Sentences with phrase «level special education needs»

In my experience as a former teacher, I was able to manage a class of 30 + honors students with ease, had some trouble with classes of 25 general ed kids, and struggled mightily to keep control of a class of 12 - 15 students with a history of behavior problems and other low - level special education needs.

Not exact matches

Anticipated areas of high need include special education, math and science at elementary, middle and high school levels.

Similar accusations have been leveled by the parents of 13 current or former special - needs students who on Jan. 20 filed a formal civil rights complaint with the federal Department of Education.

In urban central cities, funding levels per student tend to be at least average, but student needs (e.g. for special education for students with learning disabilities and for general support for very poor students such as homeless students) tend to be much greater.

«Class size is a major issue, for example at School # 6 they have class sizes in elementary level of over 30 - students with students that have a high amount of students with special education needs, ELL - English Language Learners, and so lowering class size is something that has been priority and that's been a part of those plans.»

Administrative data collected on students include basic demographic information, such as gender and race / ethnicity as well as information on poverty level and students with special education needs.

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the Oklahoma Learning Standards.

For the third year in a row, the state legislature has level - funded the Special Needs Education Scholarship Account program leaving hundreds of children on a waiting list, waiting for another year, hoping to get a scholarship.

With the BOOST Oklahoma Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

With the BOOST South Dakota Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the South Dakota Learning Standards.

With the BOOST Nebraska Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

The DCPS funding formula does differentiate public funding based on the number of students at each grade level and in different special needs categories, including special education, English language learners, and those «at risk» for academic failure.38 DCPS would not disclose how or if it factors in parental donations when determining school budgets or allocations.39 However, it did report not having a policy to equitably redistribute parent donations or to prohibit these additional dollars from being put toward staffing.40

With the BOOST Illinois Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

A Milwaukee Public Schools (MPS) UWM intern teacher provides an instructional program for regular and special education students which is appropriate to their educational needs and developmental level.

A Milwaukee Public Schools (MPS) teacher provides an instructional program for regular and special education students which is appropriate to their educational needs and developmental level.

A Milwaukee Public Schools (MPS) art teacher provides an arts program based on the National Core Arts Standards for regular and special education students which is appropriate to their needs and developmental level.

A Milwaukee Public Schools (MPS) MTEC intern teacher provides an instructional program for regular and special education students which is appropriate to their educational needs and developmental level.

With the BOOST Michigan Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

The highest rate of suspension was seen at the middle school level where rate of suspension of students with special needs is 1.8 - 2.3 times higher than that of students in general education.

As part of the Present Levels section of the IEP, her special education teacher writes, «A review of Maria's performance on grade - level curriculum - based measures for reading indicates that she needs to improve her reading accuracy and rate.

Collectively, level funding through the appropriations process and the cuts of sequestration have exacerbated the need for school districts to raise taxes or use local budget dollars to cover an ever - growing share of the federal contribution to special education.

... Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours...

The preponderance of evidence, including research presented by the plaintiffs in this case and noted by the court, shows that special population funding levels are dramatically lower than what is needed to provide an excellent education to many Texas students.

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the Montana Learning Standards.

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school pSpecial Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school pspecial needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the Arizona Learning Standards.

With the BOOST Montana Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

With the BOOST Arizona Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the Vermont Learning Standards.

With the BOOST New York Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

With the BOOST Vermont Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

Even at the most basic level, most Connecticut Charter Schools consistently fail to educate their fair share of students who need special education services

After it is determined that the child is eligible for special education services under IDEA, a multidisciplinary team of specialists and the parents review the child's levels of functioning and develop an Individualized Education Program (IEP) specifically designed to meet the child's educational needs in the least restrictive enveducation services under IDEA, a multidisciplinary team of specialists and the parents review the child's levels of functioning and develop an Individualized Education Program (IEP) specifically designed to meet the child's educational needs in the least restrictive envEducation Program (IEP) specifically designed to meet the child's educational needs in the least restrictive environment.

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the New York Learning Standards.

A 2010 legislative study recommended grouping special education students by relative level of need (low, moderate, and high) in order to target these limited funds more effectively, but to date no legislative changes have been proposed.

It means trying to convince schools that my child needs special education services even though he is working at grade level, because that is still far below his intellectual capacity.

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the Ohio Learning Standards.

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the New Mexico Learning Standards.

With the BOOST South Carolina Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

With the BOOST North Dakota Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

With the BOOST New Jersey Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

With the BOOST Florida Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the New Jersey Learning Standards.

With the BOOST New Mexico Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the Florida Learning Standards.

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the North Dakota Learning Standards.

With the BOOST Massachusetts Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

With the BOOST Minnesota Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

An interesting observation in Texas is that some of the state's wealthy districts had originally proposed that money did not make much difference but later complained that limited funding did not enable them to provide an adequate level of education for their students, especially their special needs students.