Sentences with phrase «on meeting individual student needs»

Not exact matches

Current pedagogical fashion harps endlessly on «differentiating» instruction to meet the needs of diverse individual students; for homeschooling parents, whose «individual students» are their own kids, this comes naturally.

The purpose of this guide is to provide up - to - date information on academic Science, Engineering, and Public Policy (SEPP) programs to assist prospective students, researchers, administrators, and funding agencies in obtaining a picture of the field and identifying programs whose offerings meet their individual needs and interests.

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.

To help this happen schools create a Planning and Placement Team (PPT) that meet and discuss a student's Individual Education Program (IEP) and then place the student in the appropriate educational setting based on the student's needs and the law.

First, by acknowledging that we can't meet the needs of individual students if we keep relying on group averages.

However, when students are widely dispersed in their levels of attainment, effective teaching depends first on establishing and understanding where individuals are in their learning and second on providing well - targeted teaching and learning opportunities to meet learners at their points of need.

A critical thing that these practices had in common was that they focused on what the school and individual teachers could do differently to meet students» needs.

There is recognition that high quality instruction is the key to improved student learning, and teachers and school leaders are engaged in ongoing efforts to understand and meet the needs of individual learners and to improve on current teaching practices.

District performance - based assessments in reading, writing, spelling, and math are given, on average, three times each year, and numerous staff development hours are spent reviewing results and discussing ways in which the findings can be used to inform and change classroom instruction to meet the needs of individual students.

Encourage teachers and other district personnel to stay motivated by keeping them updated on how todays technology makes available a multitude of teaching resources and provides targeted information and tools to meet individual student needs.

In the case of a planned absence, the teacher could meet with the ELF beforehand to brief him on the lesson and individual students» needs.

Personalize learning experiences: Capitalize on technology's efficiencies and functionality to meet students» individual learning needs, for example, scaled tests and quizzes; adaptability tools and features; software data that can capture where students are struggling or spending the bulk of their time; competency - based learning resources; tools that facilitate student reflection; project planning, organization and time management; communication; collaborative work; individual research and curation; and design and creativity.

Since the National Commission on Excellence in Education roundly indicted the public schools for failing to meet students» educational needs, individuals and communities have scrambled to discover how to improve education.

Leaders of schools that rely heavily on online credit recovery say they try to purchase courses that can be easily broken apart, so teachers can reorder the lessons or pull out specific sections to meet individual students» needs.

According to State Superintendent of Education, Molly M. Spearman, «Providing public school options based on the needs of individual students and families is important to ensure that every child meets the Profile of the South Carolina Graduate.»

It allows students to continue learning on snow days and summer vacation and have that instruction meet their individual needs and pace.

Teachers determined which students were on track, which needed more support or extension, and thought creatively about how to meet the specific needs of individual students.

Despite the prevalence of students with disabilities in the general education classroom, few teachers receive training on how to meet these students» needs or how to navigate the legally mandated processes enumerated in the Individuals with Disabilities Education Act (IDEA).

Teachers choose what assignments they want their students to work on allowing them to align the program with their current curriculum and meet individual needs.

LEAP is defining and articulating the teacher practices that best meet individual student needs; determining the school - and classroom - level models that best personalize learning; and constructing the research methods and tools to best evaluate the impact of personalized learning and edtech programs on student achievement.

Woven into this highly personal narrative about a boy's journey from silent sidekick to hero are themes that translate to public education: the challenges of finding the right school or instructional method to meet a student's individual needs; the impact of social stigmas on expectations and performance, particularly for «discarded students» in low - income neighborhoods, and the need for a culture of high expectations to counter those negative societal assumptions; the importance of tireless, focused, caring teachers who do whatever it takes to help students succeed; and the ability for all children — regardless of learning challenges or race or income level — to learn.

Teachers need not only a thorough understanding of their subject area and instructional skills, but also additional time for planning, conferring with other teachers, developing strategies and materials, meeting with individual students and small groups, and reviewing and commenting on student work.

Use of data to tailor instruction to meet individual student academic and social needs with a goal of every student performing on grade level or above in all subject areas

Using data to tailor instruction to meet individual student academic and social needs with a goal of every student performing on - grade level or above in all subject areas

Our professional development in the AMU framework comprises a combination of on - site and web - based training to help teachers effectively administer the assessments, track student progress, and target instruction to better meet students» individual needs.

-- teachers can meet individual needs by setting courses and providing more guidance, or having students monitor their progress and adjust based on awareness of strengths and weaknesses.

The Introduction to the Individual Student Assessment Accessibility Profile (ISAAP) module provides information on how to create and implement an ISAAP to meet students» access needs for these assessments.

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.

It invites educators to fight for a position (the idea that children's individual needs should be met) that nobody opposes, when they ought to be focusing on more urgent questions: Assuming that we all want instruction to be more responsive to students, what should we do with the adults who work in schools?

We have re-designed our elementary high ability program to provide greater emphasis on meeting the individual needs of our high ability students.

On the contrary, differentiated instruction comes with the realization that to meet your high expectations for your students, you must recognize their individual instructional needs.

KIPP is committed to providing all children a quality education, and the school is also focused on helping meet the needs of each individual student.

As an online teacher understanding the students» cultural background will help me to better meet the needs of my students on an individual basis and to provide them with the best education possible.

