Sentences with phrase «meeting the needs of all learners including»

The curriculum is intentionally designed to be flexible in meeting the needs of all learners including struggling students, students in special education, English Language Learners, and students needing remediation or enrichment.

Not exact matches

Meet diverse learners» needs through a range of classroom strategies that includes lecture, discussion, experiential learning, games, student presentations, technology integration, and free response writing.

This packet includes forms to use to prepare for, document the proceedings and decisions, and follow up after the meeting; tips for talking to all parents and how to phrase what you need to say; a special section on conducting IEP meetings; tips for talking with parents impacted by special education; tips for talking to parents of English learners; and tips and processes to use for meeting with adolescents and their parents.

Design the course flow to include as many levels of Bloom's taxonomy as needed to ensure the learner will meet the objectives

Our most popular briefing papers include «Teenage Parents and Their Educational Attainment,» «Class Time and Student Learning», and «Meeting the Needs of Diverse Learners.»

Because every learner starts with different strengths and weaknesses and progresses at different rates, teachers often struggle to meet the needs of today's diverse student population, including low - income students and students of color.

Little did I know that six years later I would leave as an educator who strongly believes that our public schools are more than capable of meeting the needs of all learners — from prekindergarten through college — and that together we (including all of you) can help make that happen.

«The latest regulations include more levers to encourage schools to offer multiple pathways to competency and more forms of assessment, in order to meet different learners» needs,» Leather said.

High - quality early learning programs meet the needs of all students, including English learners and students with special needs.

Federal law in postsecondary education must also be a robust source of support for local innovation, research, and implementation of strategies designed to improve teacher and principal effectiveness and include: Evidence - based preparation and professional development; Evidence - based evaluation systems that include, in part, student performance; Alternative certification programs that meet workforce needs; State and school district flexibility regarding credentials for small and / or rural schools, special education programs, English learners and specialized programs such as science, technology, engineering, arts, and mathematics; and Locally - determined compensation and teacher and principal assignment policies.

Responsibilities also include the coordination of the Governor's Foreign Language Academies, the Virginia Preschool Initiative, VPI + Federal Grant, TeacherDirect and other programs to meet the needs of diverse learners and raise student achievement.

Responsibilities also include the coordination of Summer Residential and Summer Regional Governor's School programs, the Algebra Readiness Initiative, Math and Science Partnership grants, USED Green Ribbon Schools, Governor's Wellness - Related Fitness Program, Governor's School Nutrition and Physical Activity Awards Program and other programs to meet the needs of diverse learners, promote health, and raise student achievement.

The author's twenty - five years of classroom experience in meeting the needs of a diversity of students at large, urban Title I schools (including teaching gifted and special needs students, as well as English Language Learners) ensure his advice is teacher - friendly and timely — and actually works!

The different needs we've met include serving students that were suicidal, those who have lost a loved one, or learners that are deaf and hard of hearing, to name a few.

Small class sizes matter for many reasons including closing achievement gaps, meeting the needs of English language learners, inclusion of students with disabilities, implementation of the Behavior Education Plan, school climate, and building positive relationships in our school communities.

As Fenton has evolved through the years, it has brought many changes to the current climate of instruction, and I think that our staff has done a wonderful job in using its resources including personnel, instructional data, and current research available to meet the needs of all our learners.

The educational focus of TCGDC is to meet the needs of every learner through a unique combination of researched best practices including Transformation Education, TEACCH, on - line learning, Project Based Learning, Character Development, Arts Integration and Information and Communication Technology.

Together we will address new performance standards and provide the resources for all students, including English Language Learners, those who need Instructional Support and high achieving students, to meet high standards of excellence and be armed with the skills necessary to meet 21st century challenges and to be life - long learners and productive members of societyLearners, those who need Instructional Support and high achieving students, to meet high standards of excellence and be armed with the skills necessary to meet 21st century challenges and to be life - long learners and productive members of societylearners and productive members of society.»

An emphasis on differentiating instruction to meet the needs of all students, including struggling learners, is a highlight of all the academies.

Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or minority students + Demonstrated track record with English language learners + Commitment to preserving the cultural heritage of students + Passion for working with children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.

«The promise of personalized learning is that it ensures the needs of all learners are met — including those with learning differences,» says Dana Brinson, Programme Officer at Oak Foundation.

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 purpose or objective of the lesson includes why students need to learn the objective, what they will be able to do once they have met the criterion, (and) how they will demonstrate learning... The formula for the behavioral objective is: The learner will do what + with what + how well.»

Teachers in K - 12 grades, including content area teachers and those teaching special reading classes, as well as administrators have also found this program to help them best meet the needs of struggling learners.

This integral focus on English learners will help us to identify the challenges that states, districts, and schools are confronting in meeting the needs of this student population as well as provide us with insights into how to effectively include English learners in standards implementation.

Parents and other stakeholders are also voicing their views and concerns regarding how to best meet the academic, social, and emotional needs of all students, particularly historically underserved students, including students of color, English learners, students with disabilities, and students from low - income families.

Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1995)

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Our professional staff includes teachers, coaches and educational administrators in local communities which have been trained to meet the educational needs of all types of student learners.

High - quality early learning programs meet the needs of all students, including English learners and students with special needs.