Sentences with phrase «school reading intervention program»

In doing so, she gained valuable feedback from other teachers, modeled her own professional thinking and learning process to neophyte teacher researchers, and directly impacted student learning through her focus on improving the after school reading intervention program.

Not exact matches

In hopes of identifying factors that influence children's responses to reading interventions, the MIT team set up two summer schools based on a program known as Lindamood - Bell.

In their study, the researchers randomized 22 urban elementary schools serving low - income families to either the INSIGHTS intervention or a supplemental reading program, which served as a control condition.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

Quality Reading intervention programs have become a focus for schools throughout Tennessee.

For K — 12 education, he proposes programs to «recruit math and science degree graduates» to teaching and «ensure that all children have access to a strong science curriculum at all grade levels,» more funding for «intervention strategies in middle school» for «teaching teams, parent involvement, mentoring, intensive reading and math instruction, and extended learning time» — all to address the «dropout crisis.»

This year, it is attacking the adolescent literacy issue on several fronts: developing a diagnostic assessment to determine the kind of reading intervention individual students need; an academiclanguage building program called WordGeneration; analyzing data to see which programs work well in the schools; and a remedial reading course for eighth - and ninth - grade students reading at the third - grade level or below.

In this randomized trial of a reading intervention, we study a scaffolded sequence of implementation in which schools first develop proficiency by implementing the program with fidelity before implementing structured adaptations.

But at Northwest High School in Hughesville, Missouri, a determined community of educators, students, and parents implemented a reading assessment and intensive intervention program -LSB-...]

The program is a five - year initiative to build a web - based screening tool that diagnoses reading problems before kids can even read, and to develop a set of home and school interventions that personalize literacy support for kids, parents, and teachers.

The other 2 schools in this group of 8 had implemented early reading interventions without schoolwide reform of their reading program.

Additionally, as reported above, three or the four schools had recently implemented a regionally developed, research - based reading intervention program from kindergarten through grade 2 or 3.

The experiences stand in contrast to a national push (e.g., the 17 programs listed in the Comprehensive School Reform Demonstration Program legislation; see Herman, 1999) for off - the - shelf reading intervention programs and school reform models (American Federation of Teachers, 1997; Herman & Stringfield, 1997; Slavin & Fashola, 1998; Wang, Haertel, & Walberg, School Reform Demonstration Program legislation; see Herman, 1999) for off - the - shelf reading intervention programs and school reform models (American Federation of Teachers, 1997; Herman & Stringfield, 1997; Slavin & Fashola, 1998; Wang, Haertel, & Walberg, school reform models (American Federation of Teachers, 1997; Herman & Stringfield, 1997; Slavin & Fashola, 1998; Wang, Haertel, & Walberg, 1998).

Used in thousands of schools across the country, Reading Mastery has been a successful reading intervention program with a wide range of students, including significantly at - risk populations, for more than 35Reading Mastery has been a successful reading intervention program with a wide range of students, including significantly at - risk populations, for more than 35reading intervention program with a wide range of students, including significantly at - risk populations, for more than 35 years.

To better support her teachers and the school's reading instruction program, an elementary school principal completed training in a Collaborative Literacy Intervention Project — a professional development program that trains teachers to help struggling readers become proficient readers.

A student's reading level is then accurately correlated to major reading programs, including Lexile, ATOS, F&P, and DRA so teachers can also direct students to supplemental reading materials in your school or library that are appropriate to his / her reading level and recommended instructional strategies and interventions.

Reading intervention services may include the use of: special reading teachers; trained aides; volunteer tutors under the supervision of a certified teacher; computer - based reading tutorial programs; aides to instruct in - class groups while the teacher provides direct instruction to the students who need extra assistance; and extended instructional time in the school day or school year for these stReading intervention services may include the use of: special reading teachers; trained aides; volunteer tutors under the supervision of a certified teacher; computer - based reading tutorial programs; aides to instruct in - class groups while the teacher provides direct instruction to the students who need extra assistance; and extended instructional time in the school day or school year for these streading teachers; trained aides; volunteer tutors under the supervision of a certified teacher; computer - based reading tutorial programs; aides to instruct in - class groups while the teacher provides direct instruction to the students who need extra assistance; and extended instructional time in the school day or school year for these streading tutorial programs; aides to instruct in - class groups while the teacher provides direct instruction to the students who need extra assistance; and extended instructional time in the school day or school year for these students.

Her many tasks in the office are on hold while she attends to more important business: boosting kids» reading skills in a targeted intervention program that has helped propel the school's report card from a D to an A +.

Students at Wewoka Elementary walk back to their classrooms after meeting in small groups for ROAR, the school's innovative reading intervention program.

The intervention program should be run by a reading specialist or certified teacher and could be held during an «8th hour,» or an immediate extension of the school day running every day.

This report was developed for school administrators who needed help in placing incoming freshmen into the correct reading intervention program.

DES offers reading intervention, a school - wide enrichment program, and special education services to meet the needs of all children.

Since 2014, San Angelo has been selected twice to participate in the Middle School Matters program (funded by the George W. Bush Institute) and receive intensive professional development and support to build its capacity in reading, writing, and mathematics instruction and intervention.

Jataun Austin, Paraprofessional Jon Bacal, Chief Entrepreneurship Officer Hannah Bech, Americorps VISTA Community Engagement Specialist Reva Berman, Middle School Special Education Teacher Brittany Boegel, 6th Grade STEM Teacher Desmond Brooks, Maker Teacher Alexei Casselle, Paraprofessional Clara Catalan, Enrollment & Operations Coordinator Yesenia Cuadra, Paraprofessional Derek Davidson, High School Dean of Instruction & Reading Teacher Dawna Diamon, Middle School Special Education Teacher John Dietzen, Social Worker Shannon Durphy, Paraprofessional CJ Ellsworth, High School Math Teacher Erik Erickson, Paraprofessional Marques Fondren, Paraprofessional Corey George, Paraprofessional Katie Green, 6th Grade Humanities Teacher Michelle Harris, Paraprofessional Megan Hartman, Youth Program Manager Marcus Heidelberg, Paraprofessional Travis Heidelberg, Student Support Liaison Margaret Holland, High School Partnership Coordinator Jamaal Jarmon, Paraprofessional Anne Keroff, High School Special Education Teacher Chris Keller, Paraprofessional Levi Kotas, Paraprofessional Jessica Loper, 8th Grade STEM Teacher Alex Mingus, Paraprofessional Anne Molitor, Middle School Special Education Teacher Deris Morgan, Paraprofessional Kerry Muse, School Leader / Chief Learning Officer Peter Pisano, High School Social Studies Teacher Danika Ragnhild, Paraprofessional Sarah Reschovsky, 7th Grade STEM Teacher Carlos Rivera, Middle School Special Education Teacher Luis Rodriguez, Middle School Special Education Teacher Jose Ruiz, Paraprofessional Amanda Salden, Paraprofessional Brian Shephard, 7th Grade Humanities Teacher Heidi Smith, High School Science Teacher Jacob Smith, ESL Teacher Troy Strand, Maker Teacher Dexter Summers, 6th Grade Deeper Literacy / Culture Teacher Stephanie Tofte, Intervention Specialist Paraprofessional Carlos Torres, Recruitment Specialist Bre Vollrath, Middle School Dean of Instruction Mike Warner, Dean of Culture Elise Wehrman, Operations Director Lee Wright, 8th Grade Humanities Teacher

MyPath ™ is an online intervention program designed to meet middle and high school students at their learning level and provide age - appropriate, data - driven, targeted instruction in math and reading to help students get back on track.

She has taught K - 12 English online, coordinated Title I after - school tutoring programs, served as a reading intervention teacher, helped plan & facilitate advisory programs, developed curriculum, supported teachers as an instructional coach, and served in several other leadership capacities.

Background Thirty - seven Reading Recovery teachers from different schools in 14 states submitted the names of two at - risk first - grade students to a Web - based program for random assignment to first - or second - round Reading Recovery service, and submitted data on those students across the school year that allowed comparison of at - risk students with and without intervention services.

MyPath ™ is an online intervention program designed to meet middle school and high school students at their learning level and provide age - appropriate, data - driven, targeted instruction in math and reading to help them get back on track.

These components include classroom reading instruction, school reading programs, reading interventions, school - home - community relations, school change processes, and professional development.

The two sub-groups of students who showed the most improvement in reading were students for which federal government intervention is the least justifiable: students who did not come from SINI schools and students who were in the top two - thirds of the test - score distribution when they entered the Program.

Large - group activities were to include discussion and action on the schoolwide reading program, early reading interventions, and parent partnerships, as well as on issues related to school change and professional development.

As previously mentioned, the children in the larger program ranged in age from preschool to second grade, and many selected for tutoring were either receiving or were wait - listed for Reading Recovery interventions at some of the schools.

Dr. Klein Friedman has served New York City students since the mid 1970s as a teacher of special education and reading in elementary, middle and high schools; staff development trainer; principal; director of literacy and social studies; regional director of academic intervention services and local instructional superintendent; director of secondary school reform, director of academic intervention services, director of a Supplemental Educational Services program internal to the New York City Department of Education (NYCDOE); interim superintendent; and currently as executive director of literacy and academic intervention services at NYCDOE.

Prior to joining the founding team of Envision Learning Partners she oversaw a highly successful reading intervention program at all three Envision Schools.

S.P.I.R.E. ® is a comprehensive and multisensory reading intervention program used in upper elementary school classrooms.

This Act provides per - pupil funding for districts to improve early literacy and creates grant programs for schools and districts to target interventions for students with serious reading deficiencies (SRDs).

We might also consider his achievement in other school subjects; his history with other interventions (for example, a reading support program); his affective responses to school; and his parents» observations of his work at home.

(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?

We provide a Disabilities Awareness Education Program and K - 9 Kids Reading Program for school - age children as well as Animal Assisted Therapy and Interventions.

Served as an administrator and coach for Fast ForWord, a reading intervention program designed to increase reading comprehension and fluency through auditory processing and as a facilitator of the Crittenton Community School Building Level Team, District Level Team and Local Professional Development Committee.

From a total of 19 schools, the three or four most similar schools were identified within each of the five urban areas and randomly assigned to one of three conditions were 1) GBG, 2) the Mastery Learning (ML) program (designed to improve poor reading achievement), and 3) an external control condition with no experimental intervention.

An evaluation of the long - term impact of the Chicago Child - Parent Centers, for example, showed that children attending the program for a full day scored better on measures of social - emotional development, math and reading skills, and physical health than similar children attending the program part day.Arthur Reynolds et al. «Association of a Full - Day vs. Part - Day Preschool Intervention with School Readiness, Attendance, and Parent Involvement,» JAMA 312, no. 20 (2014): 2126 — 2134.

Dr. Armistead's specialty areas include early intervention for reading disabilities, positive behavior support programs and the use of technology in school psychology.