Assessment results help prepare and facilitate the design of learning activities that will
meet the needs of individual children as well as the entire classroom.
Not exact matches
No parent -
child relationship is exactly the same, so getting to know your
child as an
individual is
of principal importance when it comes to
meeting his or her
needs.
Meeting this fifth challenge depends on better ways
of: identifying
children at risk
of being locked into trajectories
of low achievement at the earliest possible ages; enhancing levels
of school readiness; diagnosing learning difficulties upon entry to school; and intervening intensively during the early years
of school to address
individual learning
needs to give
as many students
as possible the chance
of successful ongoing learning.
Created around specific school
needs, and recognising Brentfield's high percentage
of pupils with English
as an additional language, the partnership also provides the school with cutting - edge digital resources, helping teachers to
meet the learning
needs of each
individual child.
«We —
as charter school parents — feel compelled that our side
of the story be heard... We are so grateful for the charter school system in Arizona, because we were able to find a school that could
meet the
needs of our family and the
individual academic
needs of our
children.
(1) the temperament and developmental
needs of the
child; (2) the capacity and the disposition
of the parents to understand and
meet the
needs of the
child; (3) the preferences
of each
child; (4) the wishes
of the parents
as to custody; (5) the past and current interaction and relationship
of the
child with each parent, the
child's siblings, and any other person, including a grandparent, who may significantly affect the best interest
of the
child; (6) the actions
of each parent to encourage the continuing parent
child relationship between the
child and the other parent,
as is appropriate, including compliance with court orders; (7) the manipulation by or coercive behavior
of the parents in an effort to involve the
child in the parents» dispute; (8) any effort by one parent to disparage the other parent in front
of the
child; (9) the ability
of each parent to be actively involved in the life
of the
child; (10) the
child's adjustment to his or her home, school, and community environments; (11) the stability
of the
child's existing and proposed residences; (12) the mental and physical health
of all
individuals involved, except that a disability
of a proposed custodial parent or other party, in and
of itself, must not be determinative
of custody unless the proposed custodial arrangement is not in the best interest
of the
child; (13) the
child's cultural and spiritual background; (14) whether the
child or a sibling
of the
child has been abused or neglected; (15) whether one parent has perpetrated domestic violence or
child abuse or the effect on the
child of the actions
of an abuser if any domestic violence has occurred between the parents or between a parent and another
individual or between the parent and the
child; (16) whether one parent has relocated more than one hundred miles from the
child's primary residence in the past year, unless the parent relocated for safety reasons; and (17) other factors
as the court considers necessary.
For example, according the HHS 2011 Poverty Guidelines, for a single adult with no spouse or
children, he or she would have
needed to average less than $ 10,890 in income to be eligible,
as well
as meeting the other requirements, such
as a lack
of recent health insurance, and other requirements by the
individual state.
It offers a wide range
of life insurance solutions for
individuals as well
as groups to
meet various financial protection
needs such
as securing the
child's future, retirement planning, savings and wealth creation.
• 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
Child Care Group, Manchester, NH 6/2010 — Present Parent Educator • Successfully create and develop core individualized plans to
meet the educational
needs of participating parents • Proactively provide professional instruction and delivery
of information to families implementing specified curriculum • Coordinate services with community programs to
meet the
individual needs of each parent education program • Assess the
needs of each family or parent and provide developmentally appropriate information, guidance and support to them • Ascertain that all documentation regarding home visits, attendance records and screening summaries is properly maintained • Represent facility or programs at various events such
as seminars and
meetings • Organize, facilitate and promote the facility's efforts and vision about parent education directives • Collaborate with teachers and parents to develop and implement individualized consultation plans for extenuating circumstances
Social Worker — Duties & Responsibilities Successfully serve
as a psychiatric social worker and practice manager for multiple institutions Perform crisis intervention, adult, geriatric,
child, and adolescent case management and therapy Counsel patients facing depression, substance abuse, bipolar disorder, dementia, and schizophrenia Serve survivors
of domestic violence, rape, robbery,
child abuse, suicide, and other traumatic events Responsible for 24 hour on call crisis intervention for multiple hospital emergency rooms Complete psychosocial assessments to ensure appropriate patient diagnosis and care Design and implement treatment plans including medication and
individual / group / family therapy sessions Attend weekly team
meetings to assess patient progress and document in the DAP system Review psychometric and psychological reports and provide feedback to patients and families Provide clients and family members with guidance and referrals to community resources Maintain contact with family members and encouraged their involvement in patient treatment Performed discharge planning including nursing home placement, home health, medication
needs, transportation and Passport screening, extended in - patient and out - patient mental health services Serve
as public speaker, referral development committee member, and marketing / financial advisor
They can enhance developmentally oriented anticipatory guidance with individualized content that
meets families»
individual needs.42 Home - visiting programs include a «degree
of social support that is difficult to provide in most clinical settings; outreach and liaison between the pediatrician, the family, and the community; involvement with socioeconomic issues that directly affect the well - being
of the
child and family; reinforcement and follow - up
of preventive care, peer helper support,
as well
as encouragement by the home health visitor who has the advantage
of being with the family in its own home, a more accepting, less threatening setting for the family.7
This program involves the family or other support systems in the
individual's treatment: Other family / support structures are used such
as pre-removal conferences to reduce the trauma
of the removal and identify potential caregivers, prioritizing kinship care at the outset
of cases, family team
meetings,
Child - Parent Psychotherapy (CPP), early intervention screening / services, assisting with parent - child contact (e.g., supervising visits, providing transportation), and identifying services for extended family as ne
Child - Parent Psychotherapy (CPP), early intervention screening / services, assisting with parent -
child contact (e.g., supervising visits, providing transportation), and identifying services for extended family as ne
child contact (e.g., supervising visits, providing transportation), and identifying services for extended family
as needed.
(1) the temperament and developmental
needs of the
child; (2) the capacity and the disposition
of the parents to understand and
meet the
needs of the
child; (3) the preferences
of each
child; (4) the wishes
of the parents
as to custody; (5) the past and current interaction and relationship
of the
child with each parent, the
child's siblings, and any other person, including a grandparent, who may significantly affect the best interest
of the
child; (6) the actions
of each parent to encourage the continuing parent
child relationship between the
child and the other parent,
as is appropriate, including compliance with court orders; (7) the manipulation by or coercive behavior
of the parents in an effort to involve the
child in the parents» dispute; (8) any effort by one parent to disparage the other parent in front
of the
child; (9) the ability
of each parent to be actively involved in the life
of the
child; (10) the
child's adjustment to his or her home, school, and community environments; (11) the stability
of the
child's existing and proposed residences; (12) the mental and physical health
of all
individuals involved, except that a disability
of a proposed custodial parent or other party, in and
of itself, must not be determinative
of custody unless the proposed custodial arrangement is not in the best interest
of the
child; (13) the
child's cultural and spiritual background; (14) whether the
child or a sibling
of the
child has been abused or neglected; (15) whether one parent has perpetrated domestic violence or
child abuse or the effect on the
child of the actions
of an abuser if any domestic violence has occurred between the parents or between a parent and another
individual or between the parent and the
child; (16) whether one parent has relocated more than one hundred miles from the
child's primary residence in the past year, unless the parent relocated for safety reasons; and (17) other factors
as the court considers necessary