Sentences with phrase «levels of instructional support»

SPED 122/222 Characteristics of Students with Mild / Moderate Disabilities This course is an introduction to the strengths and needs of students with mild and moderate disabilities in relation to the levels of instructional support required.

Goalbook Toolkit guides educators working with specialized student populations to vary the levels of instructional support.

Most children in pre-K, kindergarten, and grade 1 classrooms are exposed to quite low levels of instructional support and only moderate levels of social and emotional supports — levels that are not as high as those in the gap - closing, effective classrooms described above.

Also, teachers gradually transition from offering high levels of instructional support to lower levels, as students begin to understand key concepts independently of the teacher.

Teachers were asked to rate the level of instructional support for writing assignments in students» portfolios (grades 1 - 6).

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.

Not exact matches

A basic class outline and instructional techniques for supporting a quality experience of therapeutic yoga for students at many different levels at the same time.

The Student Editions include: • Links to instructional videos, audio, or texts • Links to practice quizzes or activities • 12 assessments that include a total of 39 multiple choice, 2 true / false, and 2 sorting questions • Definitions of key terms related to each of the standards • Examples of how students can apply the standards to their reading and deepen their understanding of what they are reading • Excerpts from several high - quality texts, including: - «Harriet: The Moses of Her People» by Sarah H. Bradford - «The Narrative of Sojourner Truth» by Olive Gilbert and Sojourner Truth - «On Women's Right to Vote» by Susan B. Anthony - «Give Me Liberty or Give Me Death» by Patrick Henry • Accompanying Teaching Notes files The Teaching Notes files include: • Additional activities and writing prompts to help your students explore the standard • Links to additional resources • Ideas to differentiate the activities for students who need extra support or to be challenged further • Answer guides with correct answers, answer choice rationales, word counts, and DOK (Depth of Knowledge) levels

The related instructional delivery in the Instructor's Manual also does not appear to support clear sequencing, clear descriptions and demonstrations of skills to be acquired, nor are the student activities followed by practice and timely feedback — the essence of good pedagogical practice which should focus initially on high levels of teacher involvement.

Reville identified key components of an effective statewide system including leadership support, planning and implementation, better access to data, curriculum and instructional support, professional development, and building district level capacity.

Its efficacy depended on principals» capacity to provide targeted instructional guidance, teachers» ability to respond to the instructional feedback in a manner that generated improvements in student achievement, and the extent of district - level support and training for principals who were primarily responsible for implementing the new system.

Drawing on research with teachers, principals and superintendents in three urban districts, the Rennie Center's brief recommends that policymakers at both the state and district levels provide teachers with more time and support for the integration of data into their instructional planning.

Among the state - funded pre-K classrooms in the NCEDL study, we found that only about 25 percent of classrooms serving 4 - year - olds provided students with the high levels of emotional and instructional support that are needed.

Old Dominion experts in school reform, math instruction, and instructional technology will collaborate with colleagues at Johns Hopkins University to develop technologies that reduce the level of dedicated local coaching support necessary to implement PowerTeaching i3.

those students scoring at or above a scale score specified in subclause (3) of this clause but below level 3 / proficient shall not be required to receive academic intervention instructional and / or student support services unless the school district, in its discretion, deems it necessary.

An MSP leader recounted how imparting this understanding of overall pedagogy of the instructional materials entailed «partly building networks across the grade levels so that the leaders had a sense of what the curriculum trajectory was supposed to be and how their instructional materials supported that trajectory.»

It includes four strands: (1) development of a tool (the «Framework») to guide teachers» design of student learning experiences, (2) enhancement of teachers» leadership skills (particularly related to sharing leadership for instructional improvement), (3) dissemination efforts that support understanding and use of the Framework across levels of the education system and in all areas of the state, and (4) provision of a platform that provides rural areas in Colorado with easy access to the Framework and extends access to and use of the Framework across the nation and the globe.

TPACK may be influenced by contextual factors such as grade level, curricular standards, student characteristics and background, instructional and social interactions, teacher motivation and beliefs, classroom layout, school - related expectations, support for technology, and types of technology available (Mishra & Koehler, 2006; Rosenberg & Koehler, 2015).

She has spent her career seeking solutions to close the achievement gap, in part by supporting the improvement of instructional practice at both the school and system levels.