Support students» reading by providing 1 - on - 1, differentiated instruction to meet students» individual needs (e.g., «How did you figure out that word?»

Although a group experience, our student to instructor ratio never exceeds 3 to 1, allowing each individual quality time with an instructor since our program is solely based on meeting your individual needs.

From now on, employers wishing to hire international students who have graduated from recognized Canadian post-secondary institutions and whose Post-Graduate Worker Permit (PGWP) is expireing, will need to submit a Labour Market Impact Assessment to ESDC, and ensure that the individuals transitioning from the PGWP meet all of the requirements for the applicable stream under the Temporary Foreign Workers Program.

In business since 1991, this family - owned business offers in - class and on - the - road courses tailored to meet students» individual needs.

Created many materials for alternative assessments used in centers and small group instruction designed to meet all learning styles depending on student's individual needs.

• Assist the lead teacher with curriculum development and lesson planning • Ensure that the lesson plans are purposeful and age appropriate • Work with the lead teacher to plan and implement study programs aimed at meeting the individual needs of the students • Encourage student enthusiasm for learning processes by working with each student on an individual basis • Observe students» behavior and progress on a regular basis • Work with the lead teacher to recognize and address learning problems • Assist the lead teacher in developing reasonable classroom rules in accordance to the school guidelines • Evaluate students periodically to determine progress and need for intervention • Handle student record management tasks • Assist lead teachers in make needed adjustments to the instructional program • Prepare bulletin board displays in accordance to the lead teachers» instructions • Tutor students in groups and individually in order to enforce concepts taught in class • Assist students with assignments or in understanding difficult concepts • Supervise students during instruction and in the absence of the lead teacher • Organize and supervise games during activity time • Assist students during lunch time and with their toileting needs • Handle instruction resource research activities and hand out materials to students • Take and record class attendance • Assist students in embarking and disembarking from the school bus • Operate and maintain audio - visual equipment from special class projects

CAREER HIGHLIGHTS • Over five years» experience teaching Mathematics to students of different backgrounds • Highly skilled in planning effective classroom instructions • Hands on experience in teaching mathematical concepts to young students • In - depth knowledge of basic and advanced mathematics with a specialization in algebra • Demonstrated the ability to plan a program of study that meets the individual student's need, interest, and ability • Able to maintain a disciplined and controlled environment in the classroom • Proficient in preparing effective and appropriate lesson plans • Current teacher's license

• Highly experienced in creating and developing core preschool curriculums, aimed at meeting the individual needs of early childhood • Proven ability to tweak lesson plans to meet the requirements of each child, in accordance to his or her learning abilities and limitations • Demonstrated expertise in planning and implementing daily class activities to meet students» educational, cognitive, social and developmental requirements • Deep insight into establishing a well - managed and child - oriented class atmosphere to encourage participation • Competent at organizing activities to provide students with detailed information to understand concepts taught in class • Proficient in organizing events and activities to encourage students to explore interests and develop talents • Adept at developing schedules and routines to ensure that students gain sufficient amount of physical activities • Qualified to teach young students through study aids and activities - based learning methods • Proven record of efficiently and accurately creating and maintaining students» records with great focus on confidentiality • Effectively able to recognize signs of emotional and developmental problems and provide viable solutions • Skilled in working with students with special needs by providing them with an environment conducive to learning and understanding of their limitations

I am highly skilled in providing one - on - one assistance to students, assisting in the implementation of the curriculum, educating children and families by meeting program goals, and helping in meeting individual needs of children.

The Arc of the Ozarks, St. Paul, MN 9/2009 to Present Behavior Support Technician • Confer with school nurses and teachers to determine types of behavior issues certain students are facing • Assess each child for behavior issues by conferring with them individually and in groups • Determine strategic behavior support programs for each individual student • Conduct classroom observations to determine behavior intervention plans • Hold meetings with teachers and social workers to determine need for intervention • Plan intervention policies and provide guidance to school personnel on how to execute them • Take and record students» histories and document reasons that may have contributed to behavior issues • Supervise students» interactions with their peers and take notes to determine plans of action • Document progress of each student after careful observation

• Singlehandedly develop an interactive learning program based on individual students» learning abilities, resulting in increased positive response from the student body • Train fellow special education teachers in using sign language with students with hearing and speech problems, which resulted in increased student confidence • Create and implement curriculum based on the individual requirements of each student enrolled in the special needs class • Design, develop and implement lesson plans to meet each special student's requirements • Assess each enrolled student to determine his or her individual capabilities and limitations • Provide both direct and indirect instructional support to students by employing special education strategies and techniques • Teach socially acceptable behavior by both instructing it and modeling it effectively

NSU Teacher Education Program Candidate Regularly assumed role of lead teacher; Supervised an average of 23 students in classrooms, halls, cafeterias, schoolyards and on field trips; Enforced the school's student discipline code to deal with problem situations; Preserved the confidentiality of student records and information at all times; Determined student strengths and weaknesses through STAR testing and weekly assessments; Nurtured students» desire to meet and / or surpass their Accelerated Reader goal; Set up lesson materials, bulletin board displays and demonstrations; Fostered oral language development and critical thinking skills during literary discussions; Differentiated instruction for individual student needs; Encouraged personal responsibility while maintaining positive learning environment for all learners; Maintained communication between school and parents via student planners, and parent / teacher conferences.