Sentences with phrase «require educational assessment»

LGS is usually accompanied by learning disability which will require educational assessment and support.

Not exact matches

Unlike teaching a required course to college students with a common denominator of age and educational preparedness, the challenge at a community college is to create a supportive and active learning environment for the discussion of ideas, writing assessment, and peer reviews among a community of strangers.

Dr. Hicken said, «EvaluPac provides CE providers with some of the most common educational assessment analyses without requiring in - depth knowledge of statistics.

The increase came in response to a 1986 law requiring local summer programs for disadvantaged youths to include assessment of educational deficiencies and remedial assistance along with work experience.

The answers to such questions are required to evaluate the effectiveness of teaching strategies, interventions and educational programs, making the assessment of learning a vital element of every educator's work.

The commissioner may also place under high school equivalency program review any program for which a district or board of cooperative educational services fails to provide in a timely manner the student's performance data required by the commissioner to conduct the annual assessment of the high school equivalency program.

Providing a nonarbitrary comparison of schools on even one criterion will be nearly impossible, given the extent to which OCR requires assessment of the «quality» of educational programs.

Washington's high - risk designation specified that the State must submit, by May 1, 2014, final guidelines for teacher and principal evaluation and support systems that meet the requirements of ESEA flexibility, including requiring local educational agencies (LEAs) to use student achievement on CCR State assessments to measure student learning growth in those systems for teachers of tested grades and subjects.

Linn (1998) has suggested that policy - makers have placed enormous emphasis on assessment reform because it is relatively inexpensive and easy to mandate, can be implemented rapidly, and is easily reported by the press, when compared to the type professional development and restructuring / reculturing of schools required to affect deep, second - order educational change (Fullan & Miles, 1992).

Both quotes are strong statements in support of good K - 12 large scale testing practices required by educational measurement standards (i.e., validity, reliability, comparability, fairness) that are also included in CA's statewide assessment authorizing statutory language.

While ESSA was designed to reduce unnecessary standardized testing, the new educational policy requires that schools take an annual statewide assessment.

Local Assessment — An assessment selected and carried out by a local educational agency that is separate from an assessment required by the state or federal government.

Re: the US News article on top about ESSA: Chairwoman Foxx is right about the role of the federal government in America's K - 12 education system; and families can continue to pressure educrats like Mr Botel by opting out, wherever and whenever possible, from their local state schools until the federal government gives up on the continuing mistake of its annual testing requirement in two subjects only, which has produced no significant improvement in American education for 15 years now, but has cost us in lost opportunities, including time and energy that might have been devoted to non-tested subjects, including those in the broader curricula represented by the International Baccalaureate Diploma Programme, which requires assessment — including but not limited to external final exams — in six subjects distributed over at least five fields, an assessment approach that has been imitated by the world's leading educational jurisdictions, but is being discouraged by the ignorant Luddites in the the U.S. ED.

A new «equity score card» would provide school - level information to parents on a school's climate; educational opportunity offerings (such as AP, full - day kindergarten, or gifted programming); the number of assessments required; and the school's funding by source (state, local, and federal).

Achieving this goal would require the development of rigorous standards, assessments, and accountability systems — difficult work, especially in the field of higher education, where educational aims are highly varied and faculty autonomy is deeply engrained.

West Virginia requires alternate route candidates to complete a minimum of 18 semester hours of coursework in the areas of student assessment, development and learning, curriculum, classroom management, the use of educational computers and other technology and special education and diversity.

Ongoing family and educational support together with updated assessment information is needed to meet increased academic demands and to provide required documentation in academic settings and in the workplace.

The Educational Psychologist works as an Expert Witness typically within the family court system, when assessments of young people's needs are required, and also in special educational needs and disability tribunals (SENDISTs).

• Determine types of therapies required for each child and develop specific therapeutic treatment plans to meet his or her individual needs • Handle assessments by interviewing and observing children and creating psychological profiles • Create new programs, move targets forward and make procedural changes in existing care / educational programs • Lead special education trainings and plan and implement staff development and patient education autism programs • Confer and communicate with staff members to gauge the effectiveness of special education programs

• 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

Created and implemented developmentally - appropriate curriculum that addressed all learning styles.Maintained daily records of children's individual activities, behaviors, meals and naps.Promoted good behaviors by using the positive reinforcement method.Established a safe play environment for the children.Distributed quarterly educational assessments, similar to report cards, to each parent.Supervised children on field trips to local parks, fire stations and zoos.Encouraged children to be understanding of others.Completed all required documentation for the National Head Start program.Developed professional relationships with parents, teachers, directors and therapists.Worked closely with the site director, family care workers, classroom teaching team and other specialists.Collaborated with colleagues on developing new classroom projects and monthly themes.

Finally, it requires the understanding that «secret» diagnoses kept from the client tend to result in manipulation rather than psycho - educational treatment, and that assessment should complement, not replace, reasonable offender goals.

In addition to offering assessment and treatment of intimacy and sexual difficulties for individuals and couples, we provide educational opportunities, supervision and consultation, and experiential opportunities required for certification by the American Association of Sexuality Educators, Counselors and Therapists (AASECT).