new teachers (within a span of 5 years) to successfully implement after school programs in 5 different community schools • Suggested introduction of organic snacks for students during after school activities, which resulted in students opting for healthy food for all their meals

Professional Experience [Insert Program / Sponsor Title](Ethiopia) 1/2009 — Present Volunteer Missionary • Direct and coordinate all team activities as well as weekly activities for children in program • Lead English classes as well as tutoring sessions to promote child advancement in learning • Collaborate in all aspects of the child sponsorship program and monthly support distribution to promote both program and student success as well as ensure longevity of service within area of need