It is an essential tool in the development of focused professional collaboration that will raise the level of instructional practices, assessment, and support in your school or district.»

The principal introduces, • Instructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration andInstructional challenges (importance of knowing about challenges at different proficiency levels; highlights the needs of beginner, intermediate, and advanced ELLs) • ESL in Content Area: Beginner / intermediate proficiency: ESL Push - In (specific use of ESL teachers with certification in a content area to support both language acquisition and learning content so that students do not fall behind) • ESL Instructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration andInstructional Period: Advanced proficiency (content instruction in English with supported ESL teacher to strengthen language skills) • Co-teaching model (ESL teacher «push - in» with a classroom teacher to deliver content with ESL support; teachers plan and share instructional role; high levels of collaboration andinstructional role; high levels of collaboration and co-learning)

Our team has interviewed and observed hundreds of teachers from across the country to learn where technology is falling short in their classrooms and where teachers need additional support to take their instructional practice to the next level.

Project Look Sharp is a is a media literacy initiative out of Ithaca College, working to promote and support the integration of media literacy and critical thinking into curricula at all grade levels and across instructional areas.

While much of the time problem - solving teams focus heavily on individual student progress in order to make decisions about instructional supports, the annual spring data review is an important time to consider trends at the class, grade, and school levels.

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 or district.

Reach has supported me in becoming an instructional leader that can support a shared vision and move both students and teachers forward in their growth and personal levels of success.

Focusing on evidence prompted further discussions about lesson planning, learning progressions, tiered levels of support, and new instructional strategies to move individual students from where they are to where they need to be.

+ Provides coaching experiences for teachers, including review of lesson delivery, providing feedback, and modeling demo lessons + Develops / curates quality instructional resources to share with teachers, including lesson plans, unit plants, and assessments + Facilitates professional development workshops for group sizes ranging up to 100 participants + Designs rich and meaningful professional development sessions aligned to math instruction + Continues own learning through research and self - driven PD to stay current of latest trends in math education + Maintains open communication with supported teachers to nurture a professional learning community of educators + Communicate actively with key stakeholders on progress of teacher development + Provides reporting documentation of services delivered, as required EDUCATION / EXPERIENCE: + BA / BS Degree in Education or related field + 4 + years of work experience teaching math in a K - 12 setting + Expert in math content at least across a 5 year grade level band (g. grades 4 — 8) + Record of result in effectively coaching teachers + Experience designing and delivering professional development for adults + Experience working in blended learning classrooms is a plus + Master's degree preferred + Excellent communication skills are essential OTHER JOB REQUIREMENTS: Some local traveling required.

In addition, school - based teacher education is supported by various types of teacher educators — including, but not limited to, mentors, university supervisors, peers, instructional coaches, administrators, district - level supervisors, university faculty, and other professional development providers.

Dr. Archer's materials help teachers and instructional support staff design and deliver effective lessons that increase the learning and engagement of all students across subject areas and grade levels.

Culture and Collaboration Collaborate effectively and meet frequently with the MWA Division Directors, Associate School Directors, Deans of Students, Lead Teachers, Content Leads, the other divisional DCI, and MWAS team members to successfully build capacity of Teaching Faculty and Teacher Interns Work with the Data and Assessment team to compile, analyze, and respond to data on the school's schoolwide data management and assessment systems, including oversight and implementation of the schoolwide Benchmark Assessment system Through informal observations, formal observations, and other qualitative measures, utilize approved tools and matrices to assess faculty adherence and fidelity to efficacy and growth mindset instructional practices, data - informed instructional lesson planning and practices, and cultural competence practices in working with students, faculty and families Work closely with the Director of Teacher Residency to support and inform MWA Teacher Residents with the necessary entry - level skills expected of MWA teachers; this includes working with and supporting the Mentor Teachers assigned to Teacher Residents Supervise and support New Teacher Induction Program Mentor teachers towards helping new - to - the - profession teachers in «clearing» their credential and meeting state mandates for certification; this includes support for all intern teachers Develop and maintain positive relationships with various internal & external stakeholders including administrative colleagues, parents, students, teaching faculty, support and intervention staff members, and board members

These strategies can be implemented into all grade levels and content areas, and support a wide - range of instructional topics, including: literacy, mathematics, comprehension, classroom management, transitions and many more.

Ballantine and Gaines Pell detail the instructional support the lab provides, through vocabulary study and guided reading in small groups; free reading time with books at each student's level; read - alouds of historical novels connected to content in students» humanities classes; and vocabulary instruction.

Developing System - Level Capacity to Support Local Instructional Reform: The Case of One Large - Scale School Improvement Initiative.

Qualifications 7 - 10 years or more teaching experience required 2 - 3 years minimum experience as a lead / master teacher, instructional coach or head of grade - level or subject - area department required Formal management, supervisory or administrative experience required Demonstrated commitment to MWA's mission and core values Strong ability to analyze data and utilizing it to drive instruction Experience facilitating observation and feedback cycles with teachers Experience coaching or supporting teachers in Common Core standards align planning Strong organization skills and attention to detail Highly effective communication skills Ability to work effectively in a fast - paced, results focused environment Ability to laterally manage a diverse group of constituents Bachelor's Degree required; M.Ed.

Require the use of aligned structures (i.e., teacher - based teams, school - level teams, district - level teams) that support shared implementation of focused instructional strategies?

But since 2008, our educational community has implemented instructional practices and reading technology that enabled us to give Juan the support and motivation he needed to be performing at grade level by the beginning of 2012.

These findings have significant implications for the development of instructional resources and expanding learning environments to support all levels of teaching and learning.

Instructional Reading Level Assertion # 1: There is much research that supports the use of frustration level text with studLevel Assertion # 1: There is much research that supports the use of frustration level text with studlevel text with students.

The Orange County Public Schools» Instructional Personnel Assessment System is designed to contribute toward achievement of goals identified in the District Plan, support district and school - level improvement plans, and promote actions that are consistent with the district's stated purpose for instructional personneInstructional Personnel Assessment System is designed to contribute toward achievement of goals identified in the District Plan, support district and school - level improvement plans, and promote actions that are consistent with the district's stated purpose for instructional personneinstructional personnel assessment.

Empowering Writers provides teachers with instructional methods proven to develop sustained writing proficiency, support higher levels of reading comprehension and increase student literacy as a whole.

offers instructional approaches and learning experiences that teach to the level of rigor of the standards, encourage critical thinking, and support each individual learner in the areas where they need additional support.

In this report, the authors, members of the Teachers Learning Collaborative, present the results of a three - year collaborative effort to create an innovative literacy curriculum framework that would support teachers» dual — and often competing — commitments in literacy instruction: (a) to make sure that all students have the opportunity to learn literacy skills and strategies with texts that are at their instructional level, and (b) to make sure that all students have access to, and instruction with, texts that are appropriate to their age level, even if the students are unable to read such materials without support.

«Leaders of professional learning at all levels of the educational system have the responsibility to support classroom teachers with opportunities to learn from using high - quality instructional materials designed for more rigorous college and career - ready standards,» said Jim Short, program director, Leadership and Teaching to Advance Learning within the National Education Program at the Carnegie Corporation of New York.

His commitment to enhancing the experiences of students in New York City has always grounded the coaching around instructional supports that lead to high levels of student achievement.

You'll often work with the highest levels of district leadership to support them with transforming instructional practice in every classroom.

Another 300 teachers joined the TLI in 2014.55 All participating teachers learn skills associated with three kinds of leadership: instructional leadership, or how teacher leaders can improve the systems that support teachers and students within schools and districts; policy leadership, or how teacher leaders can influence policymakers at local, state, and national levels; and association leadership, or how teacher leaders can advance the goals of their local and national unions.56 When they return to their districts, these teacher leaders work to address leadership challenges that they identified through their training.

Teachers cite a lack of high - quality instructional materials that support students» language and academic needs, while at the same time providing the rigor to stay on grade - level.

a. 1) A state share of the Basic Operation Cost, which cost per pupil in March 31 ADM is established individually for each local school division based on the number of instructional personnel required by the Standards of Quality and the statewide prevailing salary levels (adjusted in Planning District Eight for the cost of competing) as well as recognized support costs calculated on a prevailing basis for an estimated March 31 ADM.

By entering the student Quantile measure and selecting the appropriate grade level textbook, families can find instructional resources and activities that supplement the textbook lesson and support student learning outside of the classroom.