Sentences with phrase «students get their needs met»

For academic instruction, the majority of students get their needs met through core, or Tier One instruction.

Not exact matches

If students find a way to get their needs met and improve skills such as self - regulation and flexible thinking, they can develop the necessary confidence to make effective progress.

By meeting others who have it, I hope I can encourage students to open up about it and get the support they need.

If you pay attention, you'll soon discover that the actions of a student — good, bad, or indifferent — are nothing more than good, bad, or indifferent attempts to get his needs met.

This affords the student an opportunity to explore other ways of getting his needs met.

When they're in their student zone of flow then the same will most likely be true for us: our goals are clear, the challenge is high, our skills match the challenge, and we're getting immediate feedback from kids and adjusting so that we can meet their needs and accomplish the goal.

Middle school educators who watch Before may get a better idea of what needs to be done to meet the social and emotional needs of entering students.

States press to ensure that students from kindergarten on get the literacy support they need to meet 3rd grade reading milestones.

«Research shows if the students are in the right mindset and they get their sensory needs met, they are going to be much better learners,» said special education teacher Cheryl Cunningham.

Teachers working in teams, for example, will have the opportunity to get to know students better and meet their needs more appropriately.

Without knowing it, the five students managed to give all of us in the room a primer on the jobs they are trying to get done in their lives, and why they hired BDEA's competency - based school to meet those needs.

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the Oklahoma Learning Standards.

With the BOOST Oklahoma Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

With the BOOST South Dakota Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the South Dakota Learning Standards.

With the BOOST Nebraska Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

Just as we expect teachers to know and meet the needs of every student in their class, teachers should get the same support from principals.

A strategic plan that defines how educators and community partners will use all available assets to meet specific student needs and get better results;

Educators will get the research - based guidance they'll need to organize their classrooms, routines, and lesson plans through differentiated instruction to meet instructional needs of students with learning differences, and their peers will improve every aspect of students» literacy, including reading, writing, listening, and speaking skills, by providing both oral and written language instruction.

With the BOOST Illinois Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

Research behind VAL - ED (the Vanderbilt Assessment of Leadership in Education tool to assess principal performance, developed by researchers at Vanderbilt University) suggests that there are six key steps - or «processes» - that the effective principal takes when carrying out his or her most important leadership responsibilities: planning, implementing, supporting, advocating, communicating and monitoring.40 The school leader pressing for high academic standards would, for example, map out rigorous targets for improvements in learning (planning), get the faculty on board to do what's necessary to meet those targets (implementing), encourage students and teachers in meeting the goals (supporting), challenge low expectations and low district funding for students with special needs (advocating), make sure families are aware of the learning goals (communicating), and keep on top of test results (monitoring).41

She also was inspired by the flexibility that charter schools have to get creative to meet student needs.

Throughout the book, Marzano details the elements of three overarching categories of teaching, which define what must happen to optimize student learning: students must receive feedback, get meaningful content instruction, and have their basic psychological needs met.

To get this to double and triple and so on... it really does take an intensive focus on being sure we are meeting needs - student by student / skill by skill.

With the BOOST Michigan Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

She knows that the real work around curriculum, assessments, student data and what to do to meet the needs of all the students is the work she has to get at with her staff but first, she needed the relationships.

You can fully expect that we will continue to hold social events, forums, rally's, general meetings, have a newly elected steering committee, continue to be a strong presence on social media, offer full support for UFT members being harassed by administrators, demand excessed educators get placed in permanent positions, fight for the services our children need, and the great education our students deserve!

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the Montana Learning Standards.

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the Arizona Learning Standards.

With the BOOST Montana Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

With the BOOST Arizona Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the Vermont Learning Standards.

With the BOOST New York Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

With the BOOST Vermont Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the New York Learning Standards.

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the Ohio Learning Standards.

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the New Mexico Learning Standards.

With the BOOST South Carolina Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

With the BOOST North Dakota Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

With the BOOST New Jersey Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

With the BOOST Florida Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the New Jersey Learning Standards.

With the BOOST New Mexico Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the Florida Learning Standards.

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the North Dakota Learning Standards.

With the BOOST Massachusetts Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

It follows that, if we want to develop educational practice and get better at meeting the needs of students, teachers need opportunities to inquire and learn together.

With the BOOST Minnesota Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with:

One of the biggest challenges for intervention and special education students is getting the extra time on task they need to close the gap between where their reading level is and where it needs to be to meet the Virginia Learning Standards.

With the BOOST Colorado Edition, Tier II and Tier III intervention and special education students get the targeted and intensive instruction they need to meet grade - level goals without missing out on standards - aligned instruction, with: