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.
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.
Not exact matches
As a school leader, what professional
learning support is available to staff working
with students with diverse learning needs?
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.
-- 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.
RDLS features: — Highly - qualified and fully bilingual staff
with diverse cultural and language backgrounds — Classroom teachers, specialists and
support staff attend to each
student's unique
learning needs and work together to help every
student excel — A warm, welcoming community extends genuine care and
support to each
student and family
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.
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.
(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?
The
Student Learning Center (SLC) seeks to provide Otis College's diverse student population with the support tools they need in order to grow as individuals, scholars, and a
Student Learning Center (SLC) seeks to provide Otis College's
diverse student population with the support tools they need in order to grow as individuals, scholars, and a
student population
with the
support tools they
need in order to grow as individuals, scholars, and artists.