Sentences with phrase «of students with diverse learning needs»

To determine which strategies increase the achievement of students with diverse learning needs, researchers have studied the power of goals and motivation.

Not exact matches

And after the first weeks of school, how can I find out what my students really know, deal with their diverse learning needs, and ensure that everyone is learning?

This under the sea package provides teachers with different options to meet the diverse learning needs of students.

Teachers were often rewriting units and lessons from scratch, with the added expectation that these aligned with a diverse range of student interests, learning styles, and needs.

A recent survey found that a good number of teachers are concerned about resources — or a lack of — for struggling students and those with diverse learning needs.

Educators need to design these spaces to reach a diverse set of learners, particularly populations underserved in STEM subjects, and students with neurological differences, learning differences, and special needs.

Two federally - funded consortia, Dynamic Learning Maps and the National Center and State Collaborative, have been tasked with creating alternate assessments for this small population of students with widely diverse needs.

We specialize in partnering with schools to meet the diverse learning needs of ALL students in grades 6 — 12.

The effectiveness of the model has been studied in over 20 years of research and field - testing about: (a) the effectiveness of the model as perceived by key groups, such as principals, teachers, students, and parents; (b) research related to student creative productivity; (c) research relating to personal and social development; (d) the use of SEM with culturally diverse or special needs populations; (e) research on student self - efficacy; (f) the use of SEM as a curricular framework; (g) research relating to learning styles and curriculum compacting; and (h) longitudinal research on the SEM.

The Equity Coalition includes representatives from a diverse range of organizations with an interest in students with diverse learning needs, special education programs, charter schools and education reform.

Functions The teacher leader: a) Uses knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community; b) Models and teaches effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances; c) Facilitates colleagues» self - examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students; d) Develops a shared understanding among colleagues of the diverse educational needs of families and the community; and e) Collaborates with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

FOR IMMEDIATE RELEASE: New York City / Geneva Switzerland — Oak Foundation has approved a second grant to The National Center for Special Education in Charter Schools (NCSECS) in support of their mission to ensure that students with diverse learning needs are able to fully access and thrive in charter schools.

I was encouraged this week to learn that ESSA — the new American education law — that replaced NCLB includes language that opens the door beyond academic testing to include «multiple measures of student learning and progress, along with other indicators of student success...» Education Week notes that sprinkled throughout the law are references to an instructional strategy that has enormous potential for reaching learners with diverse needs.

The vision of NCSECS is that the Charter school sector will fully embrace its responsibilities to meet the needs of all students and serve as a model of innovative and exemplary programs for students with diverse learning needs.

-- Oak Foundation has approved a second grant to The National Center for Special Education in Charter Schools (NCSECS) in support of their mission to ensure that students with diverse learning needs are able to fully access and thrive in charter schools.

Our portfolio includes many types of schools: schools designed for personalized learning, using the best of technology and school design to customize learning to students» needs; schools that are «diverse by design,» undoing segregation; schools that teach marketable math, coding, and STEM skills; and schools that blend other specialized programs — in the arts, sports, or technology — with rigorous general curriculum, to capture the imagination of students.

The increasingly diverse urban and suburban student population presents school boards with the challenge of creating positive learning environments to meet the needs of these diverse students.

Learning specialists analyze data, create and implement behavior management programs, communicate with parents / guardians, collaborate with other teachers, and develop IEP goals that address the diverse needs of students of all ability levels.

A. Demonstrates sensitivity and responsiveness to the personal ideas, learning needs, interests, and feelings of students with disabilities and / or from culturally and linguistically diverse backgrounds (e.g., Native Americans, Hispanic Americans, African Americans, Asian Americans, as well as other recent immigrant groups).

May 26, 2016 (Los Angeles)-- Today, Educators 4 Excellence - Los Angeles, a teacher - led organization that seeks to elevate the voices of teachers in policy discussions, released its One School For All report to provide recommendations on ways to improve Common Core implementation to better meet the diverse learning needs of English Learners and students with disabilities.

She is currently an Assistant Professor, Service Learning Fellow, and Community Engaged Research Scholar at the University of Massachusetts Dartmouth, where she directs a team of student and faculty researchers committed to improving achievement, health and well - being outcomes for students and teachers in classrooms serving students with diverse learninLearning Fellow, and Community Engaged Research Scholar at the University of Massachusetts Dartmouth, where she directs a team of student and faculty researchers committed to improving achievement, health and well - being outcomes for students and teachers in classrooms serving students with diverse learninglearning needs.

Schools should be open, comfortable, accepting environments with diverse and flexible spaces to meet the learning needs of each student.

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.

In turn, education practitioners can use rich multimedia resources to create opportunities for transformative learning experiences, to give learners of diverse needs, ethnicities and cultural backgrounds a voice, to enable students with various life commitments to study, and to find new ways of enabling learners to reach their desired goals.

She teaches a variety of courses in SDSU's teacher - credentialing program on elementary and secondary literacy in content - area instruction and supporting students with diverse learning needs.

Today's elementary and secondary schools are flooded with students of diverse backgrounds, cultural traits, needs, abilities and learning styles.

Students also learn to teach to a diverse student body through both the education of students with exceptionalities course and the nature and needs of gifted and talented students - you graduate with a truly versatileStudents also learn to teach to a diverse student body through both the education of students with exceptionalities course and the nature and needs of gifted and talented students - you graduate with a truly versatilestudents with exceptionalities course and the nature and needs of gifted and talented students - you graduate with a truly versatilestudents - you graduate with a truly versatile degree.

Instructional practices vary, ensuring that teachers meet the needs of students with diverse learning styles.

Fuel Education has worked with hundreds of schools and districts to implement effective blended learning programs to better meet their students» diverse and changing needs.

Addressing the needs of their diverse students, in particular, English Language Learners and students with special needs, the authors discuss how a technology - rich learning environment influences critical features of the classroom.

Aiming to personalize educational experiences and unlock all students» potential and strengths, Brooklyn LAB leaders explicitly and intentionally integrate their commitment to serving students with diverse learning needs into the mission, vision, and practices of the school.

Our teaching and learning model is particularly attractive to families of students with diverse needs because it includes hands - on instruction that is highly differentiated.

I would argue that if the goal is to provide more instruction that taps into students» individual needs and personal interests, then school and district leaders should focus on doing specific things that might actually move the needle, such as making sure: 1) that teachers know their students well; 2) that they assess student learning carefully; 3) that they provide students with rich and diverse materials in a range of media, and 4) that student and teacher assignments are flexible.

If so, you're likely to see one teacher surrounded by an increasingly diverse group of students — each with unique learning needs.

Critical student needs: How technology can support math learning Based on conversations with with a diverse group of educators and edtech decision - makers, we believe that technology is especially well poised to create an impact on middle and high school math by making learning accessible to students of all abilities and cultural backgrounds, providing age - appropriate scaffolding for underdeveloped foundational concepts, enabling rich social interactions with peers and teachers, encouraging growth mindset, metacognition and agency, and creating opportunities to apply knowledge to real - world challenges.

As Principal of the Bethune School of Excellence, student achievement in math and reading increased by double - digits; but also, «students with diverse learning needs», according to the Northwestern Evaluation Association, showed achievement growth in reading from the 51.5 percentile to the 100th national growth percentile, and in math from the 72.7 percentile to the 100th national growth percentile.

With ongoing pressure to enhance the high school experience, this article argues that Linked Learning has the potential to increase students» access to a wide range of postsecondary opportunities by addressing a diverse range of students» needs and goals.

Schools all over the country are discovering the benefits of partnering with Odysseyware Academy to build a technology - based, comprehensive distance learning environment to serve the diverse needs of their students.

Functions The teacher leader: a) Collaborates with colleagues and school administrators to plan professional learning that is team - based, job - embedded, sustained over time, aligned with content standards, and linked to school / district improvement goals; b) Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.

A holistic educator, Brooke Trenwith works with teachers, leaders and families to meet the learning, social and emotional needs of all students, whilst creating a «rising tide» of achievement to support diverse learners and the minoritised.

Frey teaches a variety of courses in SDSU's teacher credentialing program on elementary and secondary reading instruction and literacy in content areas, classroom management, and supporting students with diverse learning needs.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

Tens of thousands of students with dyslexia, autism, dysgraphia, down - syndrome and diverse learning challenges use our software and hardware devices to accommodate their learning needs in schools, the workforce and at home.

As the oldest public HBCU in Georgia and the oldest institution of higher learning in the historic city of Savannah, SSU has served this community with distinction while meeting the educational needs of an increasingly diverse student population.

This program states is works with a diverse group of students and will accommodate a broad range of learning needs and styles.

«Science Differentiation in Action: Practical Strategies for Adapting Learning and Teaching in Science for Students with Diverse Needs and Abilities» This resource pack, of which two copies have previously been sent to all post-primary schools, includes worksheets, activities and ideas that teachers can use directly in the classroom.

Students with severe to profound general learning disabilities exhibit a wide and diverse range of characteristics, including a dependence on others to satisfy basic needs such as feeding and toileting, difficulties in mobility, problems with generalising skills from one situation to another, significant delays in reaching developmental milestones and significant speech and / or communication difficulties